澳洲珀斯论文代写:导师和同事

对事件的判断以及导师、导师和同事之间关于学习和教学的讨论。导师会反思他们的教学经验，特别是当他们没有经验，看到一个没有进步的课程时。这可以称为“常识性反思”。必须以系统的方式表达我们的意见，以免忘记我们的想法，并根据这些经验加以发展，以供进一步参考。这可以通过活动后的自我反思或评估，通过记录日志或日记来实现。它还可能包括学习者的反馈和对教学的同伴观察。反思本身不足以促进学习和专业发展。除非采取行动，否则没有行动的反思就等于没有发展。科尔布的理论模型中,我发现它非常依赖于“尝试和重试”完全相反的循序渐进的方法首选郭进隆译和肖恩,缺陷检测的小错误导致完整的效率低下,可能成为巨大的小细节被忽视。上述理论的影响,模型和原则在其他显而易见的反光的导师,在我自己的实践,反映的一个重要方面是我实践和肖恩的阶梯反射是一个简单的量化和分析实践的进步和不足,铺平道路的小方面的教学评估和重新分析和修改而不改变的主要部分内容和交付。

澳洲珀斯论文代写:导师和同事

judgements of events and the discussion about the learning and teaching between tutor, mentor and colleagues. Tutors reflect on their teaching experiences specifically when they are not experienced and have seen a lesson that did not progress well. This may be called ‘common-sense reflection’. It is essential to express our reflections in some systematic way in order not to forget thoughts and develop on that experience for further reference. This might be carried out through self-reflections or evaluations after the event through keeping a log or journal. It might also include learner feedback and peer observation of teaching.Reflection in itself is not enough for promoting learning and professional development. Unless acted upon, reflection on its own without an action equals no development.Kolb’s theory model, I observed that it hugely depends on ‘trying and re-trying’ of the complete instead of the step-by-step approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the complete inefficiency that could become enormous making smaller detail to be overlooked. The impact of the above-mentioned theories, models and principles amongst others is obvious in the reflective tutor and in my own practice, reflection is an importance aspect of my practice and Schon’s Ladder of reflection is an easy means of quantifying and analysing the advances and shortcomings of my practice, paving way for assessment and re-assessment of small aspects of teaching to be analysed and modified without changing the main part of the content and delivery.