Fall 2023 - EDUC 252 D300
Introduction to Reflective Practice (4)
Class Number: 8009
Delivery Method: In Person
Provides opportunities for prospective educators to begin their development as reflective practitioners. Through readings, classroom activities and discussions, and interactions with students and practicing teachers, students will be exposed to various educational issues and questions. They will be given time to explore their own values and beliefs about education and teaching. Time may be spent observing in a selection of educational settings, and there may be opportunities to work with learners individually, and in small and large groups. Students enrolled in or with credit for EDUC 401, 402, 403 or holding a teaching certificate may not take this course for credit.
“Reflection is a process of making sense of one’s experience and telling the story of one’s journey” (Hobson, p. 8). “In order for reflection to occur, the oral and written forms of language must pass back and forth between persons who both speak and listen or read and write – sharing, expanding, and reflecting on each other’s experiences” (Belenky et al., 1986, p. 26).
What reflection? What is ‘reflective practice?’ How are reflective practices helpful personally and professionally? How do we develop our capacities for reflection? Together we will explore these questions and develop dispositions of inquiry, wonder, and critical reflection through experiential and place-based learning. Place will be our teacher as we explore storied landscapes of particular places where we live, and reflect on implications for teaching, learning and schooling. Much of our work will be co-constructed, and guided by core principles of respect, equity, inclusion, and diversity.
COURSE-LEVEL EDUCATIONAL GOALS:
This course aims to support learners in:
- Understanding different models of reflection
- Developing a disposition of curiosity, inquiry, wonder, and enchantment
- Developing capacities for critical reflection, and “alongside listening”
- Contributing respectfully and meaningfully to learning dialogues
- Understanding the historical, social, cultural, and storied landscapes of particular places, and recognize place as teacher.
- Developing critically informed understandings of teaching, learning and schooling.
- Participation 10%
- Reflective Journal 20%
- Seminar leadership 30%
- Final Project 40%
REQUIRED READING NOTES:
Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html
Students with a faith background who may need accommodations during the semester are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.