MTDS Glossary
Reflection-On-Practice
The past in the present through our memories - Augustine’s Model of Time
When reflecting-on-action, teachers take time after teaching to think about what happened, how they responded during the instruction, and how they feel about their instruction. In pausing to process the teaching experience, teachers make connections between their thinking and the actions they took. They can then contemplate what could have been done differently and what they will do next time. Reflecting-on-action is “turning inward, examining one’s own remembered experiences and/or anticipated experiences, not exclusively looking back in time” (Conway, 2001).
When reflecting-on-action, teachers take time after teaching to think about what happened, how they responded during the instruction, and how they feel about their instruction. In pausing to process the teaching experience, teachers make connections between their thinking and the actions they took. They can then contemplate what could have been done differently and what they will do next time. Reflecting-on-action is “turning inward, examining one’s own remembered experiences and/or anticipated experiences, not exclusively looking back in time” (Conway, 2001).