Reflective Teaching as a Strategy for Teacher Growth.

Abstract

I f we hope to improve teaching we must encourage practitioners to practice their art with an eye to ward improvement. What seems to be needed is a strategy by which teach ers can engage in teaching and then, with the help of others, gain insights that will lead to improvement. A vehicle with potential for im proving teaching has been developed at The Ohio State University. A form of simulation, Reflective Teaching, provides an opportunity for teachers to teach and then reflect on the teach ing experience with the intention of improving subsequent practice. The emphasis is on reflection—helping teachers think about what happened, why it happened, and what else they could have done to reach their goals. Reflective Teaching encourages teach ers to be students of teaching. Because Reflective Teaching is a carefully structured form of peer teaching, it requires a group of inter ested teachers willing to teach in front of each other. To participate, teachers must spend time in preparation and reflection. Each session lasts about an hour.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 88 citations exist upstream.