An intervention in facilitating the teaching learning process through reflection

1. An intervention in facilitating the teaching learning process through reflection H.M.GangaD. Herath1Prof. Marie Perera2 Teacher CentreDepartment of Humanities Nikaweratiya Education University of Colombo

2. Background • Teacher reflection as a key element in enhancing professionalism of teachers. • There are different effective tools which can be used in reflection. • Survey findings – reflection is not a common practice among 98% (347) of the sample of 354 teachers. • Semi-structured interviews, lesson observations and discussions also revealed that the classroom practices are directly affected by lack of reflection

3. Eight teachers were identified and planned an intervention.

4. Review of literature • The constant and ongoing search for ways to improve their own teaching and learning environments is the worthy occupation of excellent teachers (Brookfield , S. as cited in Miller, B. 2010) • Reflection is a must if a teacher has any intention to suit their teaching to their students’ needs ( Pultorak, 2014)

5. Objectives • Motivating the participants to reflect on the classroom practices by giving necessary knowledge and awareness. • Facilitating the participants’ reflective practice through intervention.

6. Methodology • Planning of the intervention process – Discussions. • Raising awareness and inculcating a sense of responsibility in reflecting on teaching as a professional – Group discussion. • Lesson observations and feedback sessions - Reflection supported questions - Audio recordings - Student feedback • A reflective tool – Guidelines

7. Findings • Quality of teaching learning process. - Confidence of the teacher - Learner autonomy - Learning- teaching friendly environment • Progress of the mentor. - Improved feedback sessions • Usage of the tool – Reflection Guideline.

8. Findings

9. Conclusion • Teachers have the potentiality to change themselves to be reflective practitioners. The necessity is the professional support. And the willingness to be a professional. • It is necessary to strengthen the mentoring and monitoring process. - Theory into (real) practice –

10. “ Now only we find our teacher with us.” (Reflective note of a participant – 09.10.2018) • “ Now I’m really happy to feel that my travelling of 42 km has not been wasted. It has improved the professionalism of the teacher farther than I expected. ” (Reflective journal – 23.10.2018)

11. References- Barbara, L. (2000) Transforming Teaching Practice: Becoming the critically reflective teacher, Reflective Practice, 1:3, 293-307, DOI: 10.1080/713693162- Brookfield, Stephen. Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass. 1995 as cited in Miller, B. (2010) for the Faculty of Arts Teaching and Learning Committee, The University of Sydney, - Mizell, Hayes (2010) Why professional development matters, 5. Retrieved from https://learningforward.org/docs/pdf/why_pd_ matters_web.pdf?sfvrsn=0- Pultorak, E. G. (2014). Reflectivity and Cultivating Student Learning: Critical Elements for Enhancing a Global Community of Learners and Educators: Rowman & Littlefield. - Shulman, L (1987) Knowledge and Teaching: Foundations of the New Reform, Retrieved from http://people.ucsc.edu/~ktellez/shulman.pdf

12. E-mail : hmgangu@gmail.com Thank you!