Looking back on your year, would you argue it is important to be a 'competent craftsperson' or a 'reflective practitioner' (Moore, 2012), in order to be a good teacher? Critically analyse your own practice this year and evaluate which elements of research made the most significant improvements to your lessons.

WHETHER TO BE A ‘COMPETENT CRAFTSPERSON’ OR A ‘REFLECTIVE PRACTITIONER’ TO BE A GOOD TEACHER, AND THE ELEMENTS OF RESEARCH THAT MADE THE MOST SIGNIFICANT IMPROVEMENTS TO MY LESSONS Name of Student Course Name of Professor University Date Whether to be a ‘Competent Craftsperson’ or a ‘Reflective Practitioner’ to be a Good Teacher, and the Elements of Research that Made the most Significant Improvements to My Lessons Introduction Within the field of education, there has been an enduring debate: Should teachers be considered “competent craftsmen,” relying on the principle of craftsmanship to achieve technical expertise in their specific area of expertise, or as “reflective practitioners” who continuously strive for improvement? The significance of possessing teaching competence without the capacity for reflection is difficult to comprehend. Nevertheless, individuals possess the capacity to engage in reflection while acquiring knowledge, which serves as a fundamental basis for certain individuals. Building upon Moore’s (2012) concept of the reflective practitioner, a high transformational model surpasses mere competence by consistently enhancing students and generating an impact that stable and predefined competencies cannot match. The purpose of this essay is to present a persuasive argument that demonstrates how self-reflection can effectively facilitate transformative changes, enhance teaching innovation, and foster an environment conducive to lifelong learning. I will use my experience as an educator to illustrate it. Competence versus Reflective Practice The pursuit of reflective practice, capable of maintaining vitality, requires an exceptional commitment to perseverance and self-examination. In contrast to the traditional notion of a “competent craftsperson” that entails rigid adherence to established norms, reflective practitioners challenge this conventional mindset by exhibiting profound curiosity, critically examining the process, and adopting adaptable strategies to accommodate evolving circumstances (Benade, 2015). Primarily, reflective practice is a proactive approach that fosters adaptability and innovation, as educators remain highly sensitive to the diverse and ever-changing needs of students and their educational institutions. The practice of reflection fosters a culture of continuous learning throughout the educator’s life, surpassing the limitations of knowledge and embracing a growth mentality (Brookfield, 1995). Reflective educators engage in self-analysis, collaborate with peers, and perform research to enhance their instructional skills, experiment with innovative ways, and select those that yield superior outcomes. The cyclical nature of the process involves a sequence of investigation, implementation, and evaluation, resulting in outputs that are conducive to improvement and enhance student performance. Unpacking the Dynamics of Effective Teaching Supportive practice can be likened to a powerful catalyst that empowers ordinary teachers to transition from being competent to becoming exceptional educators. According to Sutherland et al. (2004), the consistent execution of mandatory tasks contributes to the attainment of proficiency: individuals who engage in reflective practices seek opportunities for the acquisition of information and skills. Through the utilisation of self-analysis, collaborative research, and action-based learning, individuals discover areas of concern and then explore innovative teaching approaches. These methods are implemented through a trial-and-error approach to improve the attained learning outcomes. The development of character is believed to occur through a robust reciprocal feedback system. Excessive self-assessment and perceiving oneself as the sole originator of instructional approaches ultimately lead to unstable and inconsistent teaching practices (Brookfield, 2017). However, advocating for reflective practice serves as a contrasting approach that is firmly rooted in evidence-based research and collaborative communication, enhancing instructional efficacy and coherence. Reflective practitioners consistently adapt their approaches in response to data-driven insights and peer feedback. They balance innovation and consistency, ensuring that their tactics align with established best practices while also considering the diverse needs of students. Striking a Balance between Competence and Reflection in Teaching The implementation of reflective strategies in my current teaching practice has been confirmed to be a powerful instrument for my professional development. Besides that, the reflection makes the teacher candidates interrogate propositions and perceptions, which, in turn, approximate them with students’ variety of interests and personal learning styles (Slade et al., 2019). Reflective practice has the potential to foster a dedicated endeavour to employ suitable p...