What is Reflective Teaching? Lessons Learned from ELT Teachers from the Philippines
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What is Reflective Teaching? Lessons Learned from ELT Teachers from the Philippines Paolo Nino Valdez1
•
Jocelyn Amor Navera1 • Jerico Juan Esteron1
De La Salle University 2018
Abstract Reflection is an essential dimension of effective teaching. It prompts classroom teachers to subject themselves to a process of self-observation or self-evaluation. By reflecting on what they do in the classroom, teachers specifically explore their teaching practices and beliefs and whether these, indeed, work. This then may lead teachers to continue or modify their teaching strategies for the improvement of their class instruction. Grounded on the notions of reflective practice (in: Kumaradivelu 2003; Freeman 2002; Borg 2003), this brief report aims to share insights from a case study conducted in the Philippines. Initially, the study presents challenges teachers face in the Philippine education system in terms of actualizing reflective teaching. Using a case study approach among teachers taking a master’s class on English Language Teaching issues, the presentation proceeds with discussing the teachers’ views on reflective teaching and the existing challenges faced in actualizing this practice in their respective contexts. The presentation further identifies teachers’ contrasting views about existing theoretical viewpoints on reflective teaching that may serve as potential areas for further investigation.
& Paolo Nino Valdez [email protected] Jocelyn Amor Navera [email protected] Jerico Juan Esteron [email protected] 1
Department of English and Applied Linguistics, Brother Andrew Gonzalez College of Education, De La Salle University, 1501 Andrew Gonzalez Hall, DLSU 2401 Taft Avenue, 1004 Manila, Philippines
Keywords English Language Teaching Philippine education Reflective teaching
Introduction For the past decades, reflection has held an essential dimension of effective teaching as it prompts classroom teachers to subject themselves to a process of self-observation or self-evaluation. By reflecting on what they do in the classroom, teachers specifically explore their teaching practices and beliefs and whether these, indeed, work. This may lead teachers to continue or modify their teaching strategies for the improvement of their class instruction. Though it is argued that much of reflective teaching stems from contextual factors that influence the teacher’s decisions in the class, there is, however, a growing body of work that aims to investigate the cognitions of teachers (Borg 2012; Benson 2009). That is, much work on reflective teaching must examine conceptualizations vis-a-vis enactments of their ideas in the classroom. In the case of the Philippines, it can be argued that much discussion on reflection in teaching appears to be an emerging area of investigation due to the many developments it has undergone throughout the years. Currently the Philippines is undergoing a major curricular reformation of its system called K to 12 where 2 years are added to the basic education
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