A teacher candidate

By fostering critical evaluation during the learning process, I hope to encourage change, self-reflection, and progress in my teaching career. The process of critical reflection puts the current political, professional, cultural, and social modes of action to the test. Through analysis of both typical and remarkable daily situations, the process of critical reflection helps individuals to gain new information. In order to generate new knowledge construction, insights, and behaviors, the practice serves as a pedagogical strategy that combines the learning process with personal experience.

I’ll encourage my students to use appropriate chances to stress the practice of critical reflection. Online journaling is one of these educational strategies. The process allows the new learning process to occur by challenging the learner to pose appropriate questions through an exploration of their thinking. The writing process works to aid in the recall, reconstruction, remember, and recreate the lessons under my guided supervision. I root the strategy in the Connectivism theory as proposed in Connectivism: A learning theory for the digital age ‘’ by Siemens. According to Siemens (2014), the use of technology in the learning process will help to reflect on the underlying social environment and communicate important lessons to the learners.

Shandomo (2010) proposes that critical reflection with the use of journal writing allows the learners to construct a typical understanding of the critical nature of the learning environment. Indeed, the process provides important tools that will enable the learning process through understanding of the intellectual, physical, moral, and emotional development. Thus, critical reflection serves as a relevant pedagogical tool especially in achieving set authentic goals aimed at professional improvement in my teaching experience.

References

Siemens, G. (2014). Connectivism: A learning theory for the digital age.

Shandomo, H. M. (2010). The Role of Critical Reflection in Teacher Education. School-University Partnerships, 4(1), 101-113.