Reflective teaching approach: Immersing students in the value of

learning

LOCAL

Janella P. Gutierrez
College of Education, Nueva Ecija University of Science and Technology
BEED 2-A
Prof Ed 7: Building and Enhancing New Skills and Literacies across the Curriculum
Sir Jonathan Mañas

REFLECTIVE TEACHING APPROACH : IMMERSING STUDENTS IN THE

VALUE OF LEARNING

The study of Pascual E. (2022) describes that the effectiveness of the reflective teaching
approach in distance learning is focusing on its implementation among teacher-made QR
coded brochures and reflective journal writing. It differentiated the performance between 32
ABM learners (2020-2021) who did not use reflective teaching and 34 ABM learners(2021-
2022) who use reflective teaching. Results from a t-test indicate that a specific improvement
in the performance is shown when using the reflective approach. An online survey of the 34
learners exposed to reflective teaching revealed high satisfactory in aspects.

Training in reflective teaching supports skill development for goal-setting and problem-
solving, it connects very basic beliefs about how learning occurs with successful strategies
for instruction. It promotes development, letting the students to learn the right cognitive
attitude to learn, and goes with them beyond the classroom towards real-world scenarios. It
encourages independence and accountability, empowering learners to accept their own
mistakes and succeedin their future careers through the promotion of student-centered
learning.

The research highlights the author’s understanding and findings while implementing the
reflective teaching approach in the study. The author recounts how leading through journal
writing, sharing thoughts and reading their own reflections encouraged a deeper connection
and ethic of caring. In this process the author not only help the students check their own
learning and attitudes but also mirrored on their own teaching practices, such as lesson
planning and execution. The experience revealed the author’s intrapersonal skills and love for
reflection, highlighting its importance for both learners and teachers

The author reinforces self-confidence through self-reflection, reminding, the words of

Baltasar Grecian, “Self-reflection is the school of wisdom.” They argue for the importance of
supporting reflective practice both in physical and online classrooms, noting that reflection is
a key part of growth and learning for teachers and students alike. Quoting Bryan McGill, the
author argues that without self-reflection, we create a reality blind-spot.” In conclusion, the
reflective teaching approach is considered an important tool in nurturing knowledge, wisdom
and professional growth and grooming society-ready citizens. The study is a call to action
for educators to embrace reflective practices in teaching and learning.
 Reference
Pascual, E. (2022). Reflective teaching approach: Immersing students in the value of learning.
International Journal of Research Publications, 108(1).
https://doi.org/10.47119/ijrp1001081920223839

Reflective Teaching and Practices in the Classroom

INTERNATIONAL
‌
Janella P. Gutierrez
College of Education, Nueva Ecija University of Science and Technology
BEED 2-A
Prof Ed 7: Building and Enhancing New Skills and Literacies across the Curriculum
Sir Jonathan Mañas

REFLECTIVE TEACHING AND PRACTICES IN THE CLASSROOM

The study of Aryal M. (2024) describes the meaning of reflective teaching in teacher
education and professional development, emphasizing its role in connecting teaching theory
and practice. It examines how classrooms serve as laboratories for teachers to observe student
responses and improve their pedagogical practices through reflection. The emerged aspects
can be summarized in several key points which emphasize the importance of reflective
teaching for the development of teacher’s classroom practices. The data were obtained from
secondary sources and narrative interviews with two public school English teachers in Nepal.
Moreover, the study investigates ways of encouragement of contemplation in student teachers
in the lectures of teacher educators and its relevance in improving quality of teaching and
professional development through reflective teaching.

Teachers notions about reflective practice as notorious "an exercise in worrying," as it runs
such a bad business in the most of "poor and unaffected" teachers, this research sounds a
challenge, a reaction, a semi-quantitative approach that aims to clarify exact "the role
reflective teaching has in improving our teaching methods and how it represents an
professionally trans-formative experience. Entrepreneurs termed reflective teaching the
process of critically reviewing teaching methods to ask the essential questions on the “what,
why, and how” of teaching techniques. This mirrors Finlay’s (2008) notion of learning from
experiences. Such reflective teaching also allows students to relate the lessons to what they
know, deepening understanding.

Its adoption has been challenged by institutional resistance, time limitations and resistance to
change. Literature suggests that in order for teachers to truly be reflective professionals,
systemic changes as well as professional development programmes that can provide a
supportive environment for reflective teaching to take place; (Farrell, 2007) Some of the
solutions include embedding reflective practices for pre-service educators, using digital tools
for journaling, collaboration, and networks, and a supportive culture of openness, trust, and
sharing (Hobbs, 2006; Ryan, 2015). Reflective teaching can ultimately improve the quality of
teaching and help students succeed by addressing these challenges.

Reference
Aryal, M. (2024). Reflective Teaching and Practices in the Classroom. Journal of
Multidisciplinary Research Advancements (JOMRA), 2(1), 26–31.
https://doi.org/10.3126/jomra.v2i1.66635
‌