Social event: We will have a meal after the session at a nearby restaurant. Reservations for dinner required by Tuesday, January 18. Contact fujimotodonna AT gmail.com
Reflective Practice: Exploring Teacher Beliefs and Classroom Practice
Reflective practice is an effective form of professional development. For teachers it provides an important method that helps them to uncover their deeply held beliefs and examine objectively how these assumptions and beliefs affect their actual classroom practice. They do this by focusing on their experiences in the classroom, eliciting the experiences of their students, and learning to observe and describe the events in the classroom. It is important to note that this meaning-making process does not take place in isolation, but in a supportive community of peers, guided by a sensitive and experienced facilitator. The speaker will explain the scientific method underlying this practice and also show how intuition can play a part in teacher exploration. In the interactive part of this presentation, participants will focus on the findings of an actual case study.
Joan Kuroda holds an M.Ed. in English language education from Hyogo University of Teacher Education and an M.B.A. specializing in Japanese management systems from the University of Hawaii at Manoa. She is a former Peace Corps volunteer and is currently a full-time lecturer at Kwansei Gakuin University in Nishinomiya. Her research interests include reflective practice, teacher beliefs, storytelling, and phonetics.
The Benefits of Student Reflective Practice in Globalizing Societies
The concept of teachers as reflective practitioners has been part of teacher education programs for years. Teachers change their ways of thinking, values, and beliefs to improve their practice through reflection. In Donald Schön’s (1983) seminal work, The Reflective Practitioner: How Professionals Think in Action, he authored the constructs of reflection in action and reflection on action. While both types of reflection could facilitate positive change, being able to reflect in or on conflicting situations is a process that takes time to develop. Students could benefit from this developmental process to gain understandings of alternative values and beliefs by reflecting on their ways of thinking to facilitate their membership into ever-changing globalizing societies. This presentation will focus on the theory-practice relationship and suggestions for classroom approaches at the university level that could create opportunities for students to use their past experiences, employ critical thinking skills, and reflect in and on conflicting issues.
Joan Gilbert has an MA in Teaching English to Speakers of Other Languages (TESOL) from Columbia University, Teachers College, and she is currently completing her Ph.D. in Education with a specialization in Global and Comparative Education. She is an instructor at Kwansei Gakuin University. Her research interests include facilitating college students’ intellectual and intercultural development through promoting opportunities for critical reflection and making effective and creative speeches in English.
This event is co-sponsored by SIETAR Kansai and Kyoto JALT.