of lessons (includes evidence of pupil learning
(e.g. photographs of pupil activity, examples of pupils’ work
and pupil assessment records etc.))(1000 words)
4) В3 – Reflection on collaborative presenta- tion in relation to the school based tasks Reflective account on participating in a collaborative presentation (on the teaching of their subject, including what they have
learned and opinions on this assignment) (1000 words)
5) С –One reflective account of the complete lesson sequence demonstrating how changes to teaching and learning were led and managed Reflective account on the complete lesson sequence (shows the progress and methodology of implementing
changes in the practice of teaching and learning and the
process of managing them)(2000 words)
Working with my trainees, I had the opportunity to formatively and summatively
assess their reflective accounts, and these are the conclusions I came to. I found out that
teachers tend to make the following errors when writing a reflective report:
1. teachers engage in plagiarism, either completely copy someone else’s work from
the internet or do not provide links to the source of information;
2. teachers «pour the water», i.e. do not stick to the point or deviate from the subject
of their account;
3. teachers tend to write accounts of a descriptive rather than analytical matter, i.e.
write much about how something happened, but do not answer the question why something happened (or didn’t happen);
4. teachers tend to idealize, i.e. are not able (or willing) to see areas for improvement
in their own practical work at school, do not reflect on drawbacks of lessons, and,
therefore, cannot determine over what should be changed in their practice in the
future;
5. teachers ignore a set number of words, they write too little or too much;
6. teachers do not indicate reference links and bibliography when necessary.
