Reflective Teaching and Effective Teachers: A Descriptive Approach to Reflective Practice

According to different research in teaching effectiveness field, reflective teaching is an action that facilitates all aspects of education, learning, understanding and it has a crucial role in classroom’s effective management. Through reflection, teachers design a systematic lesson plan that help them to enjoy beneficial experience as a well as their students. By considering their own actions and researches, they professionally develop in their own. It is also nowadays widely accepted by nearly all teachers that reflective teaching ability is a vital ingredient of a successful academic life. Related literatures usefully indicate that ‘reflection involves the participants in a critique for practice, the values which are implicit in the practice, the personal, social, institutional and broad policy contexts in which practice take place, and the implications of these for improvement of that practice’ (Day, 1999). For this aim, the scope of this research was to illustrate a descriptive research to show the usefulness of reflective teaching and its consequences in teachers’ effectiveness. The present study examined developmental opportunities that will be created for teachers through this trend. The findings of present study tried to establish reflective theories and tools that help both teachers and learners to explore them more practically and thereby leading to skillful learning.

Keywords:

Reflective Practice , Reflection , Effectiveness , Teacher Development