On the Epistemology of Reflective Practice

On the Epistemology of Reflective Practice

Teaching is not only governed by principles of effectiveness, but also by ethics, thus self-reflection is part of the pedagogical process. Due to the active nature of teaching, there is an “immediacy of practical acting” and pedagogical tact should be employed based upon the here and now. Teaching is completely interactive and requires nimble thoughtfulness! Teachers can plan innovative lessons with fascinating Big Ideas and agendas which calculate minutes, however we must also create a healthy and effective classroom culture. Classroom management can be planned but it has to be adapted based on the student population and teacher initiatives which we can remain consistent with throughout the year.

Given the reality of the classroom environment, teachers cannot simply slither into work and hide behind a computer. Sure, we can show a movie once and a while. Regardless of physical health, psychological well being, outside drama or inside struggles, when that bell rings, its ShowTime. Students are always watching and pick up on everything whether they understand it or not. We cannot “take a minute”; we must act in that second. Schön has suggested that phrases such as "thinking on your feet" and "keeping your wits about you" suggest not only that "we can think about doing something but that we can think about something while doing it." (2)

Reflection occurs instantaneously as we assess the ever-changing classroom environment. We must think fast, anticipate issues before they arise, and do our best to put out fires while outweighing other alternatives. Even for an energetic person like me, it is tiring to have to constantly be on.

There are several kinds of reflection; teachers should get into the good habit of reflecting after the fact in order to predict future outcomes. Retrospective reflection on (past) experiences differs importantly from anticipatory reflection on (future) experiences.” (3) Teaching is an active and dynamic process where class discussions evolve into tangents on life lessons or filling voids in background knowledge. They can bring about topics uncomfortable to teachers and students. As teachers, we should work to emphasize that which we deem important and be proactive about using our experience to improve future engagements.

The essay illustrates several in-depth accounts of the various daily responsibilities including the blood, sweat, and tears it takes to be a teacher. As quoted in the article, “the recurring theme in teacher testimonials is that the life if teaching is hectic.” (1) To say the least! From the moment I walk into school, I become a teacher, role model, actor, psychologist, nurse, babysitter, house mother, scientist, mathematician, inventor, writer, police officer, fashion consultant, cleaning lady, nutritionist, secretary, artisan, and much more. It’s completely overwhelming and totally rewarding. I have to teach curriculum while balancing all the other tasks in two hands. I think the school breaks were designed more to keep teachers sane than to give students a vacation and I am thankful for that because on a daily basis I feel crazy.

My kids are needy; they need love, life skills, and information they will not receive outside of school. Now that teacher in me has been released, I can’t just turn off the teacher! I bring it home to plan. I take it out into the world where I have to hold back from teaching friends, family and random strangers on the street. It’s a consuming profession that takes every ounce of energy, large quantities of passion and a small dose of insanity just to get through the day. That having been said, I feel privileged to have the opportunity.

(1) Van Manen, M. In: Teachers and Teaching: theory and practice.
Oxford Ltd.

(2) Schön, 1983, p. 54