Reflective practice in lesson design
Chun Hu, Miriam Weinel
This paper recounts our reflections on the design and delivery of a unit of study at masters level. Information Technology and Teaching-Learning Process was delivered in a blended approach with the combination of face-to-face meetings and online sessions. The paper describes how the instructors engaged in “reflection on action” advocated by Schön and their efforts in bridging the gap between the standpoints of the students and that of the instructors by elaborating the rationales behind the design, providing technical support, modelling, creating opportunities for reflection and constantly making adjustments to meet the students’ needs. Through continuous reflections, the instructors gained deeper understanding of the curriculum.
Keywords: reflective practice, teacher education, constructivist learning, teacher learning