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R8C2 Reflection: Is classroom practice based on incremental, evidence-informed and collaborative improvement strategies?

This concept represents a commitment to continuing and principled professional improvement....

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Andrew Pollard
5 May 2010

This concept represents a commitment to continuing and principled professional improvement. Reflective practice is based on open-minded enquiry and a willingness to use evidence to challenge one’s own provision. This might be based on external evidence of school or pupil performance, on reading research findings, on small-scale personal enquiries or observations, on discussions or collaborative activities with colleagues. There are many possibilities but, in all cases, evidence is used to generate re-appraisal. In this way, taken-for-granted thinking is challenged and professional judgement is refined. Working with colleagues in a department, school or network provides additional support and professional enrichment.

Reflective enquiry may be focused on particular problems or issues and is best carried out in systematic ways and for specific purposes. Understanding then becomes embedded in teacher expertise and enables decision-making at other times. Reflective teaching is supported in a comprehensive handbook (Pollard, 2008), collection of readings (Pollard, 2002) and a website (www.RTweb.info) incorporating many TLRP findings.

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