Models Of Reflective Practice

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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
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Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity” (Larrivee, 2000, p.293).

A number of models of reflection have been developed in various areas of expert practice and education. Ghaye and Lillyman (1997) recognize five disparate types: structured, hierarchical, iterative, synthetic and holistic. Models differ in their levels of instruction, description, criticality and reflexivity, but nearly all apportion a focal point on reflection as being crucially retrospective (Schon’s reflection-on-action). Quinn (1988, 2000) suggests that the various models all are prone to contain three important
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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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