The complexities of teaching require teachers to continue learning throughout their teaching careers. To become a lifelong reflective practitioner, teachers can rely on colleagues as a resource, on professional associations and their activities, and on professional publications related to educational issues and needs. Understanding the latter, in turn, requires understanding the purposes of the published material whether it is offering a general framework, recommending desirable teaching practices, or advocating for a particular educational policy or need. Interpreting published material also requires understanding the assumptions that authors make about readers' prior knowledge and beliefs.
An important additional strategy for becoming a reflective practitioner is action research studies of teaching and learning designed and carried out by teachers in order to improve their own practice. By nature, action research studies are highly relevant to classroom practice, but there are also cautions about it to keep in mind, both ethically and practically.
- 瀏覽次數：1542
