Reflective accounts Reflective practice Reflective practice is when you look back over the things you have done and consider how they went. Also, you should think about what went well, what went not so well and how you could improve in the future (skills you need,2017). Reflective practice allows you to identify your own strengths and weaknesses and limitations. Reflective practice helps you prepare you for the requirements of the profession. Reflective practice is simply the process of reflecting on something you have done or a task you have undertaken, looking at it from different perspectives and seeing if you could make any positive changes.
“There are links here to notions of experiential and action learning. It is not sufficient simply to have an experience to ensure proper learning but also reflection upon this experience is critical otherwise ‘learning’ quickly be forgotten, or its learning potential lost” (Gibbs, 1988: 9). Though it is suggested for any learning engagements, reflective learning is more popular in the case of teacher education and medical education (Ostorga, 2010; Colliver, 1999). Over the years Dewey 's theories of reflective thought and the principles of pedagogy he inspired were restated again and again by subsequent educators (eg. Schon, 1983; 1987; Kolb, 1984; Haberman, 1971; Moon, 1999) and have taken large spaces in theories of learning and teaching particularly in the mid 1980 's teacher education (Halbom, 1998; Luttenberg & Bergen,
They are not spontaneous but intentional actions (McIntyre & McIntyre, 2010) which involve flexibility, careful analysis, social awareness, and willingness to engage in constant self-appraisal and development (Pollard, 2008). The reason for this, as Harris, et al. (2010) described, is that teaching, by its nature, is multifaceted, dynamic, and constantly changing profession which cannot be conducted rigidly. Therefore, the main goal of the reflective approach to teaching is to promote shift from routine actions which are rooted in commonsense thinking to reflective actions which arise out of professional thinking (Pollard, 2008). In this regard, Dewey suggested the need for teachers to reflect on their practice in order to act deliberately and intentionally rather than spontaneously and routinely (Wlodarsky,
Teacher and trainers are lifelong learners hence they must value reflection and evaluation as of their own practice and continue professional development as teachers. It is important that they use ways to reflect, evaluate and use research to develop their own practice and can share these good and effective practices with other colleagues who are also engaged in continuous professional development. One of the qualities of a good teacher is the ability to reflect on what, why and how the adapt and develop practices that are lifelong learning because it is the key to successful learning in the professional filed it helps one to structure and work on the practice through required changes and development. Today the concept of reflection is used
Reflective One important factor in the understanding of how learning occurs is reflective practice. The use of reflective is to think carefully about something, by thinking carefully the understanding of individual increases. According to Oxford English Dictionary, 1992, reflective is the action of turning back or fixing the thoughts of some subject, meditation, deep or serious consideration the mode, operation or faculty by which the mind has knowledge on itself and its operations, or by which it deals received from sensation and perception. Reflection-in-Action The Reflective Practitioner of Schon (1983), reflection can be seen in two time frames. Reflection can occur during the action.
Reflective practice are methods and techniques that help individuals and groups reflect on their experiences and actions in order to engage in a process of continuous learning. By trying out methods of reflection and personal inquiry we can nurture greater self-awareness, imagination and creativity, as well as systemic, non-linear modes of thinking and analysis. Reflective Practice is a very adaptable process. It is a set of ideas that can be used alongside many other concepts for training, learning, personal development, and self-improvement. We can use Reflective Practice for our own development and/or to help others to develop.
A reflective practitioner is hence always aware of his / her emotional state and also deliberates upon it from time to time to get better results. Let us take an example here. A teacher having taught the children independence day with traditional chalk-board or lecture method may reflect upon later and feel it would have been better if s/he used some other innovative method to teach such a topic of emotional connect for Indians and this dissatisfaction leads her /him to re-teach the lesson through arranging for a movie on freedom straggle for the kids (to make learning joyful and more fun). Here the teacher has clearly reflected upon the choice of methods based on her own felt and observed emotions and feelings. Thus being reflective practitioners
When we talk about brining reflective practice in teaching , our focus drifts automatically to teachers as they are the actual practitioners of educational practice and hence most literature on reflective practice in education dwells on the professional aspects of teaching , bringing into limelight mainly the teachers and teacher educators more than any other stakeholders, assuming their role in educational practice being most deeply connected with educational practice and hence the most essential with regard to the discussion of reflective practice
In education, when developing a coherent and operative instruction for student success, it is imperative to ensure that the such educator can effectively reflect on their philosophical practice as a professional educator within their current grade level. By doing so will allow such educators to maintain supportive, cooperative relationships with professional colleagues and collaborates to support students learning and to achieve campus and districts goals. Reflecting on ones practice will also enable educators to become knowledgeable of the roles and responsibilities of specialists and other professionals within the building and district level. When creating a pathway toward enhancing your reflective practice as a professional educator, it
Teaching and learning reflection is a continuous process as once we start to introduce changes, then the evaluative and reflective phase begins over again. As a result of our reflection we may decide to do something in a different way, or we may place ourselves in the students’ shoes then ask ourselves how we want to be taught. And that is what teaching and learning development is all