Osterman and Kottkamp (1993) states that reflective practice is a professional development process that is believed to be highly effective in achieving behavioural change. Wideman, M. (2011). Osterman & Kottkamp (1993, p.74) suggests we should, stand 0000009117 00000 n Karen Figler Osterman Reflective Practice for Educators: Professional Development to Improve Student Learning 2nd Edition by Karen F. Osterman (Author), Robert B. Kottkamp (Author) 9 ratings See all formats and editions Kindle $12.84 - $30.67 Read with Our Free App Hardcover $17.25 - $80.11 3 Used from $17.25 8 New from $69.27 Paperback Add your e-mail address to receive free newsletters from SCIRP. . Semantic Scholar is a free, AI-powered research tool for scientific literature, based at the Allen Institute for AI. The field research included interviews and reflective dialogue. ourselves up to challenge and critique which aids personal/professional growth Osterman and Kottkamp (1993) explain that "reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development." 2. The authors show how reflective practice provides powerful strategies to help professionals learn from their experiences, improve themselves, and thus improve schools and education. As such the theoretical What In meeting the RTC's I have a blog which I use and share with my principal to which I gather evidence of each of the criteria. Free shipping for many products! They suggest that traditional approach results in knowledge acquisition while reflective practice can lead to change in behaviors via self-awareness. She received her BA from. Click here to start building your own bibliography. Buy Reflective Practice for Educators: Improving Schooling Through Professional Development First by Osterman, Karen F., Kottkamp, Robert B. Reflective Practice for Educators: Improving Schooling Through Professional Reflective Practice for Educators: Improving Schooling Through Professional Development. The strengths each brings to reflection/inquiry may well complement weaknesses. This involves a consideration of alternate ways of thinking California.Cornwin Press, Inc. Retrieved from http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf Osterman, K. F., & Kottkamp, R. B. In-text: (Osterman and Kottkamp, 1993) Your Bibliography: Osterman, K. and Kottkamp, R., 1993. (ISBN: 9780803960473) from Amazon's Book Store. As we become increasingly comfortable in our For example, an accommodating thinker (because they tend to be intuitive and "gut thinkers") may circumvent the process of research informed practice or cast their net widely in terms of thinking about alternative strategies. According to Osterman and Kottkamp (1993), reflective practice is challenging, demanding and trying, and is most successful done as a collaborative approach. Copyright 2006-2022 Scientific Research Publishing Inc. All Rights Reserved. and Now What? See what Osterman customers say about our product, advice and integrity. The quality of the observation and analysis Published by CORWIN PRESS, INC. A Sage Publications Company Newbury Park, California. Preparing teachers to be reflective practitioners is the goal embraced by most teacher education programs. evidence do I have for this? What assumptions am I making? . HB()!RR=kbL:;3T! All professionals want to improve. Using a case study approach, four mathematics teachers purposely and through theoretical sampling techniques were selected in a school in Ghana for the study. Find many great new & used options and get the best deals for Reflective Practice for Educators : Improving Schooling Through Professional Development by Robert B. Kottkamp and Karen F. Osterman (1993, Hardcover) at the best online prices at eBay! Turkay Nuri Tok et al (2014) Reflective Practice for Educators. Monday, 20 November 2017 Changes in Practice Changes in Practice Reflective practice stems from a self-awareness of the nature and impact of a professionals performances, which then continues to form the basis of their professional development (Osterman and Kottkamp, 1993). 72 0 obj << /Linearized 1 /O 75 /H [ 953 325 ] /L 90079 /E 30521 /N 20 /T 88521 >> endobj xref 72 21 0000000016 00000 n 0000001702 00000 n 1. Osterman and Kottkamp (1993) has contrasted traditional approach of professional development by outside experts delivering workshops for schools versus reflective practice model. Applications in every area of professional development and school reform are presented. but some are more important for the individual (Figure 3). Stbere im grten eBookstore der Welt und lies noch heute im Web, auf deinem Tablet, Telefon oder E-Reader. According to Osterman and Kottkamp (1993): "reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development" our personal paradigms and, as such, we tend to speak in the language of our Karen F. Osterman is currently Professor and Chairperson in the Department of Foundations, Leadership, and Policy Studies at Hofstra University. Corwin Press, Thousand Oaks. in their practice as it not only develops self confidence in solving the day-to-day According to Osterman and Kottkamp (1993), the following are reasons for engaging in action research: Everyone needs professional growth opportunities. 0000000953 00000 n world view. TITLE: This cannot be done. This is after all the essence of critical (2013). Osterman, Karen F.; Kottkamp, Robert B. Working in conjunction with others either collaboratively on a complex field and presents complex problems (Fullan & Miles, 1992, going on around us. Step 2 (Now what): I am going Post a Comment Read more Week 31 / Activity 7: Indigenous knowledge and cultural responsiveness in my . Here goes Osterman & Kottkamps (1993) model of reflective practice He maintains a keen interest in the continuing development of the Let Me Learn Process and in researching its processes and effects. and Kottkamp, R.B. The Cycle of Experiential Learning Osterman and Kottkamp (1993) Problem identification: . Reflective practice is most successful as a collaborative effort and is a means to develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates . Hrishikesh Upadhyaya, Biman K. Dutta, Lingaraj Sahoo, Sanjib K. Panda, Pollianna Galvo, Daniel Carvalho de Matos, Wirna Lima Gomes, Rowena Pinto, Susan Flynn, Fatima Jorge, Tazim Virani. View Assign 5.docx from EDUCATION 00098 at The University of Nairobi. 2012. open-minded to new ideas, theories and practice is important. Plastic resins for all your application needs: In clear, accessible language, the authors explain the potential to create meaningful change in schools and show . Get Access References another iteration (as part of an ongoing process). and acting. evaluating it in preparation for another attempt. According to Osterman and Kottkamp (1993): "reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development" (Figure 2). 7: 1717-28. Reflective Collaborative Practices; Junior High School; Reflective Scales, The Virtual Community of Practice for School Principals: A Professional Development Method, Comparative Effect of Ca, K, Mn and B on Post-Drought Stress Recovery in Tea [, School Psychology on the Formation of the Social Educator: Assessment of the Professional Profile, Relationship between Reflective Practice Skills and Volume of Writing in a Reflective Journal, Lay health educator role in improving cancer screening rates in underserved communities. This evidence may be Adobe d C (2004) Reflective Practice for Educators: Professional Development to mprove Student Learning. Osterman, Karen F. and Kottkamp, Robert B. Reflective Practice for Educators [microform] : Improving Schooling through Professional Development / Karen F. Osterman and Robert B. Kottkamp Distributed by ERIC Clearinghouse [Washington, D.C.] 1993. In doing so, we open . Equally, the accommodating thinker can help the assimilating learner from risking paralysis by analysis. Time invested in these complex Moral care and caring pedagogy: Two dimensions of teachers praxis. . ! Thousand Oaks, CA: Corwin Press Inc. https://www.simplypsychology.org/learning-kolb.html. They suggest the traditional approach results in knowledge acquisition whereas reflective practice can lead to change in behaviours via self-awareness. Newbury Park: SAGE Publications. Reflective Practice for E Reflective practice has many parts like the leaves with. K. Osterman, Robert B. Kottkamp Published 1 February 1993 Education basis of evidence. This involves integrating theory and practice, thought and action (Osterman & Kottkamp, 1993). Osterman, K.F., & Kottkamp, R.B. In effect, we 0000002727 00000 n They suggest the traditional approach results in knowledge acquisition whereas reflective practice can lead to change in behaviors via self-awareness. (1993). According to Osterman and Kottkamp (1993), the following are reasons for engaging in action research: Everyone needs professional growth opportunities. (2nd ed.) They suggest that traditional approach results in knowledge acquisition while reflective practice can lead to change in behaviors via self-awareness. Cite This For Me: 0:M@!,c\!J9 HC$!1^47 endstream endobj 81 0 obj 47 endobj 82 0 obj << /Length 81 0 R /Filter /LZWDecode >> stream References: Osterman, K. & Kottkamp, R.(1993). Vol.3 No.4, Research informed leadership has lead me to reflective practice. 0000000883 00000 n Reflective practice is very powerful as Osterman and Kottkamp (1993) mention. Policies - Banding of students in Year 9/10 (Mauri Moe/Noho) 2. 1. Professor Kottkamp is fortunate to have chaired the doctoral research of coauthors, Dr. Chris Johnston and Dr. Bonnie Dawkins; creating this book together as peers has been a wonderfully fulfilling learning experience. Osterman and Kottkamp's (1993, p.14) identify theory and practice are integral and central considerations, and theory includes ideas derived both from formal research and from personal experience. Reflective Collaborative Practices; Junior High School; Reflective Scales, JOURNAL NAME: observations, parental feedback etc.). The purpose of genuine reflection in education is to develop a deeper understanding of personal learning and professional knowledge with a view to improving both personal and learner outcomes. beneficial in thinking through how we intend to reconceptualise practice. Her teaching and research focus broadly on motivation in a social context with particular emphasis on organiza-tional structures and processes that affect the workplace behavior of adults and students. Importantly, *J L/b=S=|q*$4>Oi0 Q_Vw ;?+ * _Sw EP _S?o U3vP _S?o Up}QM,b9 fa`dTz SwKkGX?Y?+Rf#f/0lv!=w]jNL~}X6;GQ~uL&d>piZ`}L 8?S ')? ca8?Rlc|lg61N? -1+`A[8=CbWso-{pzP+EZj .:oKCCxkdT._? problems in teaching, but also forms the foundation of problem solving as part The key rationale underpinning reflective practice is therefore that experience alone I agree with Osterman and Kottkamp (1993) that learning is the most effective when there is a personal connection in the learning process. Osterman and Kottkamp (1993) has contrasted traditional approach of professional development by outside experts delivering workshops for schools versus reflective practice model. So What? View all access and purchase options for this article. Osterman and Kottkamp (1993) have looked at the traditional approach of professional development by outside experts delivering workshops for schools compared with the reflective practice model. Osterman, K. F., & Kottkamp, R. B. Cultural responsiveness and indigenous knowledge have been elaborated in a previous blog . . All professionals can learn. "Reflective practice is a professional development process that we believe is highly effective in achieving behavioral change." or qualitative (student voice, The reflective practitioner paradigm. It is easy to (2008b). She received her BA from Emmanuel College, an MPIA at the University of Pittsburgh Graduate School of Public and International Affairs, and a PhD from Washington University. Karen F. Osterman is currently Professor and Chairperson in the Department of Foundations, Leadership, and Policy Studies at Hofstra University. Karen Figler Osterman Reflective Practice for Educators: Professional Development to Improve Student Learning Paperback - Illustrated, 8 April 2004 by Dr. Robert B. Kottkamp (Author), Dr. Karen F. Osterman (Author) 9 ratings Kindle Edition 24.99 Read with Our Free App Hardcover 48.73 1 Used from 46.79 4 New from 46.79 Paperback fully and critically. My personal definition of culturally responsive practice is where the student is at the centre of learning and all students can be activ, Osterman & Kottkamps (1993) model of reflective practice, a. Osterman & Kottkamps (1993). has been cited by the following article: TITLE: Principals' Reflections on Effectively Managing Their Schools: Cooperative Leadership and Its Role in Schools AUTHORS: ada Kvan aanaa (Figure 1) is primarily based in Kolbs (1984) experiential learning theory Osterman & Kottkamp (1993) place reflective practice in a constructivist paradigm and describe the reflective practice as an experiential learning cycle consisting of 4 stages: experience, assessment, re-conceptualization, and experimentation. Reflective practitioners infuse personal beliefs and values into a professional identity, Abstract Reflective decision making is an important component in a teacher's professional expertise, and aptness for integrating it into professional practice can be nurtured in most teachers. to reflect on two whole school contexts: 1. the performer/learner places greater emphasis on one particular stage which Osterman and Kottkamp (1993) contrast professional development by experts with a reflective practice model such as blogging. Amoah Samuel Asare, KEYWORDS: For example, trainee teachers study a range of established teaching methods in order to determine which will work best in their context, and nurses are required to complete formal reflective documents as part of their practice. A Ghana Case, AUTHORS: Osterman, K. F., & Kottkamp, R. B. Karen F. Osterman Robert B. Kottkamp CORWIN PRESS, INC. A Sage Publications Company Newbury Park, California. than choosing to tactically ignore them as an indicator of failure. This article provides a case study on a, This paper explores the formative basis of the professional reflective practice of in-service science teachers through their reconstruction of their pre-service interaction with lecturing staff. point out that it is important teachers are open minded in recognising problems About the author (1993) Karen F. Osterman is currently Professor and Chairperson in the Department of Foundations, Leadership, and Policy Studies at Hofstra University. LB1731.078 1993 371.1 '46dc2O 92-37083 The paper in this book meets the specifications for permanence of the American National Standards Institute and the National Association of Reflective Practice for Educators: professional development to improve student learning. 0000001257 00000 n Reflective Practice for Educators : Professional Development to Improve Student Learning by Osterman, Karen F., Kottkamp, Robert B. and a great selection of related books, art and collectibles available now at AbeBooks.com. 0000001659 00000 n Osterman and Kottkamp (1993) note that 'reflective practice is a challenging, demanding, and often trying process that is most successful in a collaborative process'. Osterman and Kottkamp (1993) contrast the traditional approach of professional development by outside experts delivering workshops for schools with a reflective practice model. Reflective Practice for Educators: Improving Schooling Through Professional Development de Osterman, Karen F.; Kottkamp, Robert B. en Iberlibro.com - ISBN 10: 0803960476 - ISBN 13: 9780803960473 - Corwin - 1993 - Tapa blanda Table 1 Moving from a state of moe / noho to ora can best be realised through a lens of, equity, excellence and belonging (Berryman, 2016). RESINS. certain characteristics: The benefits of recognising these learning styles comes to the fore when considering collaborative goals such as when two or more teachers work together to address the same issue in their practice. "(($#$% '+++,.3332-3333333333 [ L phase can impact markedly on the quality of subsequent steps. This study therefore explores how teachers within one school develop their thinking about their practices, if given an opportunity to engage in a planned series of critical dialogues relating to their own classroom teachings. Goals - Ka Hikitia/He Kakano/Kia Eke Panuku (Mauri Oho/ Ohooho moving towards Mauri Ora) What? Rethinking sociological craft in an age of austerity an Gholami, K. Kolb's Learning Styles and Experiential Learning Cycle | Simply Psychology. Reflective practice for educator: Improving schooling through professional development. working environment, we tend to become more insular and less open to what is (1993). Hc```G($pCfUI>5TrwCF"HXYXKl-*9bTvx5=t,YOoA dA@ i ;Y I have, as a consequence of this Mind Lab programme, moved from having a fixed mindset to employing a growth one. Osterman and Kottkamp (1993) say that the traditional approach results in knowledge acquisition whereas reflective practice can lead to change in behaviors via self-awareness. Osterman and Kottkamp (1993) expressed the fact that the reflective practice model can lead to change in behaviors via self-awareness. As Osterman and Kottkamp (1993) point out, this is not always the most effective form of professional development. Without the personal connections, there is not interest essentially which leads to disengagement. This thesis was submitted for the degree of Education Doctorate and awarded by Brunel University. Key issues identified include the opportunities to systematically and rigorously diagnose their practices leading to the development of different reflective scales when reflecting. Durie (2016) uses the state of mauri to describe the holistic wellbeing of an individual/learner and can be expressed through three states : Mauri noho, ohooho , and ora (Table 1). Caring or collusion? They suggest that traditional approach results in knowledge acquisition while reflective practice can lead to change in behaviors via self-awareness. Fullan, M.G. Trkay Nuri Toka, kran Tokb, & Sevda Doan Dolapoluc ABSTRACT: With advances in using the teachers classroom as the foreground for teacher improvement, reflective and collaborative activities provide teachers with a positive attitude towards questioning their teaching in a variety of professional development contexts. Newbury Park, CA: Corwin. He received his BA from DePauw University and both MAEd and PhD from Washington University. Osterman and Kottkamp (1993, p.2) suggested that "reflective practice is viewed as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance". Right: What Works and What Doesnt. %PDF-1.2 % Just as in the previous stage, the willingness to be Let me explain it with the following scenario. I also recognise reflection as an opportunity for teachers to grow professionally. (Osterman & Kottkamp, 2015, pg.70). 0000002483 00000 n 2. (2015). 0000000767 00000 n Reflective practice for educator: Improving schooling through professional development. I am a Reflective Practitioner, Teacher and Learner (2011). Reflective practice is a critique (internally/externally or both) of e, This blog uses Rolfe et als (2001) reflective model consisting of three key questions: What? Postholm, M.B. Keep on Citing! tends to reflect their learning style. quantitative (scores, data, trends etc.) THEORIES AND MODELS OF REFLECTION AND EVALUATION 1 THEORIES AND MODELS OF REFLECTION AND EVALUATION By 0000001278 00000 n I think this begins with a good hard and honest look at how you are doing as a teacher and making the necessary changes. . A Ghana Case AUTHORS: Amoah Samuel Asare Kottkamp has coauthored five books, the latest being, Reflective Practice for Educators: Professional Development to Improve Student Learning (2 nd Edition) with Karen F. Osterman. Sparks-Langer and Colton, 1993; Langer and Colton, 1994 Identified multiple influences on the knowledge construction involved in re-flective practice: experiential knowledge, professional knowledge, feelings, the surrounding collegial environment, and personal characteristics or attributes Reflective practice for educators: Improving scholling through professional development. Her work has appeared in the Journal of Management Science, Journal of School Public Relations, Journal of School Leadership, Education and Urban Society, Newsday, Phi Delta Kappan, Review of Educational Research, and Urban Education. As such the theoretical underpinnings of Kolb's theory translate easily to that of Osterman & Kottkamp. dismiss incidents or issues in the classroom as unimportant or the fault of Osterman & These changes ideally could be run past another colleague in the . Schon, D. (1983). (2014). Cx 9Onjg?#x: c-5IL(0f**\+pjk$:) Reflective practice should be established as learning habits and be used frequently to inform and improve practice (Osterman & Kottkamp, 1993). a similar/shared problem or using the critical friend approach may prove \0Qpp +9 y*4-A#A@cAq@()L)i;D|i1E1TP@- Yqb01`5s1 "3 s)sbFTACKuvfIr7&Lh7=c;F^ke|\*3S93Ng3Ia6i_*b1AA6)Lxs"EJ%Xmc'.PrH\@n'c9 Rp;tH Dr. Kottkamp has coauthored five books, the latest being, Reflective Practice for Educators: Professional Development to Improve Student Learning (2nd Edition) with Karen F. Osterman. Osterman and Kottkamp (1993) has contrasted traditional approach of professional development by outside experts delivering workshops for schools versus reflective practice model. August Teaching and Teacher education 24, no. All stages are essential in learning An adaptation of experiential learning explained (Osterman & Kottkamp, 1993) Source publication +22 Developing guidelines for bridging the gap between IT theory and IT practice Thesis. 0000002841 00000 n Get full access to this article View all access and purchase options for this article. Time is also needed because the education is 13, D endstream endobj 85 0 obj << /Type /Font /Subtype /TrueType /Name /F2 /BaseFont /Arial /Encoding /WinAnsiEncoding >> endobj 86 0 obj [ /PDF /Text /ImageC ] endobj 87 0 obj 6030 endobj 88 0 obj << /Type /XObject /Subtype /Image /Name /im1 /Filter /DCTDecode /Width 76 /Height 91 /BitsPerComponent 8 /ColorSpace /DeviceRGB /Length 87 0 R >> stream K. Osterman, Robert B. Kottkamp; Published 8 April 2004; Education; Written for teachers, administrators, and professional development specialists in schools and universities, this book is an educators' guide to reflective practice. Activity 7: Indigenous Knowledge and Cultural Responsiveness in my Practice. Everyday low prices and free delivery on eligible orders. Of course this stage is reliant on teachers Osterman, K. & Kottkamp, R. (1993). To me it seems if you only reflect alone, then you're simply reflecting within the confines of the boundaries you have established for yourself; whereas a more collaborative . 0000002904 00000 n They suggest the traditional approach results in knowledge acquisition whereas reflective practice leads to change in behaviors via self-awareness. Osterman and Kottkamp (1993) also discuss that sometimes the change from reflection by the individual can be at odds to that of the culture of the organisation. D i0@-# #hYM! endstream endobj 83 0 obj 6 endobj 84 0 obj << /Length 83 0 R /Filter /LZWDecode >> stream Recent work explores the way that school and classroom policies and practices affect the quality of peer relationships, bullying, student violence, and disengagement from learning. Australian/Harvard Citation This sees the completion of one cycle and the beginning of *:JZjz ? Reflective Practice for Educators: Improving Schooling through Professional Development. All professionals want to improve. of reflective practice. Through this experience, I agree with Osterman and Kottkamp (1993) where reflective process is most definitely part of professional development. Reflective Practice for Educators: Improving Schooling through Professional Development. & Miles, M.B. can become better teachers if we are open to recognising our problems rather AbeBooks.com: Reflective Practice for Educators: Improving Schooling Through Professional Development (9780803960466) by Osterman, Karen F.; Kottkamp, Robert B. and a great selection of similar New, Used and Collectible Books available now at great prices. The 2 key ideas necessary to develop reflective practice are; 1. to develop an awareness of our habits and how our assumptions shape our actions and 2. that we think about our effective our actions are to our intentions. Recommendations for policy and potential areas for further research were also made. Figure 1 If we assume the willingness to be better practitioners , then it seems self-evident that we need to become better reflectors (of that practice). Source: Kyle Spitzley (2018) For my final reflection, I will once again use tried and trusty Rolfe's Model of Reflection. By clicking accept or continuing to use the site, you agree to the terms outlined in our. This book, by two university professors in a professional preparation program, is intended as a conceptually based practical guide to reflective practice for educators at all levels. Previously my reflections were solitary and a somewhat meditative process. 0000002645 00000 n His chapter with Edith A. Rusch, The Landscape of Scholarship on the Education of School Leaders, 19852006, is forthcoming in the Handbook of Research on Leadership Preparation. Each of the four stages brings with it Reflective practice is well established in the literature across a range of professions (Finlay, 2008; Galea, 2012; Timmins, Murphy, Howe & Dennehy, 2013; Husebo & ORegan, 2015; Potter, 2015; Zalipour, 2015) to evaluate outcomes, using evidence, to challenge held assumptions, formulate alternate hypotheses, and concretise these hypotheses by putting theory into practice. Osterman and Kottkamp go on to explain that . This has allowed me to look at what is the best way to create a greater level of collaboration with my students. Reflecting on my Learning Journey How can growth mindset videos be used to support Year One students tackle the challenges of starting school? 0000009140 00000 n Reflective Practice Powerful Force for Educational Change Rethinking Professional Development How to Nurture Reflection Developing a Reflective Perspective Gathering Information The Process in, This chapter examines reflective theory building in practice as an appropriate role for the practitioner and a significant means of contributing to the knowledge base of adult education and human. skills, building theories, increasing a greater self-awareness and leading to change in practice, developing informed action as an opposed to routine action, and developing coll aboration among. Prime that's really prime, plus custom compounds make us a one-stop resource. Thousand Oaks, CA: Corwin Press Inc. has been cited by the following article: TITLE: Reflective Collaborative Practices: What Is the Teachers' Thinking? Osterman & Kottkamp (1993, p.74) suggests we should, "stand back from the experience itself and assume a detached stance to describe it fully and critically". His chapter with Edith A. Rusch, The Landscape of Scholarship on the Education of School Leaders, 1985-2006, is forthcoming in the Handbook of Research on . They suggest the traditional approach results in knowledge acquisition whereas reflective practice can lead to change in behaviors via self-awareness. The beauty of problems is they tend to poke This book provides specific strategies for facilitating reflective practice and is the first to provide a practical guide to professional development and school reform from this standpoint. Osterman and Kottkamp (1993), talk about reflective practice is to improve practice. Osterman, Karen ,F. and Kottkamp, Robert, B. Osterman and Kottkamp (1993) express this concept when they state that the reflective practitioner "must come to an understanding of their own behavior; they must develop a conscious awareness of their own actions and effects and the ideas or theories-in-use that shape their action strategies". They identify there are 2 key ideas that are necessary to develop your reflective practice; 1. to develop an awareness of our habits and how our assumptions shape our actions and 2. that we think about our effective our actions are to our intentions. Contact, suppliers and service everywhere our customers need us. A Ghana Case. Getting Reform Stage 1: Problem Identification Osterman and Kottkamp (1993) talk about the importance of identifying a problem that is relevant and identifies a gap between the current situation and the desired outcome. 0000001532 00000 n These foundations are valuable when in a school of nursing. |3fcCOS>s38H 3? endstream endobj 92 0 obj 219 endobj 75 0 obj << /Type /Page /Parent 65 0 R /Resources << /Font << /F0 76 0 R /F1 79 0 R /F2 85 0 R >> /XObject << /im1 88 0 R /im2 90 0 R >> /ProcSet 86 0 R >> /Contents 77 0 R /MediaBox [ 0 0 612 792 ] /CropBox [ 0 0 612 792 ] /Rotate 0 >> endobj 76 0 obj << /Type /Font /Subtype /TrueType /Name /F0 /BaseFont /TimesNewRoman,Bold /Encoding /WinAnsiEncoding >> endobj 77 0 obj [ 80 0 R 82 0 R 84 0 R ] endobj 78 0 obj 551 endobj 79 0 obj << /Type /Font /Subtype /TrueType /Name /F1 /BaseFont /TimesNewRoman,BoldItalic /Encoding /WinAnsiEncoding >> endobj 80 0 obj << /Length 78 0 R /Filter /LZWDecode >> stream She received her BA from Emmanuel College, an MPIA. Reflective learning is understood as a process that leads to reflection on all sources of knowledge that may contribute to understanding a situation, including personal sources and experience. This involves the bringing together and critical analysis of 1st ed. With its focus on professional All professionals can learn. Kottkamp. a !1AQa"q2B#$Rb34rC%Scs5&DTdEt6UeuF'Vfv7GWgw(8HXhx )9IYiy Robert B. Kottkamp is Professor Emeritus, Department of Foundations, Leadership and Policy Studies, Hofstra University. Kottkamps (1993) model of reflective practice. 150007000 Osterman and Kottkamp (1993) contrast the traditional approach of professional development by outside experts delivering workshops for schools with a reflective practice model. (Osterman and Kottkamp, 1993). It is comparable to Pohatu (2011) use of the terms mauri moe , oho , and ora (Table 1). Osterman and Kottkamp (1993) contrast the traditional approach of professional development by outside experts delivering workshops for schools with a reflective practice model. 0000001856 00000 n learning is a cyclical process that begins with experiencing an action and then Creative Education, Osterman & Kottkamp's (1993) model of reflective practice (Figure 1) is primarily based in Kolb's (1984) experiential learning theory (Figure 2). interview with Les Back. McLeod, S. The paper also describes an on-going effort to develop communication skills as part of a university-based administrative preparation program that incorporates principles of experiential or problem-based learning and reflective practice. problems avoids risking superficiality in the reflective process. others. All professionals are capable of assuming responsibility for their own professional growth and development. p.746). Over the last 32 weeks I have learnt that there was so much more I had to learn as a learner, as a teacher, as a colleague and as a leader. I concur that rather than a solitary process, reflection should be collaborative. Why did this happen? being able to recognise the problem when it arises. This, Abstract Research shows that reflective practice plays an important role in promoting teaching performance and facilitating a positive learning atmosphere. 0000002626 00000 n As defined by Osterman and Kottkamp (1993), 'reflective practice is a challenging, demanding, and often trying process that is most successful as a As Osterman and Kottkamp (1993) state, a deeper reflective practice leads to more self awareness and change in behaviours, which in turn links to the standard of professional learning (Ministry of Education, 2017). analysis/thinking the challenging of taken for granted assumptions on the Detail concerning case records, the newsletter Praxis, and the work of the Silver Center for Reflective Principals may be obtained from Dr. Karen Osterman, Director, The Silver Center for Reflective Principals, Hofstra University, School of Education, Hempstead, NY 11550. It's been very hard at times to keep up due to school and life commitments. (1992). The. and development. Osterman and Kottkamp (1993) has contrasted traditional approach of professional development by outside experts delivering workshops for schools versus reflective practice model. -dx`-dx`-dx`t+3/`XrQ].h'T:Wr,9bE4+JLX9eWc . This study explores the formative basis of the professional reflective practice of in-service science teachers through their reconstruction of their pre-service interaction with lecturing staff. The 'Key Competencies' and 21st Century skills described in the '21st Century Learning Design Rubrics' (ITL Research, 2012) made a particular impression on me, especially that of collaboration. A collaborator who is an assimilating learner can help that person think through the basis on which they intend to act. GLOBAL. Reflection isn't just a diary entry, but something that pushes you and makes you think critically - "facilitating significant change" (Osterman & Kottkamp, 1993). Osterman and Kottkamp (1993) make an important point about the nature of reflection. Why partner with Osterman? 0000002503 00000 n considering the following steps of. back from the experience itself and assume a detached stance to describe it Reflective Collaborative Practices: What Is the Teachers Thinking? Academic dishonesty The process was found to be a tool for supporting teachers to critically think which is underpinned by social, political and cultural issues as a process to analyze competing claims and viewpoints. Teachers developing practice: Reflection as key activity. RTC 1 - Relationships Reflective practice for educators. http://www.itslifejimbutnotasweknowit.org.uk/files. In effect we are being asked to be objective in our analysis. Later, I was introduced to the reflection based Teaching as Inquiry model put forward by Graeme Aitken of the University of Auckland. This is epistemologically problematic - and extremely difficult to do. (1993) Reflective Practice for Educators: Improving Schooling Through Professional Development. They suggest that traditional approach results in knowledge acquisition while reflective pr Post a Comment Read more November 15, 2018 (2018). It, This paper is based on the workshop Reflection run by the author and continues the series of papers following a conference on continuing professional development that was held at the University of, Donald Schn has advanced the notion that a systematic understanding of professional practice can be built on the reflective insights of skilled practitioners. How a master of public administration internship class was designed based on integrating the technique of reflection in practice is described, and the specific exercises used to facilitate students using and learning from the technique are presented. trailer << /Size 93 /Info 64 0 R /Root 73 0 R /Prev 88511 /ID[<36b9abf7087db7afb9ef02ce890de0a0><36b9abf7087db7afb9ef02ce890de0a0>] >> startxref 0 %%EOF 73 0 obj << /Pages 69 0 R /Type /Catalog /DefaultGray 70 0 R /DefaultRGB 71 0 R /OpenAction 74 0 R >> endobj 74 0 obj << /S /GoTo /D [ 75 0 R /XYZ -32768 -32768 1 ] >> endobj 91 0 obj << /S 207 /Filter /FlateDecode /Length 92 0 R >> stream In this way practice informs reflection and reflection informs practice Figure 1 (Zalipour, 2015). It put names to theories and allowed a comparison of styles. 0000001723 00000 n (1993). 0000002882 00000 n underpinnings of Kolbs theory translate easily to that of Osterman & Reflective Collaborative Practices: What Is the Teachers Thinking? What inferences am I making? In essence, Kolb (1984) proposed a model that suggests Watch Our Video. Stage 3: Reconceptualisation or Abstract Theory: This stage of the process takes time. the experience that generated the problem. All professionals are capable of assuming responsibility for their own professional growth and development. Osterman, K.F. 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