Fieldwork (Praxis) & Specialization Competencies: Reflective Teaching
Introduction
This essay is a personal reflection of learning outcomes (SLO) for field work (praxis). The five teachers' education programs are best accessed through students learning outcome. Additionally, praxis and specialization competencies are measured through actual engagement in reflective teaching. Reflective teaching offers a platform for observations or an actual fieldwork class involving an actual ongoing class.
Learning outcomes for praxis
Reflective teaching is the real representation of what a teacher does in a classroom. It is a process cumbered with self-reflection of why you do those things in class and identifying the success factors of this stuff. In simple terms, it is a process of self-observation and self-evaluation (Zulfikar, & Mujiburrahman, 2017). Most importantly, collecting information about events in the class is fundamental. After information is collected, it is used to determine our practices and gauging if they have underlying benefits. Afterward, these processes will assist in documenting changes that will foster improvement in teaching. One benefit offered by reflective teaching is a means of professional development beginning in the classroom (Zulfikar, & Mujiburrahman, 2017). As a fundamental tool for gauging performance, the following tools will be used in documenting evidence in the e-portfolio. They are considered as the artifacts relevant for documenting evidence. They include teacher diary, peer observation, recording lessons and students' feedback. Accordingly, reflections will be observed through the SLO if the teacher engages with students accordingly. Students learning outcome (SLO) is a powerful tool for personal reflection. Three factors characterize SLO. The first element is sharing a grading rubric with students. The second stipulate that the teacher should ensure students use the rubric in bettering their understanding of materials used in learning. The third is making students use the rubric to in evaluation of their work and other's work. Student learning is affected by improving teaching methods.
Student learning outcome measures specific results achievable through an activity. For instance, the outcome may be knowledge (cognitive or skills (behavior). The activities offer evidence that learning has taken place. A teacher can deduce his/her behavior in class trough SLO. SLO supports reflective teaching by going beyond instructional techniques as part of a greater educational process (Zulfikar, & Mujiburrahman, 2017). Consequently, reflective teaching supports professional expertise development and maintenance. To attain the goals of reflective teaching, a teacher can be observant to oneself and others. He/she can use team teaching and writing as a method of view exploration. Therefore reflective teaching characterized by SLO is a cyclical process. Gathering information as mentioned earlier invokes recording what happens in the classroom. Recording these events as indicated begins the process of reflection. A teacher's diary requires the teacher to record the happenings after every lesson. Personal reactions and feelings about the events can also be recorded. Another aspect of the process of personal reflection is the peer observation (Zulfikar, & Mujiburrahman, 2017). It is appropriate to invite a fellow teacher to your class and collect information about …
