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Reflection

This document outlines the key aspects of reflection for professional development, including developing a philosophy of education through discussion, justifying activities in a professional development plan, and critically reflecting on teaching practices with peers through observation, discussion, and writing with the goal of improving curriculum and instruction for all learners.

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76 views

Reflection

This document outlines the key aspects of reflection for professional development, including developing a philosophy of education through discussion, justifying activities in a professional development plan, and critically reflecting on teaching practices with peers through observation, discussion, and writing with the goal of improving curriculum and instruction for all learners.

Uploaded by

api-224515604
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Reflection

Develops a philosophy of education through reflective discussion.


Reflects and justifies their professional development activities with
reference to their Professional Development Plan.
Discusses and justifies their pedagogical decisions, with reference to
their growing pedagogical beliefs.
Reflects critically on their own and their peers teaching through online
discussion, oral post-lesson discussion, reflective writing, and peer
observation.
Discusses and reflects on a range of pedagogical issues with peers.
Uses classroom observation, information about children, pedagogical
knowledge and research as sources for active critical research.
Enquires systematically into own practice in order to improve
curriculum and instruction for all learners.
Analyses critically, own effectiveness in promoting learning and
development.
Reflects on their broader role within the school, the local and global
professional community.
Considers the ethical and moral implications of their practice.
Reflects upon implications of local/ global developments within ELT
theory.
Considers models of critical reflection (e.g. Dewey, Schon, Mezirow,
Zeichner & Liston, Freire), and understand terms used within such
models.
Reflects critically upon their own practice with relation to the HCT
teaching competencies

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