But often we are surprised by the diversity of meanings people read into our words and actions. I had asked a question and the answer given by the student was so far from anything I might have expected it almost forced me stop and ask why she had given that answer. Heron, a pioneer in the development of participatory methods in the social sciences, describes the theory and practice of the method in his book, Co-operative Inquiry: Talking to colleagues about problems and gaining their perspective increases our chance of finding some information that can help Reflective practice situation.
Our colleagues serve as critical mirrors reflecting back to us images of our actions. I was lucky early in my teaching career to have something unusual happen.
This could involve reframing your explanation or approaching the topic from a different perspective. Combining all of these together, along with a knowledge of the students one teaches and a commitment to their learning, one quality expected of an NBCT is reflection—evaluating what has worked and what has not, using the information from formal and informal assessment.
Reflective practice under scrutiny. Teacher Educator, 32 1 Collectively these highlight links to the Kolb learning cycle and techniques such as After Action Review. The aim is to value your strengths and to develop different, more effective ways of acting in the future.
Some of these have been mentioned above, including action research. David Somerville and June Keeling suggested eight simple ways that professionals can practice more reflectively: One of the most popular and traditional models used by nurses comes from Gibbs There are also many different reflective practice methods and approaches from management science, experiential and transformational learning, and organisational learning and change.
As "members of learning communities" Proposition 5 teachers are themselves learners, undergoing professional development and participation in professional organizations. It is closely linked to the concept of learning from experience.
This actually relates to teaching and metacognition. Her traditional socialization into teaching made it difficult for her to understand that her views of good teaching were being challenged in her practice. Discussion Reflection-in-action may be influenced by factors such as: Had it achieved what I wanted?Reflective practice can be a beneficial process in teacher professional development, both for pre-service and in-service teachers.
This digest reviews the concept, levels, techniques for, and benefits of reflective practice. Reflective practice is the capacity to reflect on action so as to engage in a process of continuous learning. In its simplest form it involves. Reflective practice (as a) term has lost some credence, becoming a catch-all name for a wide range of activities from deep life, work and organisation changing critique to rote box-ticking practices seeking to make professionals accountable to and controllable by increasingly bureaucratic and market-led organisations.
Reflective practice can be a particularly powerful tool for organisational learning and in monitoring and evaluation. It can also be used for addressing issues of position, conflict, resistance and power relationships, which are often present in development, but seldom dealt with directly.
Find examples of reflective practice, including superficial, medium and deep reflection, and some recommended reading. As a teacher, I cannot imagine not reflecting as a regular part of my teaching practice. Part of this is because, as a shy person who was also an extravert, I had to think about how to interact with other people.Download