Reflective Teaching to Boost Students’ Learning

(Faculty of Technology, Universidad Católica de la Santísima Concepción, Chile)

Abstract: Reflecting on our practice implies analyzing our actions in the classroom to boost students’ learning. It means learning from and through what worked well and what didn't go well in class. Undoubtedly reflecting on one’s practice gives teachers the confidence to use new approaches and strategies to meet students’ needs. However, reflection demands perseverance, so it becomes a systematic practice to have a real impact on students’ learning.

The project aimed at developing reflective skills in eight professionals without formal studies in pedagogy, all of them teaching in technical programs at Universidad Católica de la Santísima Concepción, Talcahuano, Chile. To achieve the objective, teachers implemented Gibss’ reflective cycle (1998), with the guidance of a mentor, and digital tools such as Padlet, Jamboard, Zoom were used to gather and share information and to have virtual meetings.

Findings from participants’ reflections included a new vision of students’ role in the learning process and the importance of lesson planning. Among the challenges identified by teachers were the need to learn about their students’ interests and backgrounds as well as new instructional strategies to engage their students in class and promote meaningful learning.

Key words: reflection, reflective skills, Gibbs’ model, teachers, students