Discovering Initial Workplace Applications
The ability to reflect, grants one the opportunity to engage within an interpersonal evaluation utilized for the purposes of assessing where the individual is presently and determining where they need to be. Without the disciplined practice of reflection the demise of an individual’s personal growth and development is inevitable. Therefore, reflection serves less of a noncompulsory approach towards the progressive mobility of oneself occupationally, but rather the dire necessity of which assists in facilitating the developmental maturation of one’s life holistically.
This assignments primary task requests for the development and operational plan of which identifies methodologies of which call for an established active workplace where the practice of reflection is executed. In conducting this tasked objective the content of this paper sets its written focus upon providing a description of the potential benefits of conducting reflective practice within the developed process of teaching, providing some advantages of reflective practice within the developed process of teaching, identifying a comprehensible plan of action of which identifies the implementation/integration of reflective practice methodologies within the writer’s place of employment, and assess strategies of which can be utilized for the purposes of engaging those in which resist to utilize the reflective practice approach.
Benefits of the utilization of reflective practice in the teaching process
The musical dispositional held with the genre of Jazz, is one in which appears to derive from a compilation of a multiplicity of fluid and diverse musical and rhythmic styles blended together producing a magnificent array of aud...
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...edom. In The greatest educators ever (pp. 184-194). Retrieved March 20, 2013, from Ebrary.com Web site: http://site.ebrary.com/lib/ncent/docDetail.action?docID=10250946&p00
Gardner, F. (2009). Affirming values: Using critical reflection to explore meaning and professional practice. Reflective Practice, 10(2), 179-190.
Grant, C. (1984). Preparing for reflective teaching. New York: Allyn & Bacon.
Reck, S. (2012). Analyzing and evaluating christian religious education curricula. Christian Education Journal, 9(1), 27-42.
Reynolds, M. (2011). Reflective practice: Origins and interpretations. Action Learning: Research and Practice, 8(1), 5-13. doi:10.1080/14767333.2011.549321
York-Barr, Sommers., William A., Ghere., Gail S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, California: Corwin Press.
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.
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
“Reflecting” entails us to ask ourselves countless questions. How well am I interacting with the students? Are they understanding the concepts? Am I creating an adequate learning environment? How effective are my teaching techniques? Etc. This newly acquired knowledge on “Reflecting” has helped me growth as a teacher and has
Critical reflection occurs when we analyse and challenge the validity of our presuppositions and assess the appropriateness of our knowledge, understanding and beliefs given our present contexts (Mezirow, 1990). According to Rolfe (2014) “Students can only learn to be reflective practitioners when they are in practice” because that is when wicked problems arise. Critical reflection is another concept commonly mentioned in the literature on reflection (Bright, 1996; Brookfield, 1994; Collins, 1994). This portfolio comprises the analysis of the role of critical reflection in contemporary nursing education and the evaluation of the usefulness of feedback and assessment process in relation to work setting, fostering reflective learning. The role
This essay will explore the authors meaning of reflection, how various reflective styles can benefit the practitioners within their settings, and how important reflection is within Early Years Practice. According to Appleby (2010, p.10), reflection is a generic term which describes various behaviours involving feelings, and thinking about thoughts and experiences, in order to examine issues and develop, new understandings and insights. Reflection within practice allows the practitioner to develop a sense of awareness around their daily activities, and helps them to evaluate how they could evolve these activities further, if the given opportunity was to arise again. Similarly, keeping a reflective journal
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
Reflection is a significant component of pre-registration education (Davis et al.2000). Hillard (2006) claims that for practitioners to learn from an experience they need to go beyond description and should reflect on their experiences in practice as this could potentially uncover any underlying influences, motivations and knowledge. Reflecting on an experience could then be identified as a process to bridging the gap between theory and practice (Bulman & Schutz, 2004).
Reflection is the process of reviewing an experience in order to describe analyse, evaluate and so inform learning about practice (Reid 1993). There are many reflective models that I could have used, including Johns (2004), Driscoll (2000), Atkins and Murphy (1994), Kolb’s (1984), and Gibbs (1988).
Reflective Practice is a continuous action that directly affects anyone who is a practitioner. Jasper (2006, p. 53) stated that the benefits to the profession are the development of the nursing knowledge base and the recognition that nurses are contributing to both patient care and improved practice. Further, Jasper (2006, p. 43) explains that Reflective Practice is the foundation upon which reflection and reflective learning are based.
Let me say personally, reflective practices therefore imply more systematic process in terms of collecting, recording, and analyzing teachers’ thoughts and observations, as well as those of their students, and then going on to make changes towards teachers' professional development for a better teaching skills. All in all, I can say that reflective practice is important because it helps teachers to make more informed decisions about their teaching skills which are basically based on solid evidence that thoroughly collected over a period of
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.
Reflection within early year’s settings and schools allows for the practitioner to think about the work that is being completed either whilst doing it or after it has occurred, the reflection allows for seeing how the work has gone or whether it needs to be changed for future practice. Schön is a key writer about reflection and illustrates the differences between reflection in action, reflection on action and reflection whilst completing the task. The above critical skills help all practitioners to develop understanding as they hugely impact on others lives, if this skill is not engaged in then practice could be effected (Leeson, 2004).
On teaching practices teachers might use several ways to reflect. The following might be the useful tips from colleagues.
Marcos, J.M., Sanchez, E., Tillema, H.H. (2011). Teacher Reflection: What is said to be done. Journal of Education for Teaching: International Research and Pedagogy, 37(1), p.21-36.