TAILIEUCHUNG - Reflective practice and teacher professional learning
This paper addresses the utilisation of reflective practice to foster teacher professional learning by critically reviewing recent research and other relevant literature. The paper concludes that reflection and reflective practice are vital to teacher professional learning owing to the theorypractice gap, the research-practice gap, limitations of the managerialist approach to professional development, and the unstable nature of the teaching career. | VNU Journal of Science: Education Research, Vol. 32, No. 4 (2016) 29-35 Reflective Practice and Teacher Professional Learning Do Anh Tuan* University of Da Nang - Kontum Campus, 704 Phan Dinh Phung, Kontum City, Kontum, Vietnam Received 22 August 2016 Revised 16 September 2016; Accepted 22 December 2016 Abstract: This paper addresses the utilisation of reflective practice to foster teacher professional learning by critically reviewing recent research and other relevant literature. The paper concludes that reflection and reflective practice are vital to teacher professional learning owing to the theorypractice gap, the research-practice gap, limitations of the managerialist approach to professional development, and the unstable nature of the teaching career. Appropriate models and frameworks for reflection are available for application, accompanied by the suggestions to extend reflective practice beyond its private mode. Keywords: Reflection, reflective practice (RP), professional learning. 1. Introduction * because of the structural constraints of their role [6], and supervisors’ formal role in supervision, along with individuals’ attempt to prove their competence, causes low trust in supervisors to facilitate workplace learning [7]. This is actually the case in Vietnam nowadays [1]. These arguments clarify that informal learning of all kinds, one of which is learning from one’s own and others’ experiences, obviously has its own position in promoting professional and lifelong learning. This paper reviews theories of reflection and reflective practice and other related literature as well to address the issue of exploiting this form of informal learning to foster professional learning and development in the teaching career. The mindset that professional development necessarily involves formal learning-which achieving by structured programmes of instruction in an educational institution-is still dominant in Vietnam [1]. Knight [2], however, argues that the .
đang nạp các trang xem trước
