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Advantages and disadvantages of reflective practice in education
A journey to self reflection
The Benefits And Limitation Of Reflective Practices
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Generally reflective practice is associated with self-development. With the help of this, below situations can be achieved:
1) Firstly, future personal growth
2) Secondly, it addresses how we think and feel about ourselves and circumstances in the present, and
3) Last but not least, how we think and feel about ourselves and situations in the past.
Reflective Practice is mainly using self-analysis in order to understand, judge and interpret the things such as events and experiences that we are involved. This enables to form a theoretical view or analysis which let us to make a clear explanation to others. In order to develop our self-development and our performance, the process of reflective practice help us in order to enable insights and learn for a new personal understanding, knowledge, and action as well.
There are basically three main features for the development of reflective practice. These can be explained as with the below criteria:
• simple reflection
• critical reflection, and
• critical thinking or critical reasoning
I will try to mention the development or shaping modern
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Objectivity is a significant aspect of reflective practice. In this concept, it is obvious that the nature of thought is personal. Where our thinking is very subjective, for instance if we have very emotional feelings about something, this subjectivity can be unhelpful, in specific when we are depressed or sad. This might distort interpretations. In order to make sure the reflective thinking is helpful in order to self-development and our knowledge then this reflective thinking has to involve some objectivity. On the other hand, if the decisions or judgment are based on false data, then the outcomes and results might not be providing no assistance. Therefore, if the reflective practice is wanted to be helpful, then objectivity becomes a really important
...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.
A suggestion made by Schon (1991) states that there are two fundamental forms of reflection: reflection-on-action and reflection-in-action. He further defined Reflection-in-action as a means of examining one’s own behaviour and that of others while in a situation (Schon, 1995, 1987). However, Grant and Greene (2001) and Revans (1998), defined reflection-on-action as focusing on identifying negative aspects of personal behaviour with a view to improving professional comp...
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.
On the off chance that somebody is into self-improvement, they may have the should be upbeat constantly. Be that as it may, regardless of the fact that this is not something they are into, they may in any case have the same need.
Does one’s past define his or her future? Certainly not! "Regardless of what has happened in our lives, or what we have done in the past, we can choose behaviors th...
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).
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.
Describe self-concept. My take on self-concept is that it is my self-image or basically my ego. What I feel about myself and what I know about myself. My knowledge and I have learned about myself, the positive and the negative. The me that was defined by my surroundings, peers, parents, culture, race, all that put together and mixed up is me and my self-concept.
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).
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).
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.
Furthermore, I have acquired a set of personal and professional gains as a result of completing the thesis that includes the development of a critical mindset, improvement of my writing and time management skills and enhancement of the level of my
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.
Don't try to change everything immediately. And the more reflective you become, the more you will notice. Take it one day at a time. The greatest reward of becoming a reflective practitioner is that you become aware of how insightful and capable your students are. All teachers can develop habits of mind conducive to effective decision making.
Personal Development is a lifelong process that involves the assessment of current skills and talents and the enhancement of oneself based on that assessment which then leads to the realization of goals and an improved quality of life. To be able to assess yourself, you need to be able to reflect on your past which helps you to understand the attitudes you have developed and the foundation that you will be building your life on. Also, you have to reflect on your present to see if there’s room for improvement and reflect on your future so that you can achieve your aspirations.