Reflection Paper
Reflection Paper
Article Summary
In this article, Maura Sellars examines the role of the teacher as a change agent through reflective practice. The author argues that it is the teachers and not education authorities, curriculum developers, or policy makers who are the most effective, durable, and powerful agents of educational change. She also contends that the reliability and proficiency of change in education practice depend largely on the capacity of teachers to develop self-knowledge and reflective practice. According to the Sellars (2012), historically, these aspects of teacher development have not been emphasized in the process of preparing and promoting effective teachers. Instead, there has been more focus on the developing and demonstrating the ability of teachers to construe knowledge in various contexts socially.
The article also argues that to improve the professional practice of teachers, it is important to emphasize on teacher education that is based on the reflective practice which comprises of observation, analysis, and reflection on the performance of teachers. Further, Sellars (2012) argues that effective teachers in the information age must take into cognizance not only the learning experiences and background of their students, but also take positive action aimed at improving educational outcomes in the classroom contexts where learning takes place. To be able to do this, the author claims that teachers must be willing and “have the cognitive capacities to recognize ethical dilemmas and examine their own perspectives on the issues they face critically and analytically” (Sellars, 2012, p. 461). Teachers also need to have the hill (goals or plan of action), the will, and the skills to facilitate their professional development and change in education. Reflective learning or practice for teachers enriches their personal practice because it enables them to plan how to improve based on individual perspectives and experiences
The main strength of this article is that it appreciates the need for teachers and the teaching profession as a whole to reflect on self-improvement or self-intelligence as a stepping stone to improving learning experience among students or learners. Furthermore, the author has properly argued that since teachers have an ethical and moral commitment to their learners, they need to begin by endeavoring to improve their own professional practice through reflective learning. The author has also properly stated the purposes of reflection in professional teaching practice as being to improve teaching practice by engendering change and developing understanding and self-knowledge.
The only weakness of Sellar’s article is that it fails to specify how reflective practice based on Kolb’s learning model helps in facilitating learning, knowledge, and understanding among students in the classroom context.
Connection with Theory
Connecting the author’s arguments in this article to Kolb’s experiential learning theory, it may be observed that the claims in this article relate directly to the value of developing a learner-centered pedagogy and reflective practice for preparing students. Kolb’s experiential learning theory consists of a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Reflective practice in education is, therefore, important in empowering the learner, improving the teacher’s self-knowledge, experience, or understanding, and promoting learning by doing and from experience. Theoretically, the reflective practice also facilitates the development of skills among learners and teachers.
Applications/Implications for My Practicum Practice
As Sellars (2012) observes, reflection has various implications for professional practice in education including it provides individuals with the opportunity to “describe, analyze, and plan a way to improve their own ways” (p. 466). In other words, reflective practice in education facilitates an individualized approach to self-knowledge, self-improvement, and learner-centered learning based on Kolb’s experiential learning model. Its application is that it enables teachers to plan on how to improve themselves and their professional practice to effect change in educational outcomes.
Reference
Sellars, M. (2012). Teachers and change: The role of reflective practice. Procedia - Social and Behavioral Sciences, 55, 461-469.
