IIE Learn Module Outline TRPR7411

THE REFLECTIVE PRACTITIONER A

TRPR7411
MODULE OUTLINE 2024
(First Edition: 2019)

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IIE Learn Module Outline TRPR7411

Table of Contents
Introduction.................................................................................................................................. 3
Using this Module Outline ........................................................................................................... 4
This Module on Learn................................................................................................................... 5
Icons Used in this Document and on Learn ................................................................................. 6
Module Resources........................................................................................................................ 7
Module Purpose ........................................................................................................................... 8
Module Outcomes........................................................................................................................ 8
Module Pacer ............................................................................................................................. 10
Glossary of Key Terms for this Module ...................................................................................... 18

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IIE Learn Module Outline TRPR7411

Introduction
The module The Reflective Practitioner aims to equip you as a reflective teacher who can apply
the skills of reflective practice to your own individual learning and to learning from your
experiences in the workplace. Reflective teaching entails a process of critical reflection on your
experience as a teacher. The word reflection comes from the Latin word ‘reflectere’ which
means ‘bending back the light’. Reflecting means to ‘bend back the metaphorical light of our
experiences back into our minds’.

Through active consideration about teaching related actions and their consequences, i.e.
reflective teaching, you identify and explore your practices and underlying beliefs about teaching
and consider it with respect to the broader purpose of improving the learning experience for
learners and your own experience as a teacher.

It does not matter how well you teach, there is always room for improvement. To continually
improve as a teacher, you must adopt a systematic approach to your day-to-day teaching
experiences. In this module, you will explore different ways to reflectively consider and question
different aspects of your teaching to develop into a confident and competent teacher.

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IIE Learn Module Outline TRPR7411

Using this Module Outline

This module outline has been developed to support your learning. Please note that the
content of this module is on Learn as well as in the prescribed material. You will not succeed
in this module if you focus on this document alone.

• This document does not reflect all the content on Learn, the links to different resources,
nor the specific instructions for the group and individual activities.
• Your lecturer will decide when activities are available/open for submission and when these
submissions or contributions are due. Ensure that you take note of announcements made
during lectures and/or posted within Learn in this regard.

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IIE Learn Module Outline TRPR7411

This Module on Learn

Learn is an online space, designed to support and maximise your learning in an active manner.
Its main purpose is to guide and pace you through the module. In addition to the information
provided in this document, you will find the following when you access Learn:

• A list of prescribed material;

• A variety of additional online resources (articles, videos, audio, interactive graphics, etc.)
in each learning unit that will further help to explain theoretical concepts;
• Critical questions to guide you through the module’s objectives;
• Collaborative and individual activities (all of which are gradable) with time-on-task
estimates to assist you in managing your time around these;
• Revision questions, or references to revision questions, after each learning unit.

Kindly note:

• Unless you are completing this as a distance module, Learn does not replace your
contact time with your lecturers and/or tutors.
• TRPR7411 is a Learn module, and as such, you are required to engage extensively
with the content on the Learn platform. Effective use of this tool will provide you
with opportunities to discuss, debate, and consolidate your understanding of the
content presented in this module.
• You are expected to work through the learning units on Learn in your own time –
especially before class. Any contact sessions will therefore be used to raise and
address any questions or interesting points with your lecturer, and not to cover every
aspect of this module.
• Your lecturer will communicate submission dates for specific activities in class and/or
on Learn.

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IIE Learn Module Outline TRPR7411

Icons Used in this Document and on Learn

The following icons are used in all your modules on Learn:

Icon Description

A list of what you should be able to do after working through the learning unit.

Specific references to sections in the prescribed work.

Questions to help you recognise or think about theoretical concepts to be covered.

Sections where you get to grapple with the content/ theory. This is mainly presented in the
form of questions which focus your attention and are aimed at helping you to understand
the content better. You will be presented with online resources to work through (in
addition to the textbook or manual references) and find some of the answers to the
questions posed.

Opportunities to make connections between different chunks of theory in the module or

to real life.

Real life or world of work information or examples of application of theory, using online
resources for self-exploration.

REMEMBER:

You need to log onto Learn to:

• Access online resources such as articles, interactive graphics, explanations, video clips, etc. which will assist
you in mastering the content; and
• View instructions and submit or post your contributions to individual or group activities which are managed
and tracked on Learn.

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IIE Learn Module Outline TRPR7411

Module Resources
Prescribed PM1
Material (PM) McGregor, D. and Cartwright, L. eds. 2011. Developing reflective practice: a
for this guide for beginning teachers. Berkshire: Open University Press.
Module
ISBN 978 0 33 524257 3 (Hardcopy)

eBook available on EBSCOHost:

https://ezproxy.iielearn.ac.za/login?url=https://search.ebscohost.com/logi
n.aspx?direct=true&db=nlebk&AN=387298&site=ehost-live&scope=site

PM2
Department of Education. 2000. Norms and Standards for Educators.
[Online]. Available at:
https://www.gov.za/sites/default/files/gcis_document/201409/20844.pdf
[Accessed 23 January 2024].

PM3
Warwick, P. 2007. Reflective practice: some notes on the development of
the notion of professional reflection. Escalate. [Online]. Available at:
http://dera.ioe.ac.uk/13026/1/3573.pdf [Accessed 23 January 2024].
Recommended Please note that a number of additional resources and links to resources
Readings, are provided throughout this module on the Learn platform. You are
Digital, and encouraged to engage with these as they will assist you in mastering the
Web various objectives of this module. They may also be useful resources for
Resources completing any assignments. You will not, however, be assessed under
examination conditions on any additional or recommended reading
material.
Module You will find an overview of this module on Learn under the Module
Overview Information link in the Course Menu.
Assessments Find more information on this module’s assessments in this document and
on the Student Portal.

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IIE Learn Module Outline TRPR7411

Module Purpose
The purpose of this module is to develop reflective classroom practitioners who are equipped
to underpin and support the links between classroom practice and theory. Students will reflect
on and deepen existing knowledge thereby encouraging on-going professional development,
by exploring values, attitudes and principles in a practical context to support the reflective
process.
Module Outcomes
Critically reflect on the impact of personal values, attitudes and principles on
MO1
classroom practice.
Apply professional learning to the roles and responsibilities of an effective
MO2
teacher.
Critically analyse current teaching and learning issues in order to implement
MO3 innovative and creative solutions to support effective teaching and learning in the
classroom.

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IIE Learn Module Outline TRPR7411

Assessments
Integrated Curriculum Engagement (ICE)
Minimum number of ICE activities to complete 4
Weighting towards the final module mark 10%

Summative Portfolio of Evidence

Weighting 90%
Total marks 100
Open/Closed book Open book
Resources required Prescribed material
Module Guide
Own additional research
Learning Units covered All

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IIE Learn Module Outline TRPR7411

Module Pacer
Code Programme Contact Sessions Credits
TRPR7411 BEF4 36 Sessions
10
BEI4 36 Sessions
Learning Unit 1 An Introduction to Reflective Teaching

Overview:
In this introductory learning unit, we consider different views and dimensions of reflection
that may inform the development of reflective practice. The unit starts by investigating the
concepts ‘reflection’, ‘reflective practice’ and ‘reflective teacher’. We then examine the
purpose and importance of reflective practice as means of developing teaching practice. The
unit concludes with a closer look at different perspectives of reflection and how these can
support the pedagogic craft of praxis (the application of theory to inform practice) of
beginning teachers.

Please work through Themes 1 and 2 on Learn, together with the relevant sections of your
prescribed source/s. To ensure that you are working towards mastering the objectives for this
learning unit, please also ensure that you complete all the Activities on Learn.

The challenge you may experience in this learning unit relates to the basic concept of
reflection, which seems like an abstract idea. Furthermore, it may seem like a difficult process
to implement. The basic premise of reflection is active consideration about actions and their
consequences. Since you will find frequent references to the basic concepts throughout this
module, ensure that you are familiar with all the concepts covered in this learning unit and
that you understand that reflection is a strategy for learning about teaching.

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IIE Learn Module Outline TRPR7411

Learning Unit 1: An Introduction to Reflective Teaching

Sessions: Theme 1: The Nature of Reflection Prescribed Material (PM)
1-7 LO1: Explain the concepts ‘reflection’, PM1:
Related ‘reflective practice’ and ‘reflective Chapter 1
Outcomes: teacher’. PM3
MO001 LO2: Explain the purpose and importance
MO002 of reflection as it relates to the
development of teaching practice.
LO3: Explain how continued reflection on
teaching practice can shape the
learning environments that teachers
create.
Theme 2: The Pedagogic Craft of Praxis PM1:
LO4: Analyse Shulman’s model of teacher Chapter 1
development as it relates to PM3
reflective practice.
LO5: Analyse how prominent views of
reflection can support different
aspects of teacher development.

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IIE Learn Module Outline TRPR7411

Learning Unit 2 The Nature of the Reflective Teacher

Overview:

In this learning unit, we will focus on the uniqueness of every teacher’s approach to teaching.
The aim is to learn more about the relationship between our personal self and our professional
self. To this end, the learning unit starts with a closer look at how a teacher identity is formed
and the influences that may impact on your identity as a teacher. We then explore the notions
of self-efficacy and self-belief and the need for you as a beginning teacher to develop self-
efficacy.

Please work through Themes 1 and 2 on Learn, together with the relevant sections of your
prescribed source/s. To ensure that you are working towards mastering the objectives for this
learning unit, please complete all the activities on Learn.

It is important for teachers to develop a fluid teacher identity that provides the best fit
between your personal self and your professional self. In an effort to develop your identity as
a teacher you will need to constantly reflect on your personal values and beliefs and your
developing pedagogic, curriculum and subject knowledge.

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Learning Unit 2: The Nature of the Reflective Teacher

Sessions: Theme 1: Teacher Identity Prescribed Material (PM)
8-14
Related LO1: Analyse the influences that may PM1:
Outcomes: impact on teacher identity. Chapter 3
MO001 LO2: Explain how your beliefs and
MO002 assumptions may impact on the
relation between your personal self
and your professional identity as a
teacher.
Theme 2: The Role of Reflective Practice PM1:
in Developing Teacher Self-efficacy Chapter 8
LO3: Interrogate your beliefs, values and
assumptions in terms of your role
and potential success as a teacher
by applying principles of reflective
practice.
LO4: Explain how your beliefs and
assumptions may impact on your
self-efficacy as it relates to teaching.

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Learning Unit 3 Becoming a Reflective Teacher

Overview:

Building on the acquired knowledge of teacher identity and self-efficacy, the focus in Learning
Unit 3 is on reflection in a professional context. Firstly, different models, approaches and
strategies of reflection are explored. This is followed by a closer look at the role of reflection
in building professional attributes and accountability as a teacher. We then take a closer look
at different challenges and dilemmas that teachers face and the unit is concluded by exploring
ways that reflective practice can be used to address challenges and find solutions to problems
implicit in daily teaching related dilemmas.

Please work through Themes 1 and 2 on Learn, together with the relevant sections of your
prescribed source/s. To ensure that you are working towards mastering the objectives for this
learning unit, please complete all the activities on Learn.

This learning unit challenges you to move from an unconscious level of reflection which is
usually focused on day-by-day happenings to a conscious level of reflection that is required in
a professional context.

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Learning Unit 3: Becoming a Reflective Teacher

Sessions: Theme 1: The Process of Reflection Prescribed Material (PM)
15-25
Related LO1: Analyse the process of reflection in PM1:
Outcomes: the context of teacher development. Chapter 4
MO001 LO2: Discuss the significance of a balance
MO002 between logical thought and the
MO003 affective in the process of reflection.
LO3: Explain how different approaches
and strategies of reflective practice
can be used to develop deeper
reflective processes.
LO4: Select approaches to reflection that
is most appropriate to your current
situation with the aim of becoming
consciously reflective.
Theme 2: Reflection and Professional PM1:
Learning Chapter 2
LO5: Explain the role of reflection in Chapter 5
building professional accountability PM2
and professional excellence.
LO6: Discuss how teachers can develop
their professional attributes by
negotiating the terrain and climate
of professional contexts.
LO7: Apply different reflective and
socialisation strategies to address
challenges in different professional
contexts.

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IIE Learn Module Outline TRPR7411

Learning Unit 4 Reflection in Action

Overview:

The focus in reflection often needs to be on smaller parts that make up the whole. In focusing
on reflective practice at micro level we start this learning unit by looking at frameworks to
address key aspects of your practice at this level. We then explore a basic model of reflection
and conclude the unit with a closer look at basic tools that can be used in support of reflection.

Please work through Themes 1, 2 and 3 on Learn, together with the relevant sections of your
prescribed source/s. To ensure that you are working towards mastering the objectives for this
learning unit, please complete all the activities on Learn.

It is important to remember that one size does not fit all. Different approaches to and models
of reflection suit different individuals and/or are needed in different situations.

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Learning Unit 4: Reflection in Action

Sessions: Theme 1: A Framework for Reflection Prescribed Material (PM)
26-36
Related LO1: Apply a framework for reflection to PM1:
Outcomes: identify, implement and evaluate Chapter 9
MO001 key areas of teaching practice at
MO002 micro level with the aim of
MO003 improving it.
Theme 2: Extending Early Notions of PM1:
Reflection Chapter 13
LO2: Create a basic model of reflection
which connects personal experience
with teaching ideas and educational
theory.
Theme 3: Deepening Reflection PM1:
LO3: Apply the principles of critical Chapter 13
incident analysis in locally relevant
scenarios through deep reflection.
LO4: Apply basic tools of reflection to
develop your knowledge, practice
and understanding as a teacher.
LO5: Compile a self-reflection guide in
support of your growth and
development as a teacher.

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Glossary of Key Terms for this Module

Term Definition My Notes

Affective To do with feelings and emotions.

The mental skills used in the process of
Cognitive skills
acquiring knowledge.
Reflecting on an action, its consequences
Critical reflection
and effects in a critical way.
Pedagogy The method, practice or science of teaching.
Accepted practice or custom, as opposed to
Praxis theory; often interpreted as theories in
practice.
Problem-based Reflection that begins with the identification
reflection of a problem that needs solving.
Reflection- This involves thinking about possibilities
before-action before acting.
Reflection-in- To think about something while you are
action carrying out the activity.
Reflection-on- The retrospective contemplation of an
action activity.
Reflective The ability to reflect on actions to engage in
practice continuous learning.
A professional who learns from past
Reflective experience to improve future performance
practitioner through deliberate and focused thinking
about previous and potential practice.
Reflective
The self-assessment of teaching.
teaching
Our belief in our ability to succeed in specific
Self-efficacy
situations.
Associated with your perception of who you
Teacher identity are as a teacher and what sort of a teacher
you perceive yourself to be, or aspire to be.

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