The reflective model

                                          The reflective model

       The reflective teaching model undergrads the professional knowledge bases. These knowledge bases are centred on knowledge of self, knowledge of content, knowledge of teaching and learning, knowledge of pupils, and knowledge of context within schools and society. Preparation for working is diverse populations in an ever-changing cultural and global context requires teachers who are knowledgeable, caring, and responsive.

       The reflective teaching model examines underlying assumptions and becomes a useful model to understand the interaction of dispositions (being), practice (doing), and professional knowledge (knowing). At the heart of the model is a cyclical process leading to the construction of meaning. is constructed when awareness is created by observing and gathering information, by analyzing the information to identify any implications, by hypothesizing to explain the events and guide further action. and by implementing an action plan.

       The model of reflection incorporates five categories of knowledge. The professional knowledge bases are identified on the far right of the diagram. They include knowledge of self as teacher, knowledge of content, knowledge of teaching and learning, knowledge of students, and knowledge of school and societal contexts. These knowledge bases are viewed as essential for what prospective teachers should know and be able to do.

       Reflective Teaching is an inquiry approach that emphasizes an ethic of caring, a constructivist approach to teaching, and creative problem solving. An ethic of caring respects the wonderful range of multiple talents and capacities of all individuals without cultural, intellectual, or gender differences. A premium is placed on the dignity of all persons. Teachers using a constructivist approach place emphasis on big concepts, student questions, active learning, and cooperative learning, and they interweave assessment with teaching.