The Reflective Teaching Model

The following article is taken from the following link for study purpose only http://www.emu.edu/education/model.html

The Reflective Teaching Model undergirds the professional knowledge bases. These knowledge bases are centered on knowledge of self, knowledge of content, knowledge of teaching and learning, knowledge of pupils, and knowledge of context within schools and society. Preparation for working with diverse populations in an ever-changing cultural and global context requires teachers who are knowledgeable, caring, and responsive.

A visual model for teacher reflection has been adapted from the works of Sparks-Langer (1992). The framework is presented below.

The reflective teaching model should not be viewed as a simplistic fix-it model whereby a solution is developed to correct a problem without addressing the underlying causes of the problem. Rather, it examines underlying assumptions and becomes a useful model to understand the interaction of dispositions (being), practice (doing), and professional knowledge (knowing). At the heart of the model is a cyclical process leading to the construction of meaning. Meaning is constructed when awareness is created by observing and gathering information (1); by analyzing the information to identify any implications (2); by hypothesizing to explain the events and guide further action (3); and by implementing an action plan (4).

The model of reflection incorporates five categories of knowledge. The professional knowledge bases are identified on the far right of the diagram. They include knowledge of self as teacher, knowledge of content, knowledge of teaching and learning, knowledge of students, and knowledge of school and societal contexts. These knowledge bases are viewed as essential for what prospective teachers should know and be able to do.

On the far left of the diagram is the "doing" dimension of teacher behavior. It identifies performance indicators and involves the tasks of planning, implementing, and evaluating.

Incorporated in the conceptual framework are attributes or dispositions deemed critical to professional development. They must be nurtured. These are identified on the outside of the circle and incorporate the affective dimensions of the six principles identified in the EMU Teacher Education Mission Statement.
What is the Reflective Teaching Model?
Reflective Teaching is an inquiry approach that emphasizes an ethic of caring, a constructivist approach to teaching, and creative problem solving (Henderson, 1996).

An ethic of caring respects the wonderful range of multiple talents and capacities of all individuals regardless of cultural, intellectual, or gender differences. A premium is placed on the dignity of all persons. Teachers using a constructivist approach place emphasis on big concepts, student questions, active learning, and cooperative learning, and they interweave assessment with teaching.

A constructivist approach seeks to connect theory to practice and views the student as "thinker, creator, and constructor." Integral to a constructivist theory of learning is creative problem solving. Teachers take responsibility for assessing and solving problems not with mechanistic "cook book" recipes, but by asking "What decisions should I be making?", "On what basis do I make these decisions?", and "What can I do to enhance learning?"
How does the Reflective Teaching Model Integrate Theory with Practice?
Teacher Education at EMU strives to help you make meaningful connections between theory and practice. You are taught to ask significant questions in the context of classroom and field experiences.

The Education Department incorporates reflective thinking and teaching into a sequential curriculum pattern with initiatory, developmental, and culminating phases. Courses are arranged within the professional education sequence around five questions:

1. Exploring Teaching-- "Shall I Teach?"
2. Academic Preparation-- "What Shall I Teach?"
3. Understanding Learners-- "How Do Students Learn?"
4. Organizing for Teaching --"How Shall I Teach?"
5. Schooling and Cultural Context--"Why Do We Teach?"

Classes participate in carefully arranged and fully integrated field based experiences beginning in the first year and culminating in the senior year with Student Teaching. The professional education curriculum emphasizes caring relationships, assertive but cooperative classroom management practices, peace and justice issues, and the integration of ethics with professional competency.
The ultimate goal of teacher education at EMU is to empower you to develop a spirit of inquiry leading to informed decision making while applying values to action.

Members of the education faculty are committed to demonstrating the reflective model in their own teaching. Education classes utilize instructional activities such as cooperative learning strategies, class interaction and role playing, microteaching lessons, and case studies. Instructors give special attention to the application of theory and practice by helping you make connections between relevant concepts through higher order questioning strategies. Reflective thinking skills -- the ability to evaluate and interpret evidence, modify views, and make objective judgments--are stressed in all courses.