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Growing Professionally through Reflective Practice by Carol A. Corcoran and Robert Leahy When beginning teachers stay reflective, they help themselves develop into effective professionals. A lthough covering the subject tion to their work that includes re- teacher “can surface and criticize the matter is important, there’s flection and renewal (Steffy and tacit understandings that have much more to teaching. To be effec- Wolfe 1997). In the absence of these grown up around the repetitive ex- tive, a teacher also must understand factors, teaching can become too periences of a specialized practice.” motivation, learning strategies, and automatic, which can undermine its This article examines the im- metacognition (Darling-Hammond effectiveness. Schön (1983) de- portance of building a practical 2000). Teaching is so multifaceted, scribed a “knowing-in-practice” knowledge base, developing an in- in fact, that learning to teach re- (practical knowledge) that may be- quiry orientation, being learner- quires several years of experience come so tacit, spontaneous, and au- centered, and experiencing social after a person begins to practice tomatic (overlearned) that teachers support, all critical components of (Scherer 2001). develop a narrowness and rigidity reflective practice. Further, tips are Once the basics are learned, that affects their understandings of offered for how preservice teachers teaching requires ongoing mastery. situations. To correct this situation can break the habits that keep To maintain professional growth, (overlearning), Schön (1983, 61) rec- them from becoming effective and teachers must develop an orienta- ommended reflection—when a reflective educators. 30 Kappa Delta Pi Record • Fall 2003 Starting Out As described by Steffy and poses, give shape and meaning to Learning how to become an Wolfe (1997), novice teachers are their experiences, and structure so- effective teacher is a complex and hesitant, unsure, and lacking con- cial realities. Such knowledge al- difficult process. Some have even fidence in their own abilities. The lows expert teachers to go back into suggested that it takes from five to focus for these preservice teachers their memory banks to compare eight years to develop the teaching may be on surviving, on not ap- situations and make decisions expertise needed to be successful pearing ignorant, and on trying to about guiding professional prac- in the classroom (Scherer 2001). impress others (peers as well as in- tice (Scherer 2001; Darling- But how do you gain this expertise? structors). That the novice teacher’s Hammond 2000). Steffy and Wolfe (1997) identi- performance may be graded might fied six phases of teacher growth also be a factor. Whatever the rea- Inquiry Orientation as part of a developmental con- son, novice teachers may suffer A reflective orientation to tinuum of a career teacher: novice, from a sense of vulnerability that teaching requires attention to one’s apprentice, professional, expert, may discourage reflection. During own actions in relation to inten- distinguished, and emeritus. Dur- this phase, they need lots of guid- tions. It is an inquiry approach to ing all phases of this continuum, ance and support as they grow in dealing with complex and evolving reflection is said to be critical to the their practical knowledge and de- educational problems. To be reflec- development of the skills necessary velop a reflective orientation to- tive means that teachers already to be effective in the classroom. ward teaching. have a set of well-thought-out be- This article focuses on the novice The second stage, or appren- liefs and assumptions, or an and apprentice phases of teacher tice phase, usually starts during the overarching theory (Schön 1983), development—specifically on how student teaching experience and which guides their practice. Teach- beginning teachers can stay reflec- continues through the first few ers reflecting on their practice are tive throughout their careers. years of teaching in one’s own constantly and rationally selecting The first phase identified by classroom (Steffy and Wolfe 1997). a given option or course of action Steffy and Wolfe (1997) begins This is when students rush back to with a careful analysis of the pos- whenever students enter the field campus after teaching to share sto- sible consequences of those deci- as part of their teacher education ries about what worked or didn’t sions and judgments on student program. Some programs include work. These students (and former learning (Leahy and Corcoran early and continuous field experi- students) are passionate about 1996; Risko, Vukelich, Roskos, and ence throughout the teacher edu- what they are doing. They tend to Carpenter 2002). cation program, while other pro- be idealistic, motivated, and open Reflection is not simply a mat- grams may not require students to to new ideas (Steffy and Wolfe ter of thinking back on actions enter the field until (or just before) 1997). Without the guidance of taken. Everyone, at times, thinks the student teaching experience. knowledgeable mentors at this The point is, whether at the under- phase, preservice teachers may not Carol A. Corcoran is an Associate graduate or graduate level, the nov- develop their thinking beyond a Professor at Stetson University in ice phase begins as preservice descriptive level to higher levels of DeLand, Florida. Her areas of inter- teachers enter the classroom to reflection (Yost, Sentner, and est include teacher development, observe and work with master Forlenza-Bailey 2000). early field experiences, and effective teachers. This phase continues teaching practices. She is the Coun- throughout their programs and Practical Knowledge selor for the Zeta Tau Chapter of into student teaching, and it may Teachers, as professionals, Kappa Delta Pi. Robert Leahy is an even extend into a teacher induc- need an extensive knowledge base Associate Professor in the Depart- tion program. As one student from which to make decisions. ment of Teacher Education at stated, “At the beginning, with no Keith (1986) stated that teachers Stetson University. He has a degree teaching experience, it’s like, ‘oh fail not from a lack of content in philosophy of education from well, this is easy stuff.’ Then you get knowledge, but from a lack of prac- Cornell University. His current re- in there, especially interning, and tical knowledge. Teachers use prac- search interests involve authentic it’s like, this is not working!” tical knowledge to express pur- education and reflective practice. Kappa Delta Pi Record • Fall 2003 31 back on situations—sometimes curs and then later analyzing why during this stage of growth. About pleased with prior actions, some- things worked or didn’t work. To class assignments, one student times wishing things had been improve student learning, teach- commented, “It’s traumatizing! You done differently. Effective teachers ers must consider both immedi- write a paper and you reflect on it, look for internal logical consistency ate and long-term consequences. or you reflect on somebody else’s and inconsistency between their es- work . . . or we do our observations poused beliefs (overarching theory) Social Support and we’d have to come back and and actions taken. Kottkamp (1990, Reflection requires a public talk about them or reflect on what 183) described it as “a cycle of pay- testing of private assumptions we thought.” Another shared, “At ing deliberate, analytical atten- (Schön 1983), which happens first journals were a difficult thing tion to one’s own action in rela- through a dialogue of words or ac- for me to do because it was kind of tion to intentions, as if from an tions with other participants in the exposing myself a little bit, and that external observer’s perspective, made things a little touchy for me. for the purpose of expanding But, I found that it was of great ben- one’s options and making deci- efit to me.” sions about improved ways of act- For many, reflection can be ing in the future, or in the midst uncertain and troubling. For of the action itself.” Emphasizing preservice teachers, reflection also the importance of this orientation can be difficult because they don’t to the building of teaching exper- have a lot of experience and may tise, Steffy and Wolfe (1997) cau- not be sure on what to reflect. Us- tioned that teachers may experi- ing some format for how to reflect ence professional withdrawal if can be beneficial. Also helpful for the reflection-renewal-growth preservice teachers is to hear mas- cycle is broken. ter teachers share their reflections, to participate in discussions, and to Learner-Centered express their developing ideas. The Teaching is an active process more opportunities preservice based on a professional examin- teachers have to interact with oth- ing his or her own actions and the teaching-learning context. Schön ers, the greater the number of oc- possible links to specific actions (1983) suggested that teachers casions for feedback, leading to re- of learners. Despite time con- need this assistance from others so consideration of their own straints and the demands of the that they can see what they may thinking. prescribed curriculum, teachers have avoided seeing. Effective In addition, preservice teach- must focus on the diverse learn- teachers learn from their own set- ers need to learn how to structure ers and what they need to be suc- backs as well as successes in the their own responses to others dur- cessful in the classroom (Darling- classroom. Through honest reflec- ing discussions. Responding with Hammond 2000). tion on theory and practice, teach- advice, constructive criticism, or Effective teachers set priori- ers can find new and different an- praise inhibits the reflective pro- ties and examine the purpose of swers to their recurring questions cess (Kottkamp 1990). Instead, activities and the curriculum. (Leahy and Corcoran 1996). novice teachers must learn to pose They ask questions such as: How helpful responses. This requires is the student thinking about this? Helpful Practices teachers to learn paraphrasing What is the meaning of his or her Exercises, such as multiple les- skills (or descriptive feedback) so confusion? And what does the son plans, journal article summaries, that the attention can be on the student already know how to do? and reflection journals, often are rec- stated ideas. Effective teachers accept respon- ommended as tools for reflection Apprentice teachers generally sibility for their students’ learn- and have been found to be effective. are more learner-centered than ing—listening to students and Comments from preservice students novice teachers. As such, these new watching them as instruction oc- reveal the benefits of these tools teachers need to develop and 32 Kappa Delta Pi Record • Fall 2003 maintain reflective practices ers should caution against be- through such exercises as con- coming so comfortable with their Ways to Maintain a ducting case studies, assembling teaching that they don’t question Reflective Approach portfolios, discussing issues in what they do and why. to Teaching seminars and dyads, and con- As Schön (1983) warned, ducting action research projects. teachers can easily get caught up If you are an apprentice Mentoring programs within the in the fast-paced world of prac- teacher, here are some ways school system are especially ap- tice. They tend to do things that that you can maintain a re- propriate, particularly when the “seem” to work or that they’ve flective approach to your school environment is conducive done before (and survived). teaching: to promoting open sharing. Teachers develop habits. Yet, hab- •Contact a former Proper support by mentors is nec- its are ways of responding that teacher who inspired you essary to help new teachers move people do without thinking! In during your education— contrast, effective teachers need someone whose philo- to recognize what they value and sophical approach you what their practice says about share. Initiate a “pen-pal” Teachers should themselves as educators. (or an e-mail) relationship caution against be- Successful teachers are fully through which you can coming so comfort- engaged in the reflective process. share anecdotes, lesson In addition, they are intentional, plans, and aspirations. able with their teach- responsible, and committed to •Keep a personal jour- ing that they don’t growing professionally through- nal in which you summarize out their careers. Finally, to im- successful or failed lessons question what they prove their own performance, so that you can reflect on do and why. they make time to consider what what worked and what needs they do day-to-day. improvement. •Videotape classroom from the role of protégé to a true References activities to create a record of peer (Monsour 2003). If appren- Darling-Hammond, L. 2000. How teacher selective teaching events. Af- education matters. Journal of Teacher tice teachers are not fully sup- Education 51(3): 166–73. ter you overcome the initial Keith, M. J. 1986. A student teacher’s practical ported and engaged in the reflec- knowledge of success in classroom lessons: shock of seeing yourself Images, expectations, and strategies. East tion-renewal-growth process, Lansing, Mich.: National Center for Research teach, you can notice details on Teacher Learning. ERIC ED 292 765. they may “begin to withdraw from Kottkamp, R. B. 1990. Means for facilitating of style and mannerisms that reflection. Education and Urban Society 22 students, colleagues, and the pro- help or impede teaching. (2): 182–203. fession” (Steffy and Wolfe 1997, 8). Leahy, R., and C. A. Corcoran. 1996. Encouraging •Invite a trusted experi- reflective practitioners: Connecting classroom to fieldwork. Journal of Research enced colleague to observe and Development in Education 29(2): 104– Don’t Let Habits Take Over 14. your teaching. Generally, the Monsour, F. 2003. Mentoring to develop and When the newness of teach- retain new teachers. Kappa Delta Pi Record invitation will be flattering to 39(3): 134–35. ing disappears (somewhere Risko, V. J., C. Vukelich, K. Roskos, and M. the observing teacher and is Carpenter. 2002. Preparing teachers for around the third or fourth year), reflective practice: Intentions, contradic- likely to elicit meaningful tions, and possibilities. Language Arts 80(2): novice and apprentice teacher dialogue about teaching. 134–44. may begin to feel “good” about Scherer, M. 2001. Improving the quality of the •Summarize key prin- teaching force: A conversation with David C. their teaching. Actually, however, Berliner. Educational Leadership 58: 6–10. ciples from your teaching; for Schön, D. A. 1983. The reflective practitioner: all they may have learned is how How professionals think in action. New York: example, “Students should Basic Books. to cope; they may simply have Steffy, B. E., and M. P. Wolfe. 1997. The life cycle of be actively involved in the the career teacher: Maintaining excellence for established a set of routines and a lifetime. West Lafayette, Ind.: Kappa Delta learning process.” Then Pi, International Honor Society in procedures that seem to work Education. summarize events during the Yost, D. S., S. M. Sentner, and A. Forlenza-Bailey. with some difficult situations. day that demonstrate com- 2000. An examination of the construct of Coping mechanisms are not, in critical reflection: Implications for teacher mitment to your principles. education programming in the 21st century. and of themselves, good. Teach- Journal of Teacher Education 51(1): 39–49. Kappa Delta Pi Record • Fall 2003 33