Reflections as a major socio-pedagogical component to teaching development

Abstract

Reflective teaching as a bottom-up process of learning teaching is said to be articulated all over the world, but in Algeria. This has led to a fatalistic apathy which has made teachers, in secondary schools, turn nonchalant and perform an insipid teaching. It is believed then that if a teacher never questions the goals of his teaching and never reflects on his teaching practices, can, in no way, achieve positive learning outcomes. It is truism that teaching at the level of secondary schools must be backed up by an instructional methodology which is dished out by managers and teachers have to follow blindly what is imposed on them. However, if they remove themselves from jadedness and make reflections on their daily teaching practices and get rid of awkward ones, their teaching will, by all means, turn to be effective and achieve better results. This paper clearly describes teaching in our secondary schools and highlights the positive effects of the concept of reflection if undertaken by these teachers.