Questioning one’s own self for the success or failure of the learning process in the classroom in terms of attitudes, beliefs, values, traditions and pedagogy is not only an essential ingredient of teaching profession but it also helps an individual to be a valuable resource of a prosperous society. Theorists have named this self-evaluation as reflection and have given different perspectives and processes to define and practice it. It is necessary for an individual to understand the process of reflection and its types based on the time factor for the reflective action. The importance of reflective practice is so much emphasized that it is considered as a bedrock activity for the teaching identity. For some individuals it is an inborn property but anyone can master the skill of reflective practice by using the strategies and tools provided to accomplish the goal of continuing professional development and lifelong learning. Among the prominent strategies, students’ evaluation forms are the most common source of reflection along with their advantages and limitations. It is vital that a teacher fully understands the concept of reflection, its implementation using different strategies especially students’ feedback and its purpose and significance in work-based learning. So the first step that a teacher needs to take is to comprehend the broad multi-dimensional concept of reflection.
Smyth (1992) observes that the concept of reflection is multidimensional and all individuals attach different unrevealed interpretations with it based on what is good or desirable in their context or culture (p.285). People all around the world have different backgrounds, cultures, values, profession and even languages and based on all these fact...
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...cher Quality. Retrieved from http://www.gtlcenter.org/sites/default/files/docs/EvaluatingTeachEffectiveness.pdf
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Hence, this report aim to give a reflection on how one taught elements of the module prepares me for professional practice. The report will reflect on OT process as one concept by adopting the Gibbs reflective model as a tool to examine a completed model because it suggests action (Jasper, 2013). This will enable me to give description of an event and the associated feelings whilst evaluating the pros and cons of the experience so as to help me in my future professional practice.
As part of my HNC study, I will look to define and discuss the importance of reflection. I will be using a variety of sources such as books, web pages, articles and journals in order to gather information. Which in return will allow me to explain why reflection is of such importance.
In summary reflexivity relates to judgements made from one's own personal experiences. By being reflexive and recognising that I am part of the research data and through exploring my own practice with the intention of understanding my practice, I show how I am part of the research. With this new knowledge I continue knowing differently that my story is my data and as such the application of reflection/reflexivity, in such a way as Bolton, Freire and Cuncliffe suggests, will make it all the richer and more valuable.
According to Driscoll (2000), there are three processes when reflecting on one’s practice. They are: ‘What?’, ‘so what?’ and ‘Now what?’ Using Driscoll’s reflective cycle will enable me to link theory to practice.
The ability to become reflective in practice has become a necessary skill for health professionals. This is to ensure that health professionals are continuing with their daily learning and improving their practice. Reflective practice plays a big part in healthcare today and is becoming increasingly noticed.
Without agreement on what reflective practice is, it is difficult to decide on teaching‑learning strategies. Reflective practice may be a developmental learning process (Williamson 1997), may have different levels of attainment (Wellington 1996), and may be affected by a learner’s cognitive ability (James and Clarke 1994), willingness to engage in the process (Bright 1996; Haddock 1997), and orientation to change (Wellington 1996). However, there does seem to be some agreement that critical reflection consists of a process that can be taught to adults. Brookfield (1988) identified four processes central to learning how to be critically reflective: assumption analysis, contextual awareness, imaginative speculation, and reflective skepticism.
In reflection in action, expert professionals examine their experiences and responses as they occur and adapt t...
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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:
This is the key: when you commit to the analysis of professional experience you must be prepared to question accepted systems and routines including your own ‘taken-for-granted’ understanding, your beliefs and feelings about what is right or wrong. The point is not simply
Reflective practice is the process of taking a step away from the work environment and thinking about your practice, consciously analysing the decisions you make during your practice and drawing on theory, relate it to what you do in practice (The Chartered Society of Physiotherapy, 2016).
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