Reflective Practitioner in Mathematics Education

Reflective Practitioner in Mathematics Education

                A 'reflective practitioner' is someone who, at regular intervals, looks back at the work they do, and the work process, and considers how they can improve. They 'reflect' on the work they have done.   

               Reflective practice is a commonly used term in mathematics education, often without carful definition, implying a contemplative reviewing of learning and /or teaching in mathematics in order to approve, evaluate, or improve practice.

          Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight” A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.

        Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the context of his or her work. A person who reflects throughout his or her practice is not just looking back on past actions and events, but is taking a conscious look at emotions, experiences, actions, and responses, and using that information to add to his or her existing knowledge base and reach a higher level of understanding.

      The concept of reflective practice has found wide application in the field of education, for learners, teachers and those who teach teachers. Hadiya habib (2017) assert that there is one quality above all that makes a good teacher -the ability to reflect on what, why and how we do things and to adopt and develop our practice within lifelong learning. Reflection is the key to successful learning for teachers and for learners.

       The concept of reflective practice is now widely employed in the field of teacher education and teacher professional development and many programmes of initial teacher education claim to espouse it. In education, a minimalist understanding of reflective practice is that it refers to the process of the educator studying his or her own teaching methods and determining what works best for the students and the consideration of the ethical consequences of classroom procedures on students; a broader understanding would accept that it also involves questioning the organizational, social and political context in which the teaching takes place. Education professor Hope Hartman has described reflective practice in education as teacher meta cognition.

The nature of mathematics teachers’ reflective practice

     Mathematics teachers reflect in-action and on-action, but not for-action. The content of their reflections indicate that they reflect mainly on pedagogical matters, personal issues, external factors and critical matters. The level (depth) of their reflections range from level-1 (recall/descriptive), level-2 (rationalization/comparative) to level-3 (reflective/critical reflection). They reflect whenever they are given the opportunity to do so (during interviews and n the context of the lesson study group). Furthermore, a number of contextual factors influence their reflective practice. In the current study, the lesson study experience seemed to have a positive influence on their reflective practice. In addition, inadequate language and verbalization skills seemed to have hamper reflective abilities.

Dewey’s approach to reflective practice

     Dewy (1933), views the purpose of education as promoting intellectual, social and moral growth of the individual in order to create a strong democratic society.  Dewey states that “it is reflection that emancipates us from merely impulsive and routine activity, enables us to direct our activities with foresight and to plan according to ends-in-view, or purposes of which we are aware. It enables us to act in deliberate and intentional fashion to know what we are about when we act.

     According to Dewey “Reflection is the active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.

     Rodgers (2002) distilled four criteria from Dewey’s writing that characterize Dewey’s concept of reflection and the purposes they serve:

1. Reflection is a meaning making process that moves a learner from one experience into the next with deeper understanding of its relationship with and connections to other experiences and ideas.
2. Reflection is a systematic, rigorous, disciplined way of thinking, with its roots in scientific enquiry.
3. Reflection needs to happen in communities, in interaction with others.al growth of oneself and of others.
4. Reflection requires attitudes that value the personal and intellect.

SIX STEPS TO MASTER TEACHING: BECOMING A REFLECTIVE PRACTIONER

     Becoming a master teacher takes continuous effort. To avoid the loss of enthusiasm or static practice, teachers need to focus on their own professional development. Notably, the single most significant indicator of student success in an excellent teacher, nevertheless, no one can be professionally developed without his or her consent. To remain vitalized, teachers need to spend time outside the classroom with other dedicated individuals. The educational mandates from states, federal and local legislators are not targeted at improving teaching and learning. Although many are well-intentioned initiatives to assist school success, they are not sufficient for improving teaching excellence throughout an entire professional career.

     Professional retreats offer teachers to opportunity to dedicate time to those qualitative steps that result in ongoing development. The six steps to becoming a master teacher include;

1. Teacher should understand the reasons for teaching:  Identifying those influenced the person to      become a teacher is a fundamental exercise in continued excellence. Almost everyone cane name two or three teachers who changed the course of his or her life. Some found elementary school teachers who discovered their talent and promise. Others discovered their confidence through recognition of their potential in a specific subject. By discussing and defining the qualities of those exemplary teachers when they were students, professional begin to define the roots of their own teaching.

2. Cultivate Ethical Behaviour in Students and teachers: Although many schools of discipline exist, a teacher can achieve harmony in the classroom, but the real focus of student management lies in instilling ethical behavior. Authentic responses to classroom interactions as well as logical consequences for transgressions can be improved through collegial dialogue. These cannot be found in as manual; but rather, can be cultivated in seminars and observance of other master teachers.

3. Pool Both Patience and Perseverance: Stamina and endurance are needed for the haul of teaching. This means finding ways to remain healthy and ale minded through the stressful days. By connecting with others who have discovered methods of physical and mental renewal, teachers have a better chance of staying enthused about teaching despite the many inevitable setbacks during the school year.

4. Design Curriculum that works: All good teaching requires excellent design and redesign, beginning with a strong curriculum that outlines the most essential ideas.  Without a forum for the continuous re-tailoring of their curriculum, teachers are often left to work from a textbook or on- the- fly lesson plans. Spending time in retreat with other professionals allows teachers to slay a strong foundation for each course they teach.

5. Perfect Instructional Practices and Assessment skills:  The ongoing development of instructional methods and feedback skills are critical to excellence in teaching. Only through the careful examination of activities and assessment can a teacher guide all students to succeed. Teachers need time with their colleagues outside the classroom; the temporary success of “fun” activities can be hindrance to the development of a master teacher. By crafting performance tasks and assessing them with their peers and mentors, teachers can refine their teaching.

6. Connect Positively to Whole -school culture: Over time, the master teacher has the capacity to improve the whole-school culture through excellence in teaching. Because master teaching has as its foundation the generous impulse to assist students and colleagues, the teacher is able to fundamentally influence others without generating resentment. The master teacher is consistently working to benefit the school, so he or she is not in competition with colleagues or administration.

Benefits to reflective practice include:

·         Increased learning from an experience or situation

·         Promotion of deep learning

·         Identification of personal and professional strengths and areas for improvement

·         Identification of educational needs

·         Acquisition of new knowledge and skills

·         Further understanding of own beliefs, attitudes and values

·         Encouragement of self-motivation and self-directed learning

·         Could act as a source of feedback

·         Possible improvements of personal and clinical confidence

Limitations to reflective practice include:

·         Not all practitioners may understand the reflective process

·         May feel uncomfortable challenging and evaluating own practice

·         Could be time consuming.

·         May have confusion as to which situations/experiences to reflect upon

·         May not be adequate to resolve clinical problems