REFLECTION IN TEACHER EDUCATION

Presented by : Raghdah Al-Madany

INTRODUCTION:

In this paper I discuss issues related to reflection. It starts by general presentation

of its history. Then, I give an account of various definitions of reflection. After that I
speak about kinds of reflection. Later on, I discuss the importance of reflection and
it is benefits for teachers and educators. Finally, the paper concludes with the
challenges that face teachers of the Kingdom of Saudi Arabia in implementing
reflection in this particular context and the use of reflection in several fields.

THE HISTORY OF REFLECTION:

Historically, the root of reflective teaching began in the 1930s by Dewey who
defined reflection as a proactive, ongoing examination of beliefs and practices
elaborating on the ideas of previous philosophers and educationalist as Plato,
Aristotle, Confucius, Lao Tzu, Solomon and Buddha (Houston, 1988). Dewey (1933)
identified three characteristics of reflective individuals that are quite important for
teachers of today which are open-mindedness, responsibility and enthusiasm
(Farrell 2007). This spark of reflection ended soon and the educational society never
heard about the reflective teaching until the beginning of the 1980s and with the
great efforts of Schn (1983, 1987) whom built his work on the concept of
practitioner-generated intuitive practice.

WHAT IS REFLECTION:
An interesting definition is offered by Richards (1994) who defines reflection as a
process of learning from experience, in which self-inquiry is regarded as a key
component of a learners development. There are many definitions for reflection. A
definition that I found interesting says that in reflective practice, practitioners
engage in a continuous cycle of self-observation and evaluation, so they could
comprehend their own actions and reactions (Brookfield, 1995; Thiel 1999) There
are many definitions; however most can be restricted to two main views of
reflective teaching, one that specifies reflection on the classroom while the second
kind indicates reflection outside the classroom Farrell (2007).

There were many ideas about what is reflection such as Schulman (1987:19) who
proposed that reflection takes place when a teacher reconstructs, re-enacts and/or
recaptures the events, emotions, and the accomplishment of his or her teaching.
Nevertheless Zeichner and Liston (1996) preserve that such definition does not
connect teaching to a bigger population which is identified as critical reflection.
Critical reflection implies historical, moral socio-political framework of education
given that reflective teachers can come to see themselves as agents of change
(Jay and Johnson, 2002:80). In order for teachers to reflect on their performance
they, for example, should not consider the three foremost actors only (teachers,
students, and parents). Moreover, the school culture or it is context. Each teacher
has to be aware of these diverse methods to reflective teaching and identify the
concept of reflective teaching.
There are many methods for using reflection in order to improve a teachers
practices such as writing journals, peer observation, lesson reports, teaching
portfolios, teaching journals and teacher development groups and many more
activities (Moon, 2008). Other ways of reflection can be through using non-verbal
techniques such as drawing exercises, role play simulation and drama, poetry,
drawing (Korthagan, 1993).

TYPES OF REFLECTIVE TEACHING:

There are three main types of reflection offered by Farrell (2007):
1) Reflection-in-action is when teachers are in the classroom teaching in their
everyday routine knowledge. Given that teachers carry out such actions everyday
they have to employ a kind of knowing-in-action Schn (1983). Knowing-in-action is
essential since teachers in KSA continue teaching in the classroom without the
thought of our actions or producers we follow. What teachers do in the classroom is
unconscious since they are unable to describe what they do and it is quite difficult
according to Schn (1983) who indicated that such information frequently is at the
unconscious tacit and universalized stage of our feelings (Clark & Yinger, 1979). On
the other hand, if something happened in class like a faulty application, teachers
can employ reflection-in-action which undergoes a certain process (See Schn,
1983).
2) Reflection-on-action is less problematic since it is viewed as teachers thoughts
and retrospective study of their presentation (Schn, 1983). Russell & Munby
(1992:3) describe it succinctly as the systematic and deliberate thinking back over
ones actions. Another definition which involves thinking back on what teachers
have done to discover how knowing-in-action might have contributed to unexpected
action (Hatton and Smith, 1995)

3) Reflection-for-action is different from the other two types since it is proactive in

nature (Farrell, 2007). Killon and Todnew (1991:15) disagree with this idea as this
type of reflection is the product of the prior types of reflection.

THE IMPORATNCE OF REFELCTION & ITS BENEFITS:

The value of reflection stems from its role in aiding professionals, something that
has been emphasized so they could progress in their practices (Schn, 1983). Also,
the emphasis of it is value in developing a deep understanding of complex issues
based on rational thought analyzing available evidence (Dewey, 1933). Numerous
approaches have been used to promote reflection in teachers and students, in
which some fail to do so since there is small research evidence about their
efficiency and success. There are four approaches to be discussed:
1. Action research projects (Carr & Kemmis, 1986; Pugach, 1990; Sparks-Langer &
Colton, 1991; Zeichner, 1986).
2. Case studies and ethnographic studies of students, teachers, classrooms, and
schools
(Ross, 1989; Sparkes, 1991; Stoiber, 1990).
3. Microteaching and other supervised practicum experiences (Cruikshank, 1985;
Sparks- Langer & Colton, 1991; Zeichner, 1986).
4. Structured curriculum tasks (Ben-Peretz, 1984; Beyer, 1984; Smith, 1991).
From my point of view as a teacher of English, reflection plays a major part in
developing the Saudi teacher and her/his students since teachers will try to
progress their work and look for new ways. It will give Saudi teachers their space to
function better and be more confident. Moreover, it is a good way for Saudi teachers
to practice and it provides useful input.
Many studies have proved that reflection is not radically associated to teaching
performance (Chandler, et al 1990). Nevertheless, Korthagen (1993) drew attention
to the lack of empirical evidence that reflection is effective, citing Zeichner's (1987)
overview of research on reflection which, contained little convincing evidence. In a
longitudinal study of the teacher education program in Utrecht, Korthagen and
Wubbels (1995) whom proposed their own "findings, recognizing the characteristics
of reflective student teachers. Certain characteristics such as being able to
construct situations and problems, being clear about what they want to learn (i.e.,
are independent learners). Another factor is the ability to describe and analyze the
experience and interaction well. Also, the use of the questioning approach evaluates
the value of the experience. Korthagen and Wubbels (1995) also added two more
values such as better relationships with students and peers compared to other

teachers. Secondly, teacher themselves had better job satisfaction than those who
did not reflect about their teaching. Many studies has already cited the significance
of reflection in carrying fresh understanding to the teacher , also in serving to
evaluate, confront and eventually change practice (e.g. Penny et al., 1996; Francis,
1997; Stuart et al., 1997; Taylor, 1997).
Bailey, Curtis, & Nunan, (1998), Crandall (2000), Farrell (1998), Stanley (1998), and
Thiel (1999) highlighted four benefits which are flexibility in learners groups,
syllabus, recourses in which reflective practice addresses such diversities.
Practicality for practitioners who have restricted time and resources to separate
between teaching and professional development since reflection involves building
connection between specific context and their border beliefs. Professionalism given
that it requires continuous exercises that encourage actions in preparation and
application of instruction and engagement with theory. Since there is an urgent
need for adult ESL practitioners, rather than detached workshops or conferences
(Burt & Keenan, 1998; Crandall, 2000).

THE CHALLENGES IN IMPLEMETING REFLECTION:

Reflection is a constructive instrument to improve teaching and learning; however,
it does not work out well for all teachers (McAlpine & Weston 2000). There is the
lack of experience of teachers in KSA, which indicates no previous and sufficient
knowledge to reflect effectively or reflecting without learning. Thus, using
insufficient activities, without guidance there wont be beneficial results of reflection
(Boud & Walker, 1998)
Other factors are fear of disapproval and criticism in KSA especially, if those
teachers were very experienced. Another example is when a teacher has a full
schedule in which she/he teaches many hours (24 hours a week) or teaches a lot of
classes and levels of learners. He/she, in this case would not be much interested in
any idea about reflection. Also, the teachers personality matters since some
teachers resist change and have an attitude problem in which they would never
accept ideas and thoughts from their colleagues
Reflection can differ from one practitioner to another. Another idea is the lack of
focus and understanding of what teachers want to teach. There are conditions for
reflection in the learning environment (Moon 2008) such as time and space;
learners need time in order to reflect as well as place (Walker 1985), they will not be
able to use their potentials, even if they were well trained teachers (Hatton and
Smith, 1995; Francis, 1995). Another factor is the lack of the facilitator who is
considered an essential part of the learning setting in which he/she will understand
the nature of reflection and its relation to the learning traits (Moon, 2008). A very
common factor is the lack of commitment which is required in reflective practice to
continue self-development (Florez, 2001).

Although the concept of reflection exists in KSA, the term itself is not common
among Saudi teachers and Saudi teachers trainers. In other words, the practices of
reflection are there but they are not called so. The challenges that Saudi teachers
face when applying reflection are quite similar to what have been mentioned
previously such as the lack of time and the consistent pressure on the teachers to
finish the syllabus. In addition, the personality of the teacher can be a very vital
factor since if she/he resists change or has an attitude in which they do not accept
different point of views, it will be very difficult to use reflection or benefit from it.
Another point is concerned about old or experienced Saudi teachers who are used
to a certain style and have been using it for long time. Trying to convince them of a
new way to reflect can be sometimes exhausting or sometimes could be useless.
There is also the lack of commitment since some Saudi teachers like to learn many
new things from attending workshops. However, once they get inside the classroom,
they go back to their regular teaching. Sometimes they would sometimes practice it
for a short time to make the administration happy. Later on, they go back to their
own style of teaching. The lack of efficiency and competence of workshops or the
inability to use reflection in a correct way is another important issue. A very
important point is the lack of motivation among Saudi Teachers which can lead to
the failure of a good teacher.
Reflection has been used in many fields apart from education such as counselling,
theory and personal development since it (reflection) leads to self-awareness and
self-improvement Moon (2008). As for reflection in teaching, Reflection in education
is a field full of promises: promises for developing professional aptitude, for
nurturing personal growth, moreover increasing social justice Procee (2006).
Reflection can be successful if Saudi teachers show more interest and be prepared
to take an adequate contextualized outlook of it. They have to work hard to test
themselves, their methods and their effects.

CONCLUSION:
This paper discussed the history of reflection and its definitions through the
literature review. Then, there is an account of types of reflection and it is
importance and benefits in the field of teaching. Finally, I conclude my paper with
the challenges that face teachers in general and more specifically in the Saudi
context and the use of reflection in the several fields.

1,970 words

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