All posts by zhuldyzkhozhabayeva

Reflection is a mirror of teachers’ daily work

reflection-model

I was writing reflection on one of our course Professional Identity. I was amazed how revising or rethinking, what I have been learning and raising different kind of questions in my head, helped me to realize the importance of reflection. After all, I decided to investigate significance of reflection in teaching and how teachers can apply for their further improvements.

Majority of authors agree that reflection is a powerful tool in effective teaching to look at their inaccuracy or omission of teaching process from different angle (Johnson & Jay, 2002; Yarbrough & Wade, 1996; Hatton & Smith, 1995). Writing reflection gives some kind of guidance to analyze the action, think better ways to solve the problem, make a relevant decision.  There are number of definitions of reflection which are considered to be justified, however the definition seems metonyms. As an example, Mezirow (1990) stated “Reflection is generally used as a synonym for higher-order mental processes” versus reflection requires thinking mentally (p.5) while Yarbrough&Wade (1996) proposed different aspect  of the same definition “Reflection allows us to draw conclusions about our past experience and develop new insights that we can apply to our future activities” (p.74). Assuming that, reflection is a representative of mediation.

Johnson& Jay (2002) referred several authors (Schon, 1983; Schon, 1987; Valli, 1992; Zeichner & Liston, 1996) who mentioned the role of reflection for beginning teachers, especially in pre-service trainings. As every of us, who has chosen teaching profession, remember filling out notebooks in order to keep track on daily pre-service trainings. Personally, I was writing the reflection of what I have done each day rather than seeking to develop specifically my teaching skills. Effective reflection is not just realizing critical issues of our action but attempt to make decision on problem solving steps with new understanding and ideas. For the question what might teachers reflect on, Johnson& Jay (2002) explained the possible alternatives such as student learning, instructional processes, and subject matter etc.

Nevertheless, keep reflecting on your daily life by asking questions “What am I doing wrong? How do I do better? What am I thankful for?”; as you are future school leaders who will achieve lots of success by reflecting on your teaching.

refelction-1q1unvu

Reference

  1. Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and teacher education,18(1), 73-85.
  2. Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education?. Teaching and teacher education, 12(1), 63-79.
  3. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and teacher education, 11(1), 33-49.
  4. Mezirow, J. (1990). How critical reflection triggers transformative learning.Fostering critical reflection in adulthood, 1-20.

Why do graduates escape working in village schools?

imagesMost of students come from villages in order to study at Universities. Their first impression in city would be fast developed technologies and great opportunities to have career and apply for various positions. In comparison, there is huge difference between urban and rural students in accordance with professionalism (Eshpanova et al., 2009). Therefore, rural youth would stay in the city and develop their self-realization. But to what extent graduates are ready to abandon the city and go to village in order to make any social contribution? Rural areas suffer from young educated, professional and open mind specialists. Therefore, there is a governmental programme is called “With the diploma – to the village” with package of free accommodation, increment 25 % of salary which is more than salaries of urban teachers, also there is one-time incentive about 120 000 tenge to attract young professionals.  However, I have been witness of most of my relatives and friends who tried to work via this programme but after few years they gave up working in isolation environment and had return money they have gotten from government, went back to city. What is the reason of breaking away from village? Maybe there is real isolation with no social activities in the village? Maybe they give up realizing their ideas because of poor conditions?  Or they just aim to get free incentives… that’s uncovered question. One day, conditions of village schools will achieve the high standard, but would there be young professionals who are used to live in the comfort of city life…??? But there is something bigger than unwanted action of young specialists to be eager to work in village schools. Where is the spirit of compassion to make improvements to village education? I would like to stop here with lovely words of Jason Mraz`s song: “If you do it right, you`ll love where you are”.(there is a link for that song 

). You are welcome to share your ideas… References Eshpanova, D. D., Aitbai, K. O., & Aidarbekov, Z. S. (2009). Problems of the social development of the young people of Kazakhstan. Russian Education & Society51(5), 63-80.Рисунок2Yeah, I am gonna work in village school!!!!