THE REFLECTIVE TEACHER

KNR 364: Senior Seminar in Physical Education Teacher Education

I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous, I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized. (Haim Ginott, 1972)

REFLECTION

Definition:

Importance: National Standards for Beginning Teachers – Standard 5 and 5.3

REFLECTIVE CYCLE

Plan

Act

Observe

Make Judgment

s

PURPOSE OF REFLECTION

Bridge the gap

Manage complexity of teaching

Help you to learn from your experiences

REFLECTIVE FRAMEWORK FOR TEACHING IN PHYSICAL EDUCATION (RFTPE)

Technical

Sensitizing

Situational

THE ROLE OF REFLECTION IN SHAPING PHYSICAL EDUCATION TEACHERS’ EDUCATIONAL VALUES AND PRACTICES

Tsangaridou & O’Sullivan, 1997 What did they want to learn? What did they do? What did they learn? So what?

WHAT DID THEY WANT TO LEARN?

Questions:1.

2.

WHAT DID THEY DO?

Participants

Data Collection

Data Analysis

WHAT DID THEY LEARN?

Micro reflection: day to day practices

Macro reflection: informs practice over time

CONCLUSIONS

Teaching context and experiences were the biggest catalysts for reflection

Teachers’ values about education served as the foundation for reflection

IMPLICATIONS (SO WHAT?)

Fine tune their teaching

Professional development

Experience + reflection

IMPLICATIONS FOR PETE PROGRAMS

1. Opportunities for reflection

2. Reflect on actual issues and events

3. Field experiences with teachers who

effectively teach and reflect

4. Reflection should occur early and

throughout a teacher education program