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Reflective Practice

Spalding and Wilson (2002) argue that 'reflective thinking is essential to identifying, analysing, and solving the complex problems that characterize [sic] classroom thinking' (p. 1394). The authors draw upon the work of John Dewey (1933, cited in Spalding & Wilson, 2002, p. 1394) to define reflection as the 'active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends' (p. 9). 'To be genuinely thoughtful, we must be willing to sustain and protract that state of doubt which is the stimulus to thorough inquiry' (p. 16).

Spalding and Wilson propose (along with Dewey) that, although thinking is natural for humans, reflective thinking needs to be taught. Furthermore, attitudes play an important role in developing reflective thinking, including:

• open-mindedness ('freedom from prejudice, partisanship and other such habits as close the mind')
• whole-heartedness ('genuine enthusiasm')
• responsibility (a willingness 'to consider the consequences of a projected step … (and) adopt these consequences when they follow reasonably from any position already taken').

(Dewey, 1933, cited in Spalding & Wilson, 2002, p. 1395)

The value of reflection lies in the fact that teacher actions will be better considered. Both teachers and students will benefit (Spalding & Wilson, 2002).

Barry and King (1998) also promote reflection as an essential skill for teachers. Barry and King differentiate between the teacher who 'ponders about how well the skill, strategy, lesson, etc is going or has gone … [and the] more professional evaluator … who systematically reflects on a lesson' (p. 409). Barry and King provide a readily accessible checklist that can be used to elevate reflection above 'pondering' to a more systematic process.

1. What went well about the lesson? Identify several positive features.
2. Why did these positive features go well?
3. What have you learned about your teaching? To what extent are these features strengths in your teaching?
4. What did not go so well about the lesson? Identify several features.
5. Why did these features not go so well?
6. What have you learned about your teaching? To what extent are these features shortcomings in your teaching?
7. Taking questions 3 and 6 together, how can you capitalise on your strengths and change your shortcomings in your next lesson?

(Barry & King, 1998, p. 409)

Leading from the systematic self-reflection, Barry and King suggest an eight-step cycle for self-improvement.

1. Identify targets for self-improvement - an honest and frank self-appraisal of strengths that can be built on and shortcomings that can be addressed.
2. Select one or two targets.
3. Read the expert literature on the target to develop perspective and context, boundaries and linkages, professional language and new ideas.
4. Develop or borrow self-checking mechanisms such as checklists or rating scales.
5. Gather self-information about the target for improvement over a few lessons, possibly with the help of a critical friend.
6. Analyse and plan an improvement program.
7. Try out the new behaviours or approaches and self-check again, modifying and continuing until satisfied with the improvement.
8. Repeat the cycle with another target behaviour.

(Substantially condensed from Barry & King, 1998, pp. 410-413)

Day (1999) also argues that making the professional knowledge base of teachers available to others and valuable to increasing understanding of the ways in which people learn most effectively. He draws upon the work of Judyth Sachs, who identified five core values as essential to a proactive, responsible approach to teacher professional development.

1. Learning in which teachers are seen to practise learning individually with their colleagues and students.
2. Participation in which teachers see themselves as active agents in their own worlds.
3. Collaboration in which collegiality is exercised within and between internal and external communities.
4. Cooperation through which teachers develop a common language and technology for documenting and discussing practice and the outcomes.
5. Activism in which teachers engage publicly with issues that relate directly or indirectly to education and schooling, as part of their moral purpose.

(Sachs, cited in Day, 1999)

Day argues that engaging in reflective practice enables such core values to be played out.

References
Barry, K. & King, L. (1998). Beginning teaching and beyond. Katoomba, NSW: Social Science Press.

Day, C. (1999). 'Researching teaching through reflective practice.' In J. Loughran (Ed.), Researching teaching: Methodologies and practices for understanding pedagogy (pp. 215-232). London: Falmer Press.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York: D.C. Heath and Company.

Spalding, E. & Wilson, A. (2002). 'Demystifying reflection: A study of pedagogical strategies that encourage reflective journal writing.' Teachers College Record, 104, 1393-1421.