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    Becoming A Reflective Practitioner
    Becoming A Reflective Practitioner
    Becoming A Reflective Practitioner
    Ebook85 pages1 hour

    Becoming A Reflective Practitioner

    By Kenneth Fetterman

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    About this ebook

    This book is essential reading for current and future educators. Via the information and templates that are provided, practitioners will learn to conduct action research and apply "relevant" theoretical perspectives to manage student learning. They will also be able to examine their relative use of instructional practices and enhance their philosophical perspectives about teaching/learning.

    LanguageEnglish
    PublisherKenneth Fetterman
    Release dateMay 3, 2013
    ISBN9781301000920
    Becoming A Reflective Practitioner
    Author

    Kenneth Fetterman

    Temple Univ. (Philadelphia, PA)Ed.D. in Curriculum & InstructionBowling Green State Univ. (Bowling Green, OH)M.Ed. in Career & Technology EducationMillersville Univ. (Millersville, PA)B.S. in Industrial Arts Education K-12* Independent ScholarAND* Provider of In-service Teacher and Administrator Training in K-12 Schools* Provider of Field-Based Services to #Workforce_Development Educators and Industrial TrainersSenior Change Agent: K. Fetterman & Associates -- P.O. Box 22 -- Millersville, PA 17551 (U.S.A.)*Facilitating Essential Learning for Early to Mid-stage #Practitioners of Education*e-mail: kfetterman2013@yahoo.com

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      Book preview

      Becoming A Reflective Practitioner - Kenneth Fetterman

      Becoming A Reflective Practitioner

      (A Series of Professional Development Experiences for Educators)

      The Smashwords Edition—2013

      By: Kenneth Fetterman

      Copyright (C. 2004)

      rev 7.29.13

      Smashwords Edition, License Notes

      This e-book may not be re-sold or given away. The manuscript is protected by copyright. A certificate of registration is on file with the Register of Copyrights in the United States of America. Any unauthorized duplication and/or distribution, including website postings and electronic transfers (e.g. e-mail, e-storage mechanisms) of the information contained in this book—shall be considered a violation of the exclusive rights granted to the author. Please encourage your colleagues to purchase their own copy of the material at Smashwords.com. Thank you for respecting the work of this author.

      Copyright: Kenneth Fetterman

      P.O. Box 22

      Millersville, PA 17551 (USA)

      Also by Kenneth Fetterman, Published at Smashwords:

      Dichotomy of Instructional Design (Professional Development Experiences for Practitioners) http://www.smashwords.com/books/view/314098

      A Discovery of Technological Systems (Play/Dialogue with a Time Capsule Curriculum) http://www.smashwords.com/books/view/311603

      Table of Contents

      An Introduction to Reflection in Practice

      Establishing a Learning Community

      Reflection Via Problem-Solving: Action Oriented Research

      Phase 1: Focus on Topic/Problem

      Phase 2: Data Collection

      Phase 3: Data Analysis

      Phase 4: Interpretation and Reporting

      Phase 5: Action Oriented

      Reflection As A Bridge Between Theory & Practice

      The Theoretical Tenets of Teacher-centered Learning

      The Theoretical Tenets of Student-centered Learning

      An Examination of Instructional Practices

      Inventory (Listing) of Instructional Practices

      -Resources (Technology Related Tools)

      -Resources (Curricular Materials)

      -Teaching Methods (Group Learning Strategies)

      -Teaching Methods (Student-Centered Practices)

      -Assessment Tools (Diagnostic/Summative)

      -Assessment Tools (Performances/Formative)

      Glossary of Terms for the Inventory Listings

      Reflection Via Frame Analysis: Maintaining a Philosophy of Education

      Complementary Learning Experiences

      Reflection As Mindfulness: In/On Action

      References

      An Introduction to Reflection in Practice

      Unless mechanisms (i.e. communal groups) are in place to facilitate site-based management in schools, an imposition from outside entities will continue to influence the governance of education and the nature of learning. Educators must be provided with opportunities to interact, observe, question, explore, and reflect; to engage in inquiry-based learning in the company of their peers, and to address concerns about their communities of practice. As described by Collay, Dunlap, Enloe and Gagnon (1998), learning communities are established when:

      Groups intentionally … [assemble] for the purpose of supporting each other in the process of learning…. [Groups may emerge as] formal learning communities in university programs, [among] college faculties, or [in] K-12 schools … [or they may emerge] as informal learning communities in courses for undergraduate or graduate students; in classrooms of secondary, elementary, or preschool students; and among different groups of teachers, students, [and] administrators … gathered together for the purpose of learning. The term can also refer to smaller groups of people in classrooms, schools, courses, or graduate programs…. [or] … just a few people gathered together as grade-level teams, peer review groups, advisory groups, study groups, or site councils. (p. xv)

      However, Myers (1996) advises that:

      Schools … ought to be conceptualized as cultural communities [of learners] rather than physical places, buildings, organizations, institutions, or clusters of employees…. As cultural communities, they must have a…. shared mission and a common belief in core community values … [to guide decisions and activities]. (p. 3)

      Recognizing that human associations must be based on personal freedom, equality and mutual respect, Fielding (2000) conveys that:

      Community is neither constituted nor maintained by organization. It relies on motives which sustain the personal relations of its members…. Community is … the reciprocal experience people have as persons in certain kinds of [functional and personal] relationships; it is … not a group of people, nor is it the mere fact of a relationship; rather it is the shared, mutuality of experience that is constitutive of it. (pp. 400-401)

      Dewey (1916) concluded that:

      To have the same ideas about things which others have, to be like-minded with them, and thus to be really members of a social group, is therefore to attach the same meanings to things and to acts which others attach. Otherwise, there is no common understanding, and no community life…. [I]f each views the consequences of his own acts as having a bearing upon what others are doing and takes into account the consequences of their behavior upon himself, then there is a common mind; a common intent in behavior [a desired end]. There is an understanding set up between the different contributors; and this … controls the action of each. (p. 30)

      Autonomous communities of practitioners (comprised of individuals with disciplinary or interdisciplinary expertise) are limited in their ability to influence the development of policies that emanate from beyond their primary networks. Therefore, each communal grouping must select at least one associate as their representative to a building level steering committee. In smaller schools, a single grouping may encompass all of the practitioners in a building (e.g. elementary practitioners). As a logical progression of the concept, one or more members from the steering committee in each school building should be nominated to serve on a district-level steering committee. Moving beyond the establishment of Democratic frameworks at the local level, representatives from various school districts ought to be organized into influential regional and/or state bodies that contribute to the development of public policies.

      A reflective dynamic is established when practitioners seek opinions to confirm, or refute their thinking. Reflection in practice requires each member of the community

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