Appendix C: The reflective practitioner
Types of resources for professional development and learning At some level reflection on practice is something you must do for yourself, since only you have had your particular teaching experiences, and only you can choose how to interpret and make use of them. But this rather individual activity also benefits from the stimulus and challenge offered by fellow professionals. Others’ ideas may differ from your own, and they can therefore help in working out your own thoughts and in alerting you to ideas that you may otherwise take for granted. These benefits of reflection can happen in any number of ways, but most fall into one of four general categories: • talking and collaborating with colleagues • participating in professional associations • attending professional development workshops and conferences • reading professional literature
In the next sections we explore what each of these activities has to offer.
Colleagues as a resource Perhaps the simplest way to stimulate reflections about your own teaching is to engage fellow teachers or other colleagues in dialogue (or thoughtful conversation) about teaching and learning: What do you think of this kind of experience? Have you ever had one like it yourself, and what did you make of it? Note that to be helpful in stimulating reflection, these conversations need to be largely about educational matters, not about personal ones (“What movie did you see last night?”). Dialogues with individual colleagues have certain advantages to more complex or formal professional experiences. Talking with an individual generally allows more participation for both of you, since only two people may need to express their views. It also can provide a measure of safety or confidentiality if your conversation partner is a trusted colleague; sometimes, therefore, you can share ideas of which you are not sure, or that may be controversial. A somewhat more complex way of stimulating reflection is group study. Several teachers at a school gather regularly to bring themselves up to date on a new curriculum, for example, or to plan activities or policies related to a school-wide theme (e.g. “the environment”). Group meetings often result in considerable dialog among the members about the best ways to teach and to manage classrooms, as well as stories about students’ behavior and learning experiences. For a beginning teacher, group study can be a particularly good way to learn from experienced, veteran teachers. Sharing of ideas becomes even more intense if teachers collaborate with each other about their work on an extended basis. Collaboration can take many forms; in one form it might be “team teaching” by two or more teachers working with one group of students, and in another form it might be two or more teachers consulting regularly to coordinate the content of their courses. Collaborations work best when each member of the team brings responsibilities and expertise that are unique, but also related to the other members’ responsibilities. Imagine, for example, a collaboration between Sharon, who is a middle-years classroom teacher, and Pat, who is a resource teacher—one whose job is to assist classroom teachers in working with students with educational disabilities or special needs. If Pat spends time in Sharon’s classroom, then not only will the students benefit, but they both may learn from each other’s presence. Potentially, Pat can learn the details of the middle-years curriculum and learn 352 http://www.saylor.org/courses/psych303/
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