Without any doubt, the profession of a teacher is extremely demanding and rewarding at the same time. Teachers should be intelligent, responsible, and reflective individuals who can face different challenges and solve problems. Reflectiveness is one of the core features of any successful, competent teacher. Fortunately, it can be acquired by different activities, which may take much time and dedication, but positive outcomes are worth the effort.
First, research is one of the best ways to become a reflective teacher. According to Luttenberg et al. (2017), “research can make a teacher aware of the different forms of knowledge and action in education, of the inherent tensions and contradictions, and of what is required to incite change on several levels”. Undoubtedly, conducting research opens new horizons, broadens perspective, and makes individuals think more deeply about various issues.
Second, there are other ways to become reflective such as journaling and interacting with colleagues. “Teachers regard reflective journals as an effective tool to increase teaching awareness and thus improve their performance during teaching” (Zulfikar & Mujiburrahman, 2018). Writing is a process, which helps people to analyze their behavior and make some conclusions. Furthermore, exchanging experiences and discussing them with colleagues is another way to practice reflectiveness (Geerdink et al., 2016). Teachers who do it are more likely to succeed and enjoy their work.
In conclusion, teachers should make an effort to be reflective professionals to improve their performance. There are different ways to achieve it, ranging from researching to writing a reflective journal and exchanging ideas and experiences with colleagues. These practices largely contribute to teachers’ awareness and satisfaction with their profession. Therefore, it is essential to pay more attention to becoming a reflective teacher.
References
Geerdink, G., Boei, F., Willemse, T., Kools, Q., & Vlokhoven, H. (2016). Fostering teacher educators’ professional development in research and in supervising student teachers’ research. Teachers and Teaching Theory and Practice, 22(8), 965-982.
Luttenberg, J., Meijer, P., & Oolbekkink-Marchand, H. (2017). Understanding the complexity of teacher reflection in action research. Educational Action Research, 25(1), 88-102.
Zulfikar, T., & Mujiburrahman (2018). Understanding own teaching: Becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.