Reflection for teachers’ development
Reflection has become an important part of teachers’ development as professionals. It may not be valid anymore to believe that getting a teaching degree is enough; as Fernandez Gonzalez, Escartin and Medina Perez (2003) state, the need for reflection has led to the need for professionals who not only manage the subject but who are also capable of observing, reflecting and making decisions regarding the classroom situations they may face in their practice.
According to Fernandez Gonzalez, Escartin, and Medina Perez (2003), in order to achieve this new profile, students at ELT ( English Language Teaching) colleges have to assume a different role from that of passive learners. There is a need for taking two roles; as learners and as teachers, which means to be able to select, elaborate and organize the information they have, and at the same time plan their practice. Garcia and Angulo, (1996, as cited in Fernandez Gonzalez, Escartin and Medina Perez, 2003), state that if there is not an intentioned action from the teacher, learning strategies cannot be taught.
When speaking of learning strategies, reflection has a main role; as teachers, we reflect on many events regarding our lessons. We may think on how to use materials, how to supplement them, how to present an item, etc. however, the reflection to which we refer in this draft has to do with those moments in which we cannot find the answer in books These are referred to as critical incidents (Fernandez & Fernandez, 1994, p.93,a s cited in
Reflection for teachers’ development
Assignment # 2 Unit 2
Gonzalez Allende, M.F.
Fernández González, Escartín and Medina Pérez, 2003). They are fundamental in the development of teachers as professionals as they provide room for discussion, analysis and reflection on situations that every teacher may face at some point. Having reflected on these incidents will allow for making the correct decisions when critical incidents arise.
Reflection has become an important part of teachers’ development as professionals. It may not be valid anymore to believe that getting a teaching degree is enough; as Fernandez Gonzalez, Escartin and Medina Perez (2003) state, the need for reflection has led to the need for professionals who not only manage the subject but who are also capable of observing, reflecting and making decisions regarding the classroom situations they may face in their practice.
According to Fernandez Gonzalez, Escartin, and Medina Perez (2003), in order to achieve this new profile, students at ELT ( English Language Teaching) [YC2] colleges have to assume a different role from that of passive learners. There is a need for taking two roles; as learners and as teachers, which means to be able to select, elaborate and organize the information they have, and at the same time plan their practice. Garcia and Angulo, (1996, as cited in Fernandez Gonzalez, Escartin and Medina Perez, 2003), state[YC3] that if there is not an intentioned[v4] action from the teacher, learning strategies cannot be taught.
When speaking of learning strategies, reflection has a main role; as teachers, we reflect on many events regarding our lessons. We may think on how to use materials, how to supplement them, how to present an item, etc. [v5]however, the reflection to which we refer in this draft [YC6] has to do with those moments in which we cannot find the answer in books[YC7] These[YC8] are referred to as critical incidents (Fernandez & Fernandez, 1994, p.93,a s[YC9] cited in
Reflection for teachers’ development
Assignment # 2 Unit 2
Gonzalez Allende, M.F.
Fernández González, Escartín and Medina Pérez, 2003[YC10] ). They are fundamental in the development of teachers as professionals as they provide room for discussion, analysis and reflection on situations that every teacher may face at some point. Having reflected on these incidents will allow what? Who? for making the correct decisions when critical incidents arise.
Reflection for teachers’ development
Assignment # 2 Unit 2
Gonzalez Allende, M.F.
References
Fernández González, J., Elórtegui Escartín, N., and Medina Pérez, M. (2003) Los incidentes críticos en la formación y perfeccionamiento del profesorado de secundaria de ciencias de la naturaleza. Revista Interuniversitaria de Formación de Profesorado, 17-001. Zaragoza, España: Universidad de Zaragoza. Retrieved September 2010, from http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=274 17107
[v1]I don’t think I can get the gist of the text from this title…
[YC3]Use another reportingverb.
[v4]You cannot use this word alone, as an adjective. I mean, it is a suffix. Most probably, what you need is either a root word or another word.
[v5]Punctuation
[YC6]This is a paper…
[YC7]Punctuation.
[YC8]Not clear referente.
[YC9]Spelling problem. Anyway, you do not have to include as if you are paraphrasing a secondary source.
[YC10]Punctuation.
No hay comentarios:
Publicar un comentario