Reflection and Reflective Teaching
A Case Study of Four Seasoned Teachers In the Cayman Islands
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This research provides a practically adequate understanding of lesson planning, implementation, and evaluation from the perspective of selected seasoned teachers in the Cayman Islands and their use of elements of reflective teaching in these areas.This qualitative instrumental case study employed a critical-realist philosophic stance. Six broad research questions guided the study. Participants included four seasoned teachers. The field research included interviews and documentary analysis.I made two major conclusions, One, how the respondents carried out their role as lesson planners, implemen...
This research provides a practically adequate
understanding of lesson planning, implementation,
and evaluation from the perspective of selected
seasoned teachers in the Cayman Islands and their
use of elements of reflective teaching in these
areas.
This qualitative instrumental case study employed a
critical-realist philosophic stance. Six broad
research questions guided the study. Participants
included four seasoned teachers. The field research
included interviews and documentary analysis.
I made two major conclusions, One, how the
respondents carried out their role as lesson
planners, implementers, and evaluators, resulted
from a dynamic relationship between their teaching
philosophy and/or belief, personal choice, mood and
the varied school contextual constrains.I then made
a case for the importance of reflection in coping
with, understanding, and effectively using this
relationship in the teaching/learning process.
Two, the respondents employed their practical
knowledge or experience of what works , and
generally, they were found to exercise degrees of
reflectivity.
understanding of lesson planning, implementation,
and evaluation from the perspective of selected
seasoned teachers in the Cayman Islands and their
use of elements of reflective teaching in these
areas.
This qualitative instrumental case study employed a
critical-realist philosophic stance. Six broad
research questions guided the study. Participants
included four seasoned teachers. The field research
included interviews and documentary analysis.
I made two major conclusions, One, how the
respondents carried out their role as lesson
planners, implementers, and evaluators, resulted
from a dynamic relationship between their teaching
philosophy and/or belief, personal choice, mood and
the varied school contextual constrains.I then made
a case for the importance of reflection in coping
with, understanding, and effectively using this
relationship in the teaching/learning process.
Two, the respondents employed their practical
knowledge or experience of what works , and
generally, they were found to exercise degrees of
reflectivity.
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