The Importance Of Inflection And Reflective Practice

Reflection and reflective practice are frequently used words in the professional world. Learned scholars across the globe have elicited the importance of reflective practice. Teaching, just as other professions, demands the educators to critically reflect on their work in order to improve their practice, which would benefit the learners. Quinton and Smallbone (2010, cited by Moon J.A, 2002) reflection will not only facilitate the diagnosis of core strengths and weaknesses but also aid in the acquisition of a questioning approach. The art of reflecting involves many facets and encourages insight and complex learning, but it is often a complex strenuous task. Although, to be reflective is ideal, due to its lengthy process, reflection is either

He coined two reflective models namely: reflection-on-action and reflection-in-action. The reflective model was intended to create more and more reflecting professionals. The former anticipated reflecting on an event that is already experienced, while the latter, focussed on reflecting while experiencing the situation. It is argued that reflection-in-action was for experienced professionals who had some expertise in their work and could analyse a situation while being in action. Reflection-on-action is believed to be for novice professionals beginning their journey to

I believe that being reflective is a skill that develops with patience and rigour. Larrivee, B(2000)believes,‘critical reflection is not only a way of approaching teaching—it is a way of life’(5 p.306.)While emphasizing the importance, she also admits that this is no easy task: ‘The route to becoming a reflective practitioner is plagued by incremental fluctuations of irregular progress, often marked by two steps forward and one step backward)(5 p.304). I agree with (Larrivees) thought that((Becoming a reflective practitioner means perpetually growing and expanding, opening up to a greater range of possible choices and responses to classroom situations and individual student behaviours)).Although tricky and tiring following it unfailingly would be beneficial.

Finally, after analysing the models, I am inclined towards (Schons) model of reflection over (Gibbs) model due to its flexibility to reflect while being in action and after completion of the action too. Moreover, Schons reflection-in- action would allow spontaneity after the experience of surprise, while reflection-on-action would provide space to reflect and resolve underlying problems which go unnoticed in the routine. A deep reflection definitely would lead me to gain professional artistry and increasing professional confidence too which is rarely seen in Gibbs