reflection

In professional fields that are always changing due to the surrounding of the career and the participants, incorporating reflective practice is a great way to engage in the process continuous learning. Reflective practice is a great source of personal improvement and development for one to enhance one’s profession. This form of practice is a great way to reflect back on one’s abilities, actions, and experiences that have accord during one’s professional career. For education, the reflective practice is geared more toward the educator’s teaching methods and what can be learned and use to fit the student’s needs. Along with verifiable theories, the consideration of the students and the procedures used is taken into effect.

Normally, “the terms reflective thinking, critical thinking, reflective judgment as well as critical reflection have each been used to define a way of thinking that accepts uncertainty and acknowledges dilemmas, while ascribing less significance to the role of self in the reflective process” (294). In order to achieve the best practices for reflection one should refrain from “mental habits, biases, and presuppositions that tend to close off new ways of perceiving and interpreting our experiences (296).

According to Barbara Larrive, a teacher needs to be able to flexible with the changing aspects of society and the challenges that are presented to them. For a person to be able to do that, reflection on previous work and processes need to be critically considered and reflected on (293-294). The reflection process is most useful when teachers are able to engage in critical reflection and continue with ongoing discovery so that they stay trapped in “unexamined judgments, interpretations, assumptions, and expectation...

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...a series of phases. The first phase would be the examination stage, where one questions and seeks change. Then the struggle stage where the ideas of fear are battled with the thought of accomplishment is afar. Lastly, the stage of perpetual shift of personal discovery leads to transformation (305).

Given the fact the there is no straight line to reach critical reflectiveness for teaching purposes, the best option to reach it would be with personal growth, and self-reflection. There is no standard model, so to say, for one to critically reflect on ones’ own practice, however the best option would be to remain free from being judgmental and bias, and to remain productive at all times.

References

Larrivee, Barbara. "Transforming Teaching Practice: Becoming the Critically Reflective Teacher." Reflective Practice 1.3 (2000): 293-307. Web. 20 May 2014.