REFLECTIVE TEACHING AND ITS IMPACT ON FOREIGN LANGUAGE TEACHING

1. REACT

2. EVALUATE

3. 1980’s, Donald Schön

3.1. Reflection-in-action (Thinking and Doing)

3.2. Reflection-on action. (Retrospective Analysis Understanding)

4. THEORY

5. PRACTICE

6. Dahlin (1996) we need to demonstrate our researchby reading, using and citing professional journals.

6.1. why

6.1.1. what

6.1.1.1. how

7. TO MAKE DECISION

8. Dewey (1933) Pioner to promote reflection as a means of professional development in teaching

9. Barlett (1990) Proposed a model of 5 elements

9.1. Mapping stage: What do I do as a teacher?

9.2. Second stage: What did I intend? to find goals.

9.3. Third stage Contesting stage: Answer and participate sharing ideas and thougts.

9.4. Fourth stage the most important stage: Find solutions and imporvements, How might I teach differently?”

9.5. Fifth stage: Acting Stage; What and how shall I teach now? . Reflection stage.

10. Cruickshank & Applegate (1981) involves collaborative action research

11. Examining the intended and unintended consequences of an implemented solution and reevaluating the solution by determining whether the consequences are desirable or not.

12. Experimenting with the dilemma to discover the consequences and implications of various solutions

13. Framing and reframing the dilemma

14. Recognizing an educational dilemma

15. Responding to a dilemma by recognizing both the similarities to other situations and special qualities of the particular situation

16. EXAMINE

17. (Martin & Wedman, 1988). Richardson (1990)

17.1. reflective thinking

17.2. reflective inquiry

18. COMPONENTS OF REFLECTIVE THINKING

19. For Wallace (1991) Included two kinds of knowledge to be professionally structured:

19.1. Received knowledge.

19.2. Experiential knowledge.

19.3. Reflective Model Cycle between Reflextion and practice

19.3.1. pre-training

19.3.2. professional development

19.3.3. professional competence