Teachers as Reflective Practitioners in Classroom Teaching (Out of stock)

There is a move toward teachers as reflective practitioners in recent years, and this movement has recognition for teachers to be active in leading school reform, development and improvement. This study examines: (1) how teachers (N = 34) work with the nine Assessment for Learning elements in their teaching; (2) their reflection on teaching effectiveness; (3) their own suggestions for improvement as evidenced in the reflective statements from the self-reflection form; and (4) how they intend to improve the teaching schedule/content with the learning evidence collected inside/outside the classroom. The findings of this study show that teachers’ reflective practices can contribute to three different areas: curriculum development, instructional development, and teacher professional development. We propose that reflective practitioners can act in a “reflective spiral” that starts with planning, acting, observing and then reflecting. The study shows that reflective practitioners are professional experts who are able to assure the quality of teaching with self-enhancement and self-improvement.