Reflective Teaching and Learning

Paper Summary:

This paper discusses the importance of reflective learning and teaching in order to foster positive and lasting relationships with children when one is working with them in an educational setting. The paper reviews literature that suggests that a teacher must learn and reflect on his/ her achievements and abilities in order to be able to pass these important characteristics of self-reflection over to his/her students.

Table of Contents:
Social Learning
Cognitive Learning
Physical Learning
Reflective Learning
Reflective Interviews, Weekly, or Biweekly
Group Seminars

From the Paper:

"One main factor that brings reflective and experiential learning together in a significant way for the management of education is that both are forms of learning that are relatively independent of mediation. In this way, this learning extends beyond formal education and becomes very important in self-managed continuing professional development. These forms of learning also characterize much of the extensively ignored learning that happens in life beyond the formal systems of education - what the researchers call everyday learning in this book. If reflective and experiential learning are relatively independent of teaching, the researchers need to question the implications of that fact. (Moon, 2004, p. 74)"

Sample of Sources Used:

• Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The development of self, voice, and mind. New York: Basic Books.
• Bronfenbrenner, U. (1995). Developmental ecology through space the time: A future perspective. In Moen, P. Elder, G. H., and Luscher, K. (ads.), Examining Lives in Context: Perspectives on the Ecology of Human Development. American Psychological Association, Washington, DC, pp. 619-647.
• Bouffard, S. (2004, August). Promoting Quality Through Professional Development. Harvard Family Research Project, (8), pp. 1-12.
• Calderhead, J. (1991). The nature and growth of knowledge in student teaching. Teaching and Teacher Education, 7(5/6), 531-535.
• Canning, C. (1991). What teachers say about reflection. Educational Leadership, 48(6), 18-21.

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