'Daily, hourly, even minute by minute, teachers attempt to solve problems that arise in the classroom. The way in which they solve those problems is affected by how they "frame" the problem. Reflective teachers think both about how they frame and then how they solve the problem at hand.'
(Liston and Zeichner, 2014)
I spend a great deal of time reflecting on and evaluating how well I am performing as a teacher and artist, both with particular regard to my classroom teaching and to other aspects of my work in general. I believe that reflection is inherent to my teaching practice and is an essential part of my ongoing professional development. Through rich and meaningful reflection, it is possible to critically think about my own performance in the classroom.
Continuous self- reflection is increasingly recognised as being a powerful and effective way of enabling teachers to develop their classroom practice. According to Liston and Zeichner (2014) 'how one interprets and receives information is dependant on one's prior experiences and values' (2014, p. 26). Therefore, the personal experiences that teachers bring to a situation inform who they are, how they think, feel and plan. I agree with the views that are presented by Liston et al. (2014). For me, my teaching is greatly informed by my personal experiences within the educational setting - both as a former student and as an educator. My reflective understanding is significantly influenced by the extent to which those experiences frame my thinking; allowing me to grow as a more thoughtful and considerate teacher. This enables me to understand aspects of myself and my role as the artist- teacher regarding my views, responses and responsibilities.
As a painter, I am aware of the importance of process- orientated practice; placing greater emphasis on critical and creative thinking as the artwork progresses. However, not all thinking constitutes as reflective practice. To successfully create a painting, it is necessary for me to question various aspects of my work; the goals and values that guide the work, the context of the work, and my assumptions as the artist. My approaches to teaching are grounded within this practical framework and help me to monitor my own development at micro (personal education practice) and macro (institutional and cultural contexts) levels.
Without systematic planning, organising, taking action and reflecting, I believe it would be impossible to meet the various demands of teaching. It is essential to regularly evaluate my knowledge and understanding of how students learn and develop. This kind of progression is evident from the following reflections that I have included below. While I have developed these essential skills during the PME programme, I seek to further refine these throughout my professional career.