Engaging in self-reflection should involve a move from this semi-conscious, informal approach to a more explicit, intentional approach. This enables the teacher to learn from and potentially enhance their practice (and their awareness of the reflection process) and can be applied to any aspect of teaching.
Dialogic reflection involves ‘discourse with the self’. Thinking about what they’re going to do in their instruction, What is it they want students to know, understand, and be able to do with the information learned, the methods they intend to use, the level of engagement and
so on, in advance of the delivery of the class. Afterwards, they then consider how well they achieved their intended goals and which aspects require further attention. |
Critical reflection facilitates transformational learning that can happen either gradually or from a sudden or critical experience and alter the way they view themselves and their world (Baumgartner, 2001)
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Transformative reflection involves systematically changing your teaching using ‘on the ground’ evidence that suggests the changes you make are in the right direction and enhancing student learning (Biggs & Tang, 2007).
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