Reflection has been defined by Boud, Keogh and Walker (1985) as a common term that is used to describe an activity that individuals undertake when thinking about their environment, and emotions linked to an incident to bring about greater awareness, and a new perception. Boud et al. thinks that the way we reflect, is influenced by the knowledge that we hold, this in turn, impacts an individuals ability to undertake reflection and to benefit from the activity. Johns (2013) definition of reflection is somewhat similar, as it describes reflection as being conscious of your own identity in a situation so a review of self can be embarked upon in order to amalgamate the ideal and true practice.
Duffy (2007) however, defines reflection as an intentional process, whereby we look at
…show more content…
Atkins and Murphy (1993) analysed multiple definitions of the processes of reflection and discovered that there are common stages and skill sets in reflective processes.
Reflection is of yet to have a singular definition, so comparing reflective writing is difficult. The common manifestation of definitions, is a changed outlook that is developed from looking at yourself (Atkins & Murphy, 1993).
Reflective practice should be a continuous cycle to build upon knowledge and develop a greater understanding of reflection (Jasper, 2013).
According to Jasper (2013) reflective learning usually occurs after the event, but by identifying gaps in knowledge it can be used to foresee the learning that must be undertaken, and also means that future decisions made during practice are more informed.
Atkins and Murphy (1993) implied that certain skills such as comprehension, analysis, description, and self-awareness are required in order to engage in reflection, and to become an effective reflector these skills must be developed, enabling learning to arouse from
President Andrew Johnson lifted himself out of extreme poverty to become President of the United States. He was a man with little education who climbed the political ladder and held many different high offices. As a strict constitutionalist, Johnson believed in limiting the powers of the federal government. President Johnson was one of the most bellicose Presidents who “fought” Congress, critics, and many others. President Andrew Johnson faced numerous problems post-Civil War Era including reconstructing the Southern states to combine peacefully with the Union, his battles with Congress, and his career ending impeachment.
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
Reflection is the process of reviewing an experience in order to describe analyse, evaluate and so inform learning about practice (Reid 1993). There are many reflective models that I could have used, including Johns (2004), Driscoll (2000), Atkins and Murphy (1994), Kolb’s (1984), and Gibbs (1988).
Reflection is turning experience into Learning. Reflection is a conscious, dynamic process of thinking about, analysing, and learning from an experience that gives insight into self and practice.
According to Osmond & Darlington (2005, p.3), as a professional social worker that critical reflection could be a fundamental approach to contribute to their work. Besides, the best value of the critically reflective approach might have a chance to engage with different ideas, knowledge, feelings and theories. Thus, critical reflection is a necessary approach to every social work to contribute them to be professional.
This essay will explore the authors meaning of reflection, how various reflective styles can benefit the practitioners within their settings, and how important reflection is within Early Years Practice. According to Appleby (2010, p.10), reflection is a generic term which describes various behaviours involving feelings, and thinking about thoughts and experiences, in order to examine issues and develop, new understandings and insights. Reflection within practice allows the practitioner to develop a sense of awareness around their daily activities, and helps them to evaluate how they could evolve these activities further, if the given opportunity was to arise again. Similarly, keeping a reflective journal
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.
“The ultimate value of life depends upon awareness and the power of contemplation rather than upon mere survival” (Aristotle, n.d.) Reflection is a process that begins with looking back on a situation, thinking about it, learning from it and then using the new knowledge to help you in similar situations in the future. We need to evaluate through reflection to determine whether change is needed. We can then decide what action is needed and what we should do the next time we are faced with a similar situation. It might not necessarily be something you have done wrong, it may well be you were happy with the outcome of a situation you had some input into and would do again.
According to Sandars (2009, 685), reflection is a process of turning back thoughts in order to
The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.
Reflection is a key part of our personal development plan that is significant from both academic and employment perspectives. It investigates and someway measures our present level of skills and knowledge by looking back to reflect our latest performance and monitoring future improvements (Gallagher K., 2013, p. 23-24).
Using Gibb’s reflective cycle is a really useful method of going through all the phases and experiences of an activity or experience one has been part of (Brookes.ac.uk, 2016).
The intention of reflective practice is to help the teacher/learning coach evolve and develop the quality of their teaching by the continuation of personal development. Although most teachers have done this for years, reflective modelling or methods have formulized a structure which can be followed and adapted to best suit their methods. It is an ongoing process which takes feelings and emotions into consideration and so it will not always have a definitive answer/ending. Since most models of reflection require subjective and objective thinking then there is a willingness to be honest to engage constant self appraisal. It asks that the teacher become flexible analytical and socially aware when addressing their chosen model of reflection.
The reflective dimension is the journey of self-development through a critical analysis of one’s thoughts, behaviours and values. Reflection allows you to relate your inner self to the environment around you. It encourages social responsibility and constant improvement as you learn from experience and acknowledge success. (Olckers, Gibbs & Duncan 2007: 3-4) Reflection can boost learning by stimulating awareness of our feelings and practices. This allows health professionals to cope with unfamiliar circumstances and conflicts.