In order to understand the principles of inclusion and organisational structures which are in place within different professional contexts, it is important to expand on personal understanding of a variety of reflective learning models, as well as increasing awareness of inclusion and the diverse range of values which are contained within different ideologies of inclusive practices. Reflection on personal understanding of professional contexts and the variety of personal attributes which are required in order to develop and deliver to service users is equally important. Personal knowledge as well as being mindful of factors which can be further developed or improved upon will enable successful awareness of any primary issues of professional practice within potential future careers. Reflection as a whole enables achievement in future careers in terms of personal improvement of one’s own knowledge. As stated by Moon, A. (2005, p.65), “The outcomes of reflection in reflective practice include learning and action, empowerment and emancipation.” From this, understanding policies and critically reflecting upon past experiences within context is of great importance to achieve self-improvement and deliverance.
In order to perform assignment one, we had to choose a particular job role to explore as a group to produce an interview scenario. The job role which we chose was a Community Education Officer (CEO). The main focus of this first assignment was to work effectively in a group situation, which, at times, became a problem as some members of the group were doing less research into the work than preferred in order for everybody to have an equal contribution. Effective team work can also be linked to factors of continuing professional dev...
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school placement (Gabel & Danforth, 2008, p.42). An approach to inclusion that The United States maintains is that the educational settings are based on each child’s individual case.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
Wallace, S. (2007), Achieving QTLS, ‘Teaching, Tutoring and Training in the Lifelong Learning Sector’, (3rd Edition), Exeter: Learning Matters Ltd.
student. In the following journal, we see the benefit of reflective practice and what it achieves
Barnett, M (1993) Key elements of continuing professional development: New Zealand. Wellington: New Zealand Engineering Publisher
This proposal is designed to address the need for professional development of which can be utilized in assisting teachers within our institution mature and grow educationally for the purposes of becoming better instructors for the purposes of education our students academically and assisting them to succeed within their academic goals and objectives. The proposed plan of action of which can ultimately assist bot our facu...
In order to evaluate my role within the group, it is important to identify what makes a group. A group must firstly consist of more than three members, “Two members have personal relationships; with three or more there is a change in quality” of the personal relationship. (Bion 1961, p26) The group must have a common purpose or a goal in order to succeed. Having now completed my group work task, I can look back and reflect upon the process that my group went through to get to the presentation end point.
Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom? Does the new knowledge created foster change? This Myths and Realities investigates the extent to which critical reflection can be taught to adult learners.
A group can be define as ‘any number of people who (1) interact with one another; (2) are psychologically aware of one another and (3) perceive themselves to be a group’ (Mullins, L, 2007, p.299). Certain task can only be performed by combined effort of a group. Organisation can use groups to carry out projects, which will help to achieve its overall aim. However, for the group to be successful they must understand what is expected of them and have the right skill to complete the task. . (Mullins, L, 2006)
As it mentioned above this reflective essay is based on the main theory on Reflection, which is the Honey and Mumford’s learning styles that was developed from Kolb’s work. This is based on four stages of specific styles of learning:
Early on in my career as a teacher I learned the value of professional growth for myself. This took the form of professional development that I gained from conferences I attended and grants I was awarded. I also knew that I could share what I learned with others within my school and presenting at conferences. As an educational technology leader I use the knowledge and skills gained from my university classes in providing professional develop...
The Aims and objectives of educational research can be to “improve practice”, which may be suggestions that arise from current research. It can also help “add knowledge” which may be adding information to existing knowledge or adding to other research projects. Research can “address gaps in knowledge”, this means highlighting areas absent or which lack from other research projects. Educational research can also “expand knowledge”, this can be finding out new information or improving, existing knowledge, this knowledge can also be “replicated”, repeating previous research to certify it. Finally educational research can “add voices of individuals to knowledge”, this is important to gain the views and opinions of people within a research area in order to “understand issues within their own concept” (Creswell 2002, in Chaudhary 2013, p.2).
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
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.
The work community has several members, it is vital that these individuals act as a group, so that the common goal was achieved. This section describes the team, the team's importance, team building and why before-mentioned issues are important. This section also takes place through the cases and at the end of the self-evaluation.