The Importance Of Reflection In Education

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“…Reflection can mean all things to all people…it is used as a kind of an umbrella or canopy term to signify something that is good or desirable…everybody has his or her own (usually undisclosed) interpretation of what reflection means, and this interpretation is used as the basis for trumpeting the virtues of reflection in a way that makes it sound as virtuous as motherhood.” Smyth (1992, p.285)

The expression ‘reflective practice’ conveys numerous definitions that vary from the concept of professionals and students participating in individual introversion to that of capturing in essential conversations with others. For some, reflective practice merely denotes to embracing a contemplative tactic to practice. Others view it as hedonistic navel gazing. For others still, it includes cautiously organized and skilled methods towards being reflective about their individual encounters in practice. For example, with reference to teacher education, Larrivee argues that:
“Unless teachers develop the practice of critical reflection, they stay
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For instance, Jay and Johnson (2002) created a typology of reflection entailing three interlaced dimensions: illustrative, relative and essential reflection. One of the most commonly cited models used in this circumstance derives from the prior work of Boud, Keogh and Walker (1985). In their three-stage model, they advocate that students initially reflect on an incident by inwardly replaying the incident and narrating it in a depictive, non-judgemental way. The second stage requires being attentive to ones emotions – both positive and negative – prompted by the incident, ‘expelling’ any negative emotions, which may interfere with the reflection. The student is then prepared to re-assess the incident by progressing through four sub stages: association, integration, validation and

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