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Reflective practice plays a vital role in the professional development of teachers. This study aims to illustrate the concept of reflective practice by examining how I teach an elementary picture book reading lesson and how I have gained professional practice through reflective practice. A fifth-grade picture book reading extension lesson is first described, comprising activities and interactions between the teacher and students in the classroom through three processes: before reading, while reading, and after reading, followed by evaluation of the lesson and reflection through Farrel's (2015) Framework for Reflecting on Practice, including philosophy, principles, theory, practice and critical reflection. The contribution of this study is that it is a reflection and introspection on my own reading instruction, exposing preconceptions regarding my own teaching and the function of reflection. In light of this, the potential contribution of this study rests in the application of reflection and self-reflexivity to the transformation of classrooms into venues of reflective practice by instructors.
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