Reflective Practice: Tools and Challenges in Difficult Contexts
DOI:
https://doi.org/10.53103/cjlls.v3i4.100Keywords:
Reflective Practice, Teacher Training, Professional Development, Difficult ContextsAbstract
Reflective practice (RP) plays a prominent role in both the initial training and continuous professional development of teachers. It helps teachers to improve on their teaching practice by thinking about their experiences, identifying areas for improvement and making changes. This article discusses RP as a vital component of teacher training and development and presents a range of tools and practical strategies for encouraging and supporting teachers on their journey to becoming reflective practitioners, drawing on my personal experience and the experience of a pre-service teacher on teaching practice, whom I interviewed. But it also leverages on the Cameroon context, which reflects the realities of most Global South countries, in general, and Sub-Saharan Africa, in particular, to explain how and why many of the tools would not work very well in difficult contexts and suggests ways in which teachers working in such contexts can navigate the challenges. Given that RP is a continuous process that requires ongoing engagement and dedication, this article makes a case for teachers, especially those working in difficult contexts, to be encouraged and supported in the process.
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