This session by César Bizetto took place at the online Future of English Language Teaching Conference (FOELT), organised by Trinity College London and Regent’s University London. You can learn more about the annual event at trinitycollege.com/FOELT.
Watch the video
Finlay (2008) defines reflective practice as ‘learning through and from experience towards gaining new insights of self and practice’. The process of reflection can be both a lonely and collaborative action. This concept has rapidly disseminated in the past years and raised concerns when it is imposed on professionals. Fostering positive results requires reflective practice to be introduced as a tool that encompasses self-awareness, reflection of practice and critical thinking that leads us to becoming life-long learners (Finlay, 2008).
There are different models of reflection and each individual should be given the choice on which one fits best their context. As stated by Timperley (2008) “Context-specific approaches promote teaching practices that are consistent with the principles of effective teaching but also systematically assist teachers to translate those principles into locally adapted applications.”
As a result of the reflection process, the need to take a course, attend a conference, workshop or lecture, read a book or article, exchange best practices with colleagues, etc, may come up. The choice is not simple as it is influenced by several factors.
This workshop aims at exploring and analyzing different models of reflection such as Kolb’s (1984), Gibbs’ (1998), Rolf´s (2001) and Schon’s (1991). Moreover, participants will reflect upon their own practice and choose which of the models might best fit their professional context so that they can become reflective practitioners and devise personalized and achievable goals that will positively impact their professional development.
About the presenter
The presenter, César Bizetto is passionate about swimming and his dog Nala. He graduated in Physics and holds a MSc. In Nuclear Technology. He found his true vocation as an English Teacher and has been acting in the area for over 20 years. He has vast experience implementing bilingual programs and training teachers in different contexts. César currently works as Academic Manager at São Paulo Open Centre where he is Programme Leader for the Cambridge International Certificate in Classroom Practice, Mentor for the Certificate in Teaching Bilingual Learners and Lead Tutor for the Trinity College London Certificate for Practicing Teachers.