Questioning one’s own self for the success or failure of the learning process in the classroom in terms of attitudes, beliefs, values, traditions and pedagogy is not only an essential ingredient of teaching profession but it also helps an individual to be a valuable resource of a prosperous society. Theorists have named this self-evaluation as reflection and have given different perspectives and processes to define and practice it. It is necessary for an individual to understand the process of reflection and its types based on the time factor for the reflective action. The importance of reflective practice is so much emphasized that it is considered as a bedrock activity for the teaching identity. For some individuals it is an inborn property but anyone can master the skill of reflective practice by using the strategies and tools provided to accomplish the goal of continuing professional development and lifelong learning. Among the prominent strategies, students’ evaluation forms are the most common source of reflection along with their advantages and limitations. It is vital that a teacher fully understands the concept of reflection, its implementation using different strategies especially students’ feedback and its purpose and significance in work-based learning. So the first step that a teacher needs to take is to comprehend the broad multi-dimensional concept of reflection.
Smyth (1992) observes that the concept of reflection is multidimensional and all individuals attach different unrevealed interpretations with it based on what is good or desirable in their context or culture (p.285). People all around the world have different backgrounds, cultures, values, profession and even languages and based on all these fact...
... middle of paper ...
...cher Quality. Retrieved from http://www.gtlcenter.org/sites/default/files/docs/EvaluatingTeachEffectiveness.pdf
Killen, R. (2013).Effective teaching strategies: Lessons from research and practice. Melbourne, VIC: Cengage/Social Science Press.
Kreber, C. & Cranton, P.A. (2000).Exploring the scholarship of teaching. Journal Of Higher Education, 71(4), 476-495.
Larrivee, B. (2000) .Transforming teaching practice: becoming the critically reflective teacher, Reflective Practice, 1(3), 293-306.
Loyns, N. (2010). Handbook of reflection and reflective inquiry: Mapping a way of knowing for professional reflective inquiry. New York, NY: Springer.
Schon, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Smyth, J. (1992).Teachers’ work and the politics of reflection. American Educational Research Journal, 29, 280-290.
According to Driscoll (2000), there are three processes when reflecting on one’s practice. They are: ‘What?’, ‘so what?’ and ‘Now what?’ Using Driscoll’s reflective cycle will enable me to link theory to practice.
As part of my HNC study, I will look to define and discuss the importance of reflection. I will be using a variety of sources such as books, web pages, articles and journals in order to gather information. Which in return will allow me to explain why reflection is of such importance.
Hence, this report aim to give a reflection on how one taught elements of the module prepares me for professional practice. The report will reflect on OT process as one concept by adopting the Gibbs reflective model as a tool to examine a completed model because it suggests action (Jasper, 2013). This will enable me to give description of an event and the associated feelings whilst evaluating the pros and cons of the experience so as to help me in my future professional practice.
In summary reflexivity relates to judgements made from one's own personal experiences. By being reflexive and recognising that I am part of the research data and through exploring my own practice with the intention of understanding my practice, I show how I am part of the research. With this new knowledge I continue knowing differently that my story is my data and as such the application of reflection/reflexivity, in such a way as Bolton, Freire and Cuncliffe suggests, will make it all the richer and more valuable.
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
Sadker, D.M., Sadker, M.P., and Zittleman, K.R.,(2008) Teachers, Students, and Society (8th ed.).New York, NY: McGraw-Hill.
Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism.
Kyriacou, C. (2001) Effective Teaching in Schools: Theory and Practice, 2nd ed. Nelson Thornes Ltd.
As it mentioned above this reflective essay is based on the main theory on Reflection, which is the Honey and Mumford’s learning styles that was developed from Kolb’s work. This is based on four stages of specific styles of learning:
Using reflective practice comes with many benefits to not only the coach’s coaching ability, but to their overall development as a learner as well as a teacher. Improving confidence and competence is one of the biggest benefits of using RP, also to learn new information and learn from others to expand knowledge. Becoming more aware of the coach’s strengths and limitations helps organise the coach’s priorities and set new developmental goals in which the coach can progress with their
Muijs, D. Reynolds, D (2001). Effective Teaching - Evidence and Practice. London: Paul Chapman Publishing. p1-2
When later consulted the teacher suggested that the girl was a waste of time since she could not read or write and any effort to help her was wasted. This reaction from the teacher invoked critical thinking in me as an aspiring primary teacher. The teacher’s belittlement of the student who clearly had a problem in understanding and writing was perceived negatively since the teacher did not offer a solution but rather only ignored the issue. The teacher did not implement critical reflection as suggested by Larrivee, “unless a teacher develops the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions and expectations. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity (Larrivee 2000, p.293).
Killen, R. (2007). Effective Teaching Strategies, Lessons from Research and Practice. (4th .ed). South Melbourne: Thomson.
Whitton, D., Barker, K., Nosworthy, Sinclair, C., Nanlohy, P. (2010). Learning for teaching: Teaching for learning. South Melbourne: Cengage Learning