Teacher Development through Reflective Practice

Gnawali, Laxman

doi:10.3126/jer.v1i0.7953

Cited by 9 publications

(8 citation statements)

References 5 publications

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“…Therefore, it has been extensively used in the West and developed world by educators, medical and nursing professionals, managers and other professionals for their own professional growth (Chivers, 2003;Clouder, 2000;Gnawali, 2008;Greenall, 2004;.…”

Section: Reflective Practice As Means To Develop Professionalsmentioning

confidence: 99%

Narrative Writing as Reflective Practice: Its Therapeutic Relevance

Dhungel

2022

Bodhi: Interdisciplinary J

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Reflection refers to an activity or process in which our lived experience is recalled, considered, and critically evaluated. Reflective practice is an increasingly accepted methodology for professional development. Such practice develops an ability of continuous learning while creatively applying current and past experiences along with reasoning to unfamiliar events as they occur. Reflective practice helps doctors to maintain their professional competence on existing knowledge, attitude and behavior. Narrative writing, in this regard, is one of the several ways of reflective practice in which practitioners regularly write reflections about their situation, thought, and action. The reflective practice, also known as ‘Narrative medicine’, has been widely used in medical field. Such practice of narrative medicine can lead to produce more ‘humane’ doctors who can improve the treatment satisfaction in both, the doctors and patients. Hence, narrative writings can improve the treatment and increase the professional competence of the doctors.

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Section: Reflective Practice As Means To Develop Professionalsmentioning

confidence: 99%

Narrative Writing as Reflective Practice: Its Therapeutic Relevance

Dhungel

2022

Bodhi: Interdisciplinary J

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“…Joshi et al's (2018) study on Nepalese EFL teachers' experience of professional development strategies reported that the EFL teachers benefited primarily from their own teaching experiences, self-monitoring workshops, and peer support. Similarly, Gnawali (2008), in his study what teacher development is and who is responsible for teacher professional development, resulted in teacher development as an ongoing process through which teachers keep growing with their voluntary effort (Head & Taylor, 1997). Djatmiko's (2011) study on the professional development of vocational teachers led to the introduction of vocational teachers in the development of selfdirected professions.…”

Section: Teacher Professional Development In Nepalmentioning

confidence: 99%

Self-Directed Professional Development: EFL Teachers' Understanding

Bhatt

2021

IJLLS

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Self-directed professional development is the process to develop professionally with the help of self-motivation, self-initiation, and strong willpower. Teacher development through self-direction is the concern these days in Nepal. The study explores the experiences of secondary-level English language teachers in the practice of self-directed professional development strategies within the theoretical framework of adult learning theory, more specifically, a key component of self-directed learning. Based on the telephone interviews with five English teachers teaching English at the secondary level of Dadeldhura district, the practice of the experience of practicing self-directed learning strategies was explored. The study reveals that the teacher teaching in secondary level challenges like large class, less or no effective teacher training, improper use of CAS, and lack of teaching material in the teaching profession. To tackle these challenges, they adopt different strategies themselves. Mainly this study showed that strategies like reading printed materials, use of internet and ICT tools, action research, reflection, and collaboration among teachers are some common among them. These strategies are very often and easy for their professional development. These strategies are adopted for solving mainly everyday problems. Despite being in remote areas of Nepal secondary level English teachers are self-motivated to adopt different strategies for their professional development.

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“…Preventing a view of education that is ritualized and embedded in unconscious behaviours, reflective practice offers a way of making sense of and revising actions that are a part everyday work as an educator. 23 In essence, this type of reflection on experience allows educators to make connections between tacit and explicit knowledge in a quest to gain insight into actions, recognize purpose, and generate a greater awareness of the impact educators have within the learning environment. This brings teacher education past the notion of training onto an educational path that makes assessments through continued attention to an examination of actions taken within educational settings.…”

Section: Reframing Experiences Through Revised Actionmentioning

confidence: 99%

Transforming thought through reflective experiential learning

Rappel¹

2018

AHOAJ

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The primary aim of this study was to determine how elements of reflection and collaboration help assess experience and establish a reflective practice. Using a specific context of beginning educators as a basis for exploration, this research examined how critical reflection on experience can be used as a tool to improve teacher practice through Art Human Open Acc J. 2018;2(2):131-136. 131 AbstractThrough the it is not a specific process but one of many approaches process of situational reflection, this paper examines how reflection on experience can be used as a tool for improving teacher practice. Examinations at the end of a university semester revealed that educators-beginners have become resilient to applying reflective thought to practice due to a lack of direction or specific knowledge about the process of reflection. Adapting Kolb's model of experiential learning to transformational and reflective learning processes, this research suggests that reflection needs to be outlined and defined for it (for what?) Kolb's model of experiential learning (perhaps "for its being purposefully and meaningfully applied to learning"?) to purposefully and meaningfully apply to learning. In essence, this study examines how reflective processes enhance experiential learning, identifies the role of reflection in learning and instruction, and offers recommendations as to how reflection can be incorporated into teacher practice.

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Teacher Development through Reflective Practice

Cited by 9 publications

References 5 publications

Narrative Writing as Reflective Practice: Its Therapeutic Relevance

Narrative Writing as Reflective Practice: Its Therapeutic Relevance

Self-Directed Professional Development: EFL Teachers' Understanding

Transforming thought through reflective experiential learning

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