REFLECTIVE PRACTICE IN TEACHING

Samah Mahmoud Abdel Naby Sayed
Ms., Amideast, Egypt, samahmahmoud19@yahoo.com, smahmoud@amideast.org

Abstract
A critical challenge for teachers is finding ways to continue developing professionally. But what can create such development? One of the best approaches to achieve such a development is by practicing experiential teaching in which teachers can use different reflective practices such as self-assessment and peer coaching, identify own needs for future development and make plans for ways to meet those needs in their own context.
A reflective approach to teaching that is, one in which teachers collect data about teaching, examine their attitudes, beliefs, assumptions, and teaching practices, and use the information obtained as a basis for critical reflection about teaching.

Viewing teachers as reflective practitioners assumes that teachers can both pose and solve problems related to their educational practice. Daily, hourly, even minute by minute, teachers attempt to solve problems that arise in the classroom. The way in which they solve those problems is affected by how they pose or ‘frame’ the problem. Reflective teachers think about how they frame and then how to solve the problem at hand.
Reflective teaching helps teacher to answer the following questions: how do I know what the students are learning?, What do I see or hear?, What is missing that the students need?, Why are we doing this?, What do I want them to learn?, and What can I change at this moment to adjust?
The presentation tackles the reflection on action approach with its steps: describe, analyze and take intelligent action. This three step process provides a model for reflection on action and how teachers can follow them to continue their development.

Keywords: Teacher training, Reflective Approach, Teacher Development