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Reflection on professional growth OF A TEACHER
Methods of reflection in education
Improve professional skills in early childhood education
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I have chosen to use Rolfe et al’s (2001) framework for reflective practice, as I felt this was the best model for me to reflect on my academic development. I feel this model is the appropriate model as it has allowed me to reflect on what my situation was, what action I needed to take and the results of that action. After leaving high school I began my training to become an early year’s practitioner. First, I completed my Level two BTEC in children’s care, learning and development. Following this I progressed on to a level three diploma. After successfully graduating, I accepted a job offer to become a teaching assistant in a local Primary School. I always contemplated continuing with my studies after I had completed the first year in my
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 a qualified early years practitioner level 2, I am a reliable and motivated, and delicate to children’s individual needs. Its really important for an early year practitioner to have a range of skills and attributes to a good level of knowledge in many areas such as child development, observation and assessment, safeguarding, legislation, policies and procedures also working with others.
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).
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.
student. In the following journal, we see the benefit of reflective practice and what it achieves
Reflection is a significant component of pre-registration education (Davis et al.2000). Hillard (2006) claims that for practitioners to learn from an experience they need to go beyond description and should reflect on their experiences in practice as this could potentially uncover any underlying influences, motivations and knowledge. Reflecting on an experience could then be identified as a process to bridging the gap between theory and practice (Bulman & Schutz, 2004).
Hmm…. Really? A chance you say? C’mon, this is not a video game. We cannot afford to play games with this sensitive project.
According to Paul (1999), reflective practice has become a dominant paradigm in second language teacher education in recent years. Further, Biggs (2003) cited that learning new technique for teacing is like the fish that provides a meal for today which same as reflective practice that acts as the net that provides the meal for the rest of one’s life. To begin with, reflective practice has been a major movement since the eighties in teacher education (Calderhead, 1989; Cruickshank &Applegate, 1981; Gore, 1987; Zeichner, 1987). Even more, research acknowledges a number of potential benefits that arise from reflecting on ones’ teaching both for pre-service and in-service teachers (Bailey, 1997; Cruickshank, 1987; Mckay, 2002; Oterman and Kottamp,
In conclusion, this activity has expanded my awareness of the importance of theories in practice as well as developing new skills and learning how to evaluate my work through use of a reflective model.
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).
For this reflection paper, I 've decided to focus on Practice 2: Inspire a Shared Vision, which concerns itself with the process of envisioning the future. I 've chosen this practice because this semester has been all about the future. Interestingly enough, Inspire a Shared Vision was the practice I scored highest on in the Student Leadership Practices Inventory by Kouzes and Posner. This focus on the future has been a dominant thought this semester for several reasons. Most obviously, I 'm a senior, graduating in May, who has no idea what path to pursue after graduation.
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
I started my Independent Study at Young Child Associates. I worked as an assistant teacher there for two years. I left Young Child Associate in July of 2016 and joined the Community Action Agency team in August of 2016. I have been an assistant teacher since I joined the early childhood education field in 2014. I am currently in the role of active lead teacher, because the lead teacher is on maternity leave. Throughout my journey as an assistant teacher I have learned the importance of trying new things and becoming flexible.
I am a hard-working, confident and conscientious and have a keen desire to be a primary school teacher. The main reason I want to pursue this vocation is because I love the prospect of working with children, being such an important part of a child’s life is a real honour. I have been fascinated at how quickly they learn things, gaining an insight into their perceptions and how they see the world, the idea of playing an active role in helping them develop, greatly appeals me. Having a long term goal of working with children, I believe I am particularly suited to a degree in Primary/Physical education. I gain huge satisfaction from being able to help them learn and discover new things about the world. Nurturing a child’s development is an occupation that offers huge satisfaction, both intellectual and emotional. My ambition is to be in charge of a classroom, to introduce ideas and skills to the class and observe and feel their response. The teacher’s skills of good communication, patience, clarity and the ability to explain the world are very demanding of one’s intelligence and one’s p...