Future of Reflective Practice
The final chapter looks forward. Where does reflective practice go from here? The articles cover the levels and limits of reflection, professional practice as a way of being, the comparison of models, self-directed learning, higher order thinking, the paradigm shift away from didactic teaching, the new networked environment, and the evolution of teaching skills.
Levels of reflection, the quality issue, the role of power, and reflective practice as a way of being
The Disney Strategy and the Lawley-Tompkins clean approach compared with Kolb and earlier models
Self-directed learning as a 21st century skill: ownership, self-management, self-monitoring, and extension of learning
The three dimensions of critical thinking and how reflective practice cures robotic lower-order learning
Why teaching assumptions matter and the old didactic assumptions that shape content-delivery classrooms
New assumptions for higher-order learning, the four changes the paradigm shift requires, and good teaching
Schon’s timeline and the three post-1994 changes that reshaped the conditions of reflective practice
Wikis, communities of practice, distributed innovation, and the conceptual innovation that drives change in the professions
How reflective practice keeps evolving and the six traditional teaching skills that still matter
Four new technology-related teaching skills: innovative, tech enthusiast, social, and curious about the internet
Problem-based and project-based learning, why teachers know about them but rarely use them, and the role of collaboration
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