Why Educators Should Conduct Research

Part A
 What does it mean to be a reflective practitioner?
A reflective practitioner is one who “reflects the understandings which have been implicit in
(one’s) action, which (one) surfaces, criticizes, restructures, and embodies in further action” (Ash
& Clayton, 2004). It entails questioning oneself, assumptions, beliefs, goals, and even values in
relation to their practice as teachers. According to Ash & Clayton (2004), it is a personal
commitment where an individual practitioner resolves to engage in quality thinking to enhance
their practice and the learners’ learning process. A reflective practitioner therefore examines and
builds knowledge relating to their instructional practices. The knowledge revolves around the
culture of the school, curriculum, learners, and even the contexts within which teaching and
learning take place. A reflective practitioner is one who simultaneously invigorates, renews, and
maximizes the processes of instructing and learning.
Further, a reflective practitioner is one who modifies and adapts the curriculum or instructional
content, product, and process as well as the learning environment to meet the needs of students
and their learning styles (Minott, 2009). The author further argues that a reflective practitioner
does not function in isolation. The process of adapting the curriculum and instruction content,
product, process, and even the learning environment to the needs, learning styles, and interests of
learners require collaboration. A reflective practitioner, therefore, engages reflectively with other
teachers; practical knowledge. Reflective engagement is integral to the facilitation of the
differentiated instructional process. Therefore, Minott holds that reflective practitioners are well

equipped at delivering differentiated instruction, more so, those who engage in collaboration or
work with other teachers.
 Why should teachers be reflective?
Teachers should be reflective because it enables them to adapt the instructional lesson and the
curriculum in general to meet the learning needs, styles as well as interests of their learners
(Minott, 2009). When teachers engage in reflective teaching, they improve their teaching
methodologies significantly. The inner extensive thought process helps teachers understand their
strengths and weaknesses better and consequently make changes where necessary. Over time,
this reflective practice facilitates their professional growth. The students, on the other hand,
receive better instruction as the educator is able to continuously modify teaching techniques and
improve the strategies that they use when engaging the students. Reflective teachers are
innovative professionals. Innovation is a key skill in the 21 st -century classroom. Innovative
teachers produce innovative students who are well fitted for the modern-day workplace.
Besides, teachers should reflect as it helps them create a safe and secure earning environment. A
reflective practice ensures that students’ needs are met. When students feel that their needs are
well met within the learning environment, they are motivated to learn. Tus, reflection facilitates
learning by ensuring that students are motivated. It also helps cultivate a positive and healthy
relationship with students. A teacher is able to establish a rapport with the students, and this is
necessary. Additionally, a reflective teacher is able to pass reflective practices to the students.
Students benefit from reflective practices as they are able to evaluate their learning progress,
identify their weaknesses and strengths and work with the teacher to make improvements. Thus,
reflection benefits both the teacher as well as the students.

 How would you describe yourself in regard to being a reflective practitioner?
I see myself as a reflective practitioner who will engage in the process of adapting the lesson
content, product as well as process to ensure that I create a conducive learning environment
where the diverse needs, interests, and learning styles of all my students will be met. I am yet to
start teaching. However, all the knowledge and skills that I have gathered so far will be put into
use through reflective engagement and collaboration with other teachers.
Part B:
As a teacher, I am willing to question what is familiar and cultivate a research-based approach in
my practice. Over time, I have realized that there is a wide range of benefits associated with
researching my own practice as an educator. This is because existing research and norms may be
biased. Classrooms contain diverse student populations who are unique in their own ways.
Existing practices may be inadequate in meeting the needs of such a population. As such,
research will be embedded in my practice as a teacher in pursuit of looking at and identifying
techniques that work for my specific student populations. I will use research to find solutions to
particular challenges arising within the classroom environment or the school. Such solutions may
entail the best techniques that work for a certain classroom but do not work in another. That way,
I will be able to select the most effective instructional approaches and ensure that learning takes
place as intended.
I think that the area of instructional methods needs research. This is because different methods of
instruction have been suggested and are in use in schools today. However, the efficacy of such
methods for instruction in diverse populations may be overlooked. When a method’s efficacy is
tested only using students from one school or a few selected schools and then rolled out in other

different schools, its efficacy may be in doubt. It is important for each teacher to test the efficacy
of each method before using it on their students. With the integration of technology in the
classroom, more research is necessary to identify methods that align with specific technological
tools used for instruction. Also, given the different learning styles of students, it is important to
conduct research and identify specific tools that are appropriate to certain students and others
that are not. Until then, technology tools are being used in the classroom, and their efficacy in
enhancing understanding is not clearly known.
The case also applies when it comes to assessment tools and techniques. The assumption
that one assessment tool or technique is effective to assess students from all over the country is
flawed. Students are unique, and as such, it is important for a teacher to identify assessment
techniques and tools that are most appropriate for a given group of students and apply them as
opposed to following norms and using tools that have been used over the years by their
colleagues. Such a process is, however, not easy; as Phelps (2008) states, it is about getting out
of the comfort zone for the educational benefit of students.

References
Ash, S. L., & Clayton, P. H. (2004). The articulated learning: An approach to guided reflection
and assessment. Innovative Higher Education, 29(2), 137-154.
doi:10.1023/B:IHIE.0000048795.84634.4a
Minott, M. (2009). The role of reflection in the differentiated instructional process (Links to an
external site.). College Quarterly, 12(1). Retrieved from http://collegequarterly.ca/

Phelps, P. H. (2008). Helping Teachers Become Leaders. Clearing House, 81(3),
119–122. https://doi-org.proxy-library.ashford.edu/10.3200/TCHS.81.3.119-122