Modelo de radio propagación

In previous sections, I highlighted some key aspects of reflection from the various definitions provided by different authors, the benefits of reflection, and some potential dilemmas in the process. I am aware that we (reflective practitioners and researchers) must still deal with some of the problems and inconsistencies of RP, but I am also aware that reflection has a potential value for teachers, as argued by Mann and Walsh (2013). According to some researchers (e.g. Zwozdiak-Myers 2012; Osterman 1990; Dewey 1910) the potential comes mainly from one of the key elements in the definition of reflection and, as a result, something that a reflective practitioner has to consider: the need to adopt a critical stance. Moon

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(2005:12) states that this capacity to think critically ‘relies upon an understanding of knowledge as constructed and related to its context (relativist), which is not possible if knowledge is viewed only in an absolute manner’. If being an effective reflective teacher means having a critical stance, then, how can teachers achieve this? What characteristics do teachers need in order to be considered critical teachers? According to Zeichner and Liston (1996:6, vignettes design added by

researcher), a critically reflective teacher is someone who:

 Examines, frames, and attempts to solve the dilemmas of classroom practice;

 Is aware of and questions the assumptions and values he or she brings to teaching;

 Is attentive to the institutional and cultural contexts in which he or she teaches

 Takes responsibility for his or her own professional development.

Zeichner and Liston’s (1996) characteristics of a critically reflective teacher are in agreement with Moon’s (2005:12) description of thinking critically, which involves ‘an understanding of knowledge as constructed and related to its context’. This understanding, as I see it, can be achieved through the analysis and enquiry of our teaching practice and the context in which we develop, as well as the analysis made when we are involved in curriculum and school development (Zeichner and Liston 1996). However, it seems to me that (especially) the latter activities might be difficult for novice or pre-service teachers to achieve from the beginning of their practicum. This is not only because they usually focus their attention to other aspects of their teaching practice, as I explain in the following section, but also because they might not be required or allowed to participate in this type of activities (e.g. because of their contractual status).

Interestingly, as proposed by Zeichner and Liston (1996), ‘critical’ teachers also take responsibility of their professional development and seek to solve dilemmas in their classroom. These qualities correspond to the characteristics of a teacher as a

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researcher expressed by Stenhouse (1975). Following Hoyle (1972), Stenhouse attempts to identify two types of teachers: as researchers in the concept of

extended professionalism, and as a complement of restricted professionalism

(Zwozdiak-Myers, 2012). Stenhouse (1975) states that the restricted professional

can be hypothesised as having the following characteristics:

 A high level of classroom competence;  Student-centredness;

 A high degree of skill in understanding and handling students;  Derives high satisfaction from personal relationships with pupils;  Evaluates performance in terms of his own perceptions of changes

in pupils behaviour and achievement;  Attends short courses of a practical nature.

Stenhouse (1975:143–144, vignettes design added by researcher)

Stenhouse (1975) then indicates that the extended professional, in addition to the qualities attributed to the restricted professional, has certain skills, perspectives, and involvements that include the following:

 Views work in the wider context of school, community and society;

 Has a concern to link theory and practice;

 Has a commitment to questioning own teaching as a basis for development

 Has a commitment to some form of curriculum theory and mode of evaluation.

Stenhouse states that the most important characteristic of the extended professional is his or her ‘capacity for autonomous professional self-development through systematic self-study, through the study of the work of other teachers and through the testing of ideas by classroom research procedures’ (Stenhouse 1975:144).

In considering what RP involves, it can be suggested that being an effective reflective teacher requires: being aware of the teaching practice; keeping an open mind and enquiring about what, why, and how we do things; comparing ourselves

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to other people’s work, ideas, and viewpoints, and seeking feedback; generating choices and possibilities of improvement and viewing our activities and results from various perspectives; being aware of context; challenging our own beliefs and values; assessing the impact of our assumptions; being open to new experiences (Roth 1989; Brookfield 1988). Thus far, it can be observed that the characteristics of a reflective teacher include being immersed in systematic examination and mindful consideration of assumptions, beliefs, and knowledge, taking into account cultural, political, social and moral and ethical aspects surrounding his or her teaching situation. Additionally, reflective teachers are active and responsible teachers looking for effectiveness of their practice. Even though there is a strong emphasis on autonomy, they also consider social interaction as essential (see 3.2.8). Reflection, furthermore, involves intuition, emotion, and passion (Day 2004, 1985; Boud, Keogh and Walker 1985) and ‘it is not something that can be classified as a set of techniques for teachers to use’ (Greene 1986, cited in Zeichner and Liston 1996:9).