“When your lesson is bombing”: The mediation of perplexity in the development of a reflective stance toward teaching

Implementación del guion metodológico como experiencia curricular universitaria para el desarrollo de la competencia cooperativa

“…Sea el caso de la pedagogía de la humanización (Pugach et al, 2019), el cuestionamiento de las propias creencias, tanto en el alumnado, como en el profesorado; ya sea revisando sus propias competencias docentes como las recurrentes contradicciones en las que inevitable y habitualmente nos encontramos envueltos. A todas ellas se les suma también las necesarias pedagogías creativas y corporales, no duales que buscan integrar las atomizaciones segmentadoras que una educación convencional fragmenta incomprensiblemente sin menoscabo de aquellos otros modelos formativos que enfáticamente señalan pedagogías reflexivas (Reichenberg y McVee, 2019), las cuales cuestionan los mecánicos que reproducen y perpetúan, de nuevo, desigualdades sociales arraigadas en creencias sobre la construcción del saber y del conocimiento.…”

In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility1

“…1.9 also represents the iterative nature of learning through the looping arrows. With each iteration, teacher learners may require or draw upon different scaffolds and engage in different aspects of reflection with the passage of time (Reichenberg & McVee, 2019).…”

The use of reflective practice towards achieving effective English language teaching at primary schools

“…These alterable elements work best with reflective practice to enable the teachers to achieve effective teaching [14,[19][20][21][22]. Therefore, teachers should use reflective practice to reflect-for-action, reflect-in-action and reflect-on-action [23][24][25] to make sure they are able to provide effective instructions [7,26,27] to motivate the students to learn English language [28] and to fulfil the students' needs, pedagogical needs, curriculum needs and teachers' needs [19][20][21][22].…”

“…Thus, they suggested teachers to use reflective practive to be more flexible and creative enough [3,4] to plan the teaching, to manage the classroom and to deliver the lesson by taking into their consideration of students' prior skills, information, motivation and time needed to learn the lesson [11,24,30]. In addition, teachers need to bear in mind; the students' learning process was affected by teachers' teaching styles and students' individual's behaviour, cognitive needs, thoughts and feelings [16,31,32] to enable the students to be active learners [3,4] to learn, explore, discover and create a better understanding of the subject they learn [1,19,[33][34][35] based on their learning pace [26,35]. Therefore, how English language teachers implement reflective practice in teaching and learning process is needed to be further explored and highlighted to improve students' performance in learning and English language and to upskill the teachers and parents in the intended community.…”