REFLECTIVE PRACTICES IN PROFESSIONAL DEVELOPMENT AND ASSOCIATIONS FOR PHYSICAL SCIENCE TEACHER . Teacher’s self-reflection as a tool for self-knowledge Reflection for professional development Reflection to aid research on teaching Reflection to enhance student learning experience Reflection as a teaching and assessment tool (e.g. reflective journal)

1. REFLECTIVE PRACTICES IN
PROFESSIONAL DEVELOPMENT AND
ASSOCIATIONS FOR PHYSICAL SCIENCE
TEACHER
Presented By
T.Nivya
21BDP24

2. • Reflection is:
• • Self-awareness: thinking of yourself, your experiences and
your view of the world
• •Self-improvement: learning from experiences and wanting to
improve some area of your life
• •Empowerment: putting you in control of making changes and
behaving in a different way
INTRODUCTION

3. •Reflective practice: Reflective practice is understood as
the process of learning through and from experience
towards gaining new insights of self and/or practice.
REFLECTIVE PRACTICE

4. Purposes of reflection
Teacher’s self-reflection as a tool for self-knowledge
Reflection for professional development
Reflection to aid research on teaching
Reflection to enhance student learning experience
Reflection as a teaching and assessment tool (e.g. reflective
journal)

5. •Reflective practice is the act of thinking about our
experiences in order to learn from them for the future.
• Reflective practice is the ability to reflect on an action so as
to engage in a process of continuous learning.
•Akey rationale for reflective practice is that experience alone
does not necessarily lead to learning; deliberate reflection on
experience is essential.
REFLECTIVE PRACTICE IN
PROFESSIONAL DEVELOPMENT

6. •Reflective practice is an important tool in practice-based
professional learning settings where people learn from
their own professional experiences, rather than from
formal learning or knowledge transfer.

7. •Reflective teaching, at a very general level involves ‘thinking
about one’s teaching’.
•Reflective teaching is a process where teachers think over their
teaching practices, analyze how something was taught and
how the practice might be improved or changed for better
learning outcomes.
•Some points of consideration in the reflection process might be
what is currently being done, why it's being done and how well
students are learning.

8. • By collecting information about what goes on in their classroom, and
by analyzing and evaluating this information, they identify and
explore their own practices and underlying beliefs. This may then lead
to changes and improvements in their teaching.
• Reflective teaching is a beneficial process in teacher professional
development, both for preservice and in-service teachers.
• Reflective teaching is a significant element in student teachers’initial
training programme.
• Coaching and peer involvement are two aspects of reflective practices
seen most often at the pre-service level.

9. •The reflective practitioner seeks to integrate previously learned
information with the present experience in order to achieve
future results.
• quest is enhanced through collaborative efforts with
colleagues, other professionals and community resources.
•The first step towards the process of reflection is to gather
information about what happens in the class followed by
analysis of the data.

10. • Here are some different ways of doing this.
1.Reflective journal /diary
2. Collaborative learning
3. Recording Lessons
4. Teacher Educator’s
Feedback
5. Peer Observation
6. Student Feedback

13. ASSOCIATIONS FOR PHYSICAL SCIENCE TEACHER
Some of the associations for physical science teacher are
• All India science Association
• Indian association of physics teachers
• Delhi science teacher forum
• Indian association of teacher educators
• National Science teacher association
• National association for research in science teaching