Abstract
This paper explores the importance of reflective practice in a Master of Education degree offered by the University of Dundee. Supporting teachers to develop as reflective professionals is embedded within the General Teaching Council for Scotland’s Professional Standards (GTCS, 2012, p.4) and is a key factor in ‘The most successful education systems…’ (Donaldson, 2011, p.4).
The importance of reflective practice for 21st century teachers will be discussed and the role that the programme plays in both developing early reflective practice and extending this as teachers progress in both their studies and their professional development. The possible barriers to reflective practice will also be discussed.
A reflective analysis to evaluate the inclusion of, and support for the development of, reflective teaching practice in the MEd programme is currently underway and the findings so far will be discussed.
Early recommendations for policy and practice are that teachers’ reflective practice should be seen as a strength in their professional development; that teachers need ongoing support and training in how to reflect with appropriate critique and professional confidence to do so honestly, and that reflection on practice needs to be embedded into a range of continuous development programmes, with links being made to relevant professional Standards so that engagement with CPD contributes directly to schemes such as Scotland’s GTCS Professional Update for registered teachers.
References
Donaldson, G. (2011) Teaching Scotland’s Future – Report of a review of teacher education in Scotland. Edinburgh, Scottish Government.
General Teaching Council for Scotland. (2012) Standard for Career-Long Professional Learning. Edinburgh, GTC Scotland.
The importance of reflective practice for 21st century teachers will be discussed and the role that the programme plays in both developing early reflective practice and extending this as teachers progress in both their studies and their professional development. The possible barriers to reflective practice will also be discussed.
A reflective analysis to evaluate the inclusion of, and support for the development of, reflective teaching practice in the MEd programme is currently underway and the findings so far will be discussed.
Early recommendations for policy and practice are that teachers’ reflective practice should be seen as a strength in their professional development; that teachers need ongoing support and training in how to reflect with appropriate critique and professional confidence to do so honestly, and that reflection on practice needs to be embedded into a range of continuous development programmes, with links being made to relevant professional Standards so that engagement with CPD contributes directly to schemes such as Scotland’s GTCS Professional Update for registered teachers.
References
Donaldson, G. (2011) Teaching Scotland’s Future – Report of a review of teacher education in Scotland. Edinburgh, Scottish Government.
General Teaching Council for Scotland. (2012) Standard for Career-Long Professional Learning. Edinburgh, GTC Scotland.
| Original language | English |
|---|---|
| Publication status | Unpublished - 18 May 2018 |
| Event | Teacher Education Policy in Europe Network (2018) - University of Minho, Braga, Portugal Duration: 17 May 2018 → 19 May 2018 https://www.tepe2018.com/ |
Conference
| Conference | Teacher Education Policy in Europe Network (2018) |
|---|---|
| Abbreviated title | TEPE 2018 |
| Country/Territory | Portugal |
| City | Braga |
| Period | 17/05/18 → 19/05/18 |
| Internet address |
Keywords
- Teacher education
- Reflective practice
- Evaluation
- Continuing Professional Development
- Teacher standards