When the NOC was located on a route connecting a CU-SeeMe reflector to several schools, it had to deal with. In this chapter, we highlight the way the combination of a reflective inquiry lens, a research methodology (self-study of practice) and custom-designed strategies and tools highlights the practicalities and powerful influence of reflective practice. 3.2.3 Teaching Materials Must be Developed.
#Reflector teacher 3.2 professional
Using self-study methodology, we collated and analysed 32 critical incidents and identified key themes including: the tensions evident in institutional and personal expectations, contrived versus organic collaboration and valuing the teacher as a researcher. A reflector is suitable for students and professional teachers to learn and create more. Three 1.27 cm-diameter holes were drilled at Focal (at 10 cm focal length), Inner (1 / 2 focal length), and Outer (3 / 2 focal length) points on the bottom of the frame. Following the template, a wood frame was made using band saw and nail gun. Critical incidents were defined as incidents in our practice as teacher educators that caused us to pause and reflect on our work and were collated during an intense period of institutional change. Building Process A parabola template was drawn on paper according to the design in Figure 2a. dot tot got dog Directions: In each row, have students circle the word the teacher pronounces. In this chapter we examine the influence of using critical incident identification and analysis to reflect in and on our practice as teacher educators. Hence, the three important approaches to reflective teaching are as follows: 2.2. The purpose of this chapter is twofold – first, to examine the ways in which critical incident identification and analysis can reveal more about the sophisticated complexity of teaching and, second, to provide an exemplar of reflective practice inquiry in teacher education based primarily on experience and reflection (Dewey J, How we think: a restatement of the relation of reflective thinking to the educative process. Richards (1990) believed that one can be a reflective teacher using different teaching approaches, including self observation and other observation, team teaching, and discovering teaching by writing. Self-Study of Teaching and Teacher Education Practices
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