Changing the face of teaching: a case for reflective teaching

Abstract

The article examines the value of reflective processes in teaching. The main argument in the paper is that unless teaching is carried out through reflective processes, there is the danger of sticking to outdated practices that may no longer be very productive. This research argues that educators need to reflect- on-action (think about action) and refiect-in-action (think during action) in order to bring about reflection-for-action (think for future action; Killion and Todnem, 1991). Teachers need to examine their plans to determine what is likely to work in their classes. Reflective processes can be encouraged through collaborations amongst teachers as well as between teachers and their learners. The article also argues that reflective teaching helps to free the classroom space allowing the teacher to work with learners in more fruitful relationships. In this way, learners’ contributions would be treated positively and not with suspicion. Reflective processes in education need to be encouraged through action research to allow educators to have a second look at issues. The process allows them to refocus their practice in relation to environmental situations for given settings.