REFLECTIVE TEACHING AND COMPETENCE 1) List at least 8 of the dilemmas faced by teachers.

Treating each learner as a whole person Treating each learner as a pupil Organizing the learners on an individual basis Organizing the learners as a class Giving learners a degree of control over their use of time, their activities and their work standards Offering reasons and rewards so that learners are extrinsically motivated to tackle tasks Developing and negotiating the curriculum from an appreciation of learners interest Providing a subject curriculum which learners are extrinsically motivated to tackle tasks (figure 1.2, page 6) 2) List the advantages and disadvantages of competency approaches by Whitty and Willmott (1991). Advantages -May provide clear goals for students Disadvantages -May be hard to agree definitions of competence

-May clarify the roles of schools and of colleges in -May lead to a fragmented reductionism of the the training process holistic capacity to teach

-May give employers greater confidence in what -May be difficult to agree valid and reliable criteria beginning teachers can do for assessment

-May give beginning teachers more confidence in -May emphasize outcomes rather than learning themselves process in training

3)

Discuss the six characteristics reflective teaching of Dewey (1933). 1) Reflective teaching implies an active concern with aims and consequences, as well as means and technical efficiency. Teachers play different roles during the practice. Teachers should play role as active interpreters of political policy, where teachers make democratically decisions about the aims of education when there is uncontroversial argument. Teacher should also role as activist, where teachers have rights to pursue their values and beliefs as guided by their own individual moral and ethical concerns. The teachers also should speak put when they view particular aims and policies as being professionally impracticable, educationally unsound or morally questionable.

2) Reflective teaching is applied in a cyclical or spiraling process in which teachers continually monitor, evaluate and revise their own practice by which teachers follow the process of reflective teaching cyclic. Teachers expected to plan, make provision and to act. Teachers also need to monitor, observe and collect data on their own and the pupils intentions, actions, and feelings. This evidence needs to be critically analyzed and evaluated so that it can be shared, judgments made and decisions taken. Finally, teachers revise to his or her classroom policies, plans and provision before beginning the process again.

3) Reflective teaching requires competence in methods of classroom enquiry, to support the development of teaching competence. There are three types of competence; empirical competence, analytical competence, evaluative competence. Empirical competence involve knowing what is going on in a classroom or school which concern with collecting data, either objective data (what people do) or subjective data (people feelings and thought), describing situations, processes, causes and effects. Analytical competence is how the teachers interpret descriptive data and evaluative competence is how teachers make judgments about the educational consequences of the practical enquiry.

4) Reflective teaching requires attitudes of open-mindedness, responsibility and whole-heartedness which indicate the teachers desire to listen to more sides than one in the sense of being willing to reflect upon ourselves, willing to adopt the consequences when they follow reasonably and how teachers consideration takes place.

5) Reflective teaching is based on teacher judgment, informed partly by self-reflection and partly by insight from educational disciplines where the attempts to maximize the potential for collaboration between teachers and researchers in relevant disciplines and the strengths and weaknesses of both is revealed.

6) Reflective teaching, professional learning and personal fulfillment are enhanced through collaboration and dialogue with colleagues where the aims are clarified, experiences are shared, language and concepts for analyzing practice are refined, the personal insecurities of innovation are reduced, evaluation becomes reciprocal and commitments are affirmed.

4) Explain three stages in development of competence.

There are three stages involve in this development. The first stage is novice teachers. They tend to need to proceed carefully, having only a limited understanding of the issues with which they are about to engage and having to think hard about both the various features of their classroom situation and how best to act in it. The second stage is competent teacher, where they have had more experience and know classroom situations better. They can interpret and respond to events with more confidence, even though they still work at their decision-making. The last stage is expert teachers where they at higher level of competence, understand various dimensions of school and classroom contexts and their decision is intuitive.

5) List three factors of success according to Klemp (1977). Cognitive abilities, the ability to understand, analyze and communicate the information. Interpersonal abilities, the ability to emphasize with, relate to and support others. Motivational abilities, the ability to set personal goal, take risk, and dedicated.

NO. 14 CHAPTER 1 TEACHER EDUCATION: SOME CURRENT MODELS 1. Education is something that can be presented or managed by others while development is something that can be done by one for oneself. 2. The Craft Model explains about the wisdom of the profession resides in an experienced professional practitioner: someone who is expert in the practice of the craft. The young trainee learns by imitating the experts techniques, and by following the experts instructions and advices. Through this process, the expertise in the craft is passed on from generation to generation. 3. Stones and Morris pointed that the Craft Model is conservative and depends, for whatever effectiveness it might have, on an essentially static society. In contemporary society, on the other hand, the one thing that is definite is that in few years time, things will be very different from what they are now. The concept of the venerable old master teacher is difficult to sustain in an educational context of new methodologies, syllabuses and the fresh-graduate teachers are better informed than the practicing teacher. 4. The Applied Science model is beneficial to the trainees to gain professional competence because the findings of scientific knowledge and experimentation that are conveyed to them by the experts in the relevant areas. Thus, the trainees are able to use the new findings in their practices and gain professional competence.

5. Received knowledge consists of facts, data and theories, often related to some kind of research. Learners are familiar with certain concepts such as intonation patterns and grammatical hierarchy form the morpheme to the sentence in the science of linguistics. This is because the trainees have received the knowledge rather than experienced it in professional action. On the other hand, experiential knowledge is different since it is derived from two phenomenon that are knowing-in-action and reflection. After doing their practices, he trainees will ask themselves what has gone wrong and why it went so well in order to find ways to do self-improvement. That is why the received knowledge and experiential knowledge are different.

NO. 14 CHAPTER 2 RELATING THEORY AND PRACTICE: THE REFLECTIVE MODEL 1. In stage one, the pre-training practice highlights what the trainees bring to training which related with teachers ideas, beliefs and attitudes. The next stage is professional education development that highlights the received knowledge and experiential knowledge. The received knowledge should both directly inform the experiential knowledge and be directly informed by it. Effectiveness depends on how well they relate to the trainees onw reflection and practice. They may evaluate the inputs in terms of their own practice and either decides to change their teaching in some way or not. They may also incorporate new techniques in their practice and then reevaluate them. This stage happens in cyclic. The last stage is the goal which refers to the objective of the practice. This also relate with the teachers professional competence.

2. The first disadvantage is the experience is private and makes the reflective discussion difficult as it is based on the insecure foundation. The second disadvantage is the lack of focus in the discussion. The teachers authority as an interpreter of his or her own experience may be questioned. The last disadvantage is the lacking of articulating reflection structure where the experience that structured the way practice can sometimes lend significance and permanence.