Reflective practice has specifically grown and expanded its field in various professional disciplines and contexts; each using their own differences and nuances (Thompson and Thompson, 2008). It is widely agreed that the objective of reflective practice is performance improvement, manifested through examining on strengths and the development of competence. However, Anderson (1996) highlights the actual fact that reflection in professional practice "returns not what it is but what might be a noticable difference on the original. "
This article examines the understanding of the reflective practice by using theories and models of reflective practitioners. The reflective samples and encounters is illustrated as a learning device and an examination tool like the approaches taken to incorporate the reflective example within the work integrated learning experience.
2) MODELS OF REFLECTIVE PRACTICE
There is a clear knowledge of what reflective practice that recognizes the qualities of a reflective practitioner (Thorpe, 2004).
3. 1) Jenny Moon (1999) Model of Reflection:
Moon (1999) defines a "common sense" representation as "a kind of mental handling with a purpose and/or anticipated result that is put on relatively intricate or unstructured ideas for which there isn't an clear solution".
Moon (1995, 1999) talks about further by outlining the actual fact that differing views of reflection arises from outcomes of learning and materials for further reflection and action. It is widely arranged that the intent of reflective practice is the top learning that define characteristics which will not involve representation but points out the problem for reflection (Moon, 2001).
Moon (1999) takes a slightly different procedure identifying five stages in learning called map of learning (Amount 2). To view that that learning has happened, it's important to 'NOTICE'. It can be successful by getting to know the materials as coherent 'MAKING SENSE' and the meaningness to develop a alternative view 'MAKING Interpretation' which may be done by creating interactions of new materials with other ideas 'WORKING WITH MEANING'. To ensure that the new learning has been altered, it's important to 'TRANSFORM LEARNING'.
3. 2) Gibbs (1988) Style of Reflection
John (2004) mentions that Gibbs (1988) in his model clarifies that reflective pratice handles practitioners to reflect on their normal way to thinking and responding within the given situation towards getting insights into self and practice. Reflection alone is not sufficient but taking action is the perfect solution is. Therefore, one must put their learning, knowledge and new understanding into practice; allowing the reflective process to see the practice (Jasper, 2003).
The work of Gibbs (1988, 1998) allows the reflective specialist to investigate and measure the practice and make necessary improvements to their practice. Gibbs (1988) introduces experimential reflective pattern (Fig 3) comprising of six elements of reflection which shows a 'Information' of the situation, evaluation of the 'Emotions', 'EVALUATION'of the experience, 'Research' to seem sensible of the knowledge, 'Final result' and representation upon experience to examine what you would do if the problem happened again 'ACTION PLAN' (Fig 4).
3. 3) Kolb (1984) Model of Reflection
Kolb (1984) recognized and developed a theory of experiential learning that provides a constructive way to build up our practice. This process is named The Kolb Circuit or The Experiential Learning Pattern. Clark (2008) reports that the pattern consists of four different stages of learning from experience that can be penetrated at any level. All four stages must be adopted in collection for successful understanding how to take place. THE TRAINING Cycle recommends that it is not only sufficient to have a concrete experience "DO" in order to find out but also necessary to reflect on the knowledge "OBSERVE" to generalise and formulate principles "THINK" that may be put in place to new situations. Hence, it makes it essential for the learner to link between your theory and action by planning "PLAN", representing back to the idea (Fig 5).
3) REFLECTIVE EXAMPLES
In this first area of the section is the representation on the problem by using Gibbs (1988) Reflective Circuit which really is a recognized construction for my reflection.
4. 1) PART 1 (THE Car accident)
During my summer time holidays this past year, my family and myself were at my brother's apartment enjoying ourselves and having a great time. My brother received a call from Bangalore, India, where his kid, Saurav, researched. He disclosed that his child had attained with a critical accident. I was shocked and problematic for me to gather my thoughts and comprehend the situation around me. I possessed never experienced a situation where someone near me was fighting with each other for his life.
Never being in a situation such as this before I thought the necessity to follow someone or do something to keep myself occupied. I followed Pratima (sister-in-law) to the kitchen to produce a tea for everybody present at the apartment. While in the kitchen I experienced awkward silence between us, feeling pressure of this silence, I designed to break the ice by approaching her to provide my support. Upon getting close to her I noticed that she experienced a apprehensive look on her behalf face. She investigated my sight and bursted out into tears. This outbreak of her thoughts left me feeling even more uncomfortable and I lost all sense of how to proceed or say. Reading the sobs of Pratima, my mom came rushing into the kitchen and had taken control of her. I experienced quite miserable because of my nephew's crash and my very own stupidity of not being able to handle my state of mind in an extreme pressure situation.
Upon analysing this example I will have known Pratima was sensing tensed and stressed. I will have well prepared myself to give Pratima somewhat more time by themselves, as well as I will experienced someone with more experience to take control of the situation. But next time my action plan should be to control some of my nervousness and help them reduce their anxiety by showing somewhat more empathy to somebody who is sense very psychological.
4. 2) PART 2 (PRESENTATION)
The second part is the representation on the problem by using Moon (1999) style of reflection.
Prior to the start of my second academics calendar year at the University I determined myself to move and travel around Great britain and India. Due to the type of my travel I reached University ten times late. My incapability to reach School on time had taken away some form of focus from my action plan of being focused right from the start. I did not feel just like I was in the right mindset to undertake my studies very seriously.
The first task was a demonstration and a report writing for the first term running a business Strategic Examination on Stakeholders and Shareholders interrelation. WHEN I was lagging behind I spoke to Mr. Craig, my component head, about my inability to target upon the duty. Mr. Craig prompted me and spoke to me about the situation, this pep have a discussion made me feel better.
I have a problem in doing presentations when i cannot seem to arrange my ideas and thoughts in words. A lot of the tutors have discussed and demonstrated to us in the category as to how to provide, but also for some reason I get "butterflies in my stomach", loose self confidence and forget what I actually plan to speak when confronted by a large group. I employed a great deal and required help from youtube because the web-site has wonderful examples of tackling with Public Speaking issues.
My group helped me to structure my records and alloted me my part for the demonstration. I thought I could speak on the spot by revising a little bit on it. On the final day, my performance was sufficient but I managed to express what I intended to.
Our group received a B- in it but it was quite worthwhile the experience. The audience known what I spoke but I really do not think I would do anything different the next time as now I have the ability and self-assurance to enable myself to tailor my presentaion and deliver acceptable results.
4. 3) PART 3 (Baseball SKILLS)
The third part is the representation on the situation by using Kolb (1984) style of reflection.
During my second calendar year, I decided to get myself associated with Sports, therefore i became a member of the University's Women Hockey Team. Before I acquired selected, I had fashioned to go through a selection treatment in the Sports activities Hall, where we were asked to form a team and play and friendly match. Though it was my first-time experiencing it, I was not nervous at all because I had been playing golf ball since childhood. The overall game started out with a whistle blow. That game was 45 minutes long and it was the most severe game I had fashioned ever played.
According to my observation, I did so not perform up to my expectation. There were a great deal of violation of guidelines during the game like fouls, going, double dribble, pushing, pulling and away of bounds. There was no team facts during the match, only specific players playing to prove a spot. By the end of the choice, I got picked to my own suprise as I believed I did so not play to my maximum probable. One main expertise that is required in the game is shooting skills. As baseball can only be received by points, if you cannot shoot, manage to survive win. I attemptedto blast 50 times but scored only 12 factors. This confirmed my weakness in firing skills.
I experienced a phrase with the coach and the vice trainer of the team about improving my taking pictures skills who provided me insights concerning credit scoring techniques. The trainer demonstrated to me the underlying techniques to blast properly. It offered me a short idea concerning how to photograph which heped be supercharge my self-confidence.
I plan to practice and improve my strategy using insights from the instructor as well as experience from the first match and plan accordingly for the future match.
3) METHOD OF REFLECTIVE PRACTICE
According to my observation and experiences, I mentioned that reflective practice module has improved my skills of representation to my practice with the top intention of enhancing my professional practice. The assessment associated alloted during workshops and workshop has aided me to prioritize, assess and understand the task I already know and have done. Exceptional critique of the competence based strategy while applying for placement careers, I specifically assessed and determined explicit learning benefits and competencies. Although the company applied in declined me, my self confidence and my advance understanding made more sense when looking back at where I have already been, what I did so where different habits begin to emerge.
In a program with my component tutors to discuss the feedback from my first term was reasonable. Reflecting after my efficiency in my work, I noticed that I require to develop my learning in my next upcoming assignment. Dealing with more confidence, creating a set goal and a fresh path to work, can help me understand the deep knowledge that underlies. The learning gained enabled me to use the abilities of representation to the CPD pattern (planning, action, evaluating and representation) where planning to meet its necessity can improve and enhance other situations like my forthcoming work in order to boost practice. In response to the learnings undertaken I sense a need to improve or improve my practice like effective time management, understand my current degree of performance, more feedback and support and screen and review progress.
Monitoring the procedure of focusing on my academics development plan via reflective practice has brought a vast difference in my study methods. AFTER I look back within my performance during the past few years and examine my learning and development I've gained this year, I mirror situations where I came across difficulties in completing my assignments, poor time management, preconception that it's difficult and honesty with self applied. Furthermore, Personal SWOT Research is worth commencing from the scrape in order to know your talents, weaknesses, opprtunities and threats so as to act appropriately to increase the outcome of your performance.
4) BECOMING A REFLECTIVE PRACTITIONER
The standards required to meet the success of the specialist are to evaluate the current and future requirements of the role, take accounts of the worthiness and goals of the organization (Competition, 2002; Argyris and Schon, 1974), identify the regions of strength, and screen the outcome of the task that can be enhanced upon. When I perform tasks, I have to think about it and consider what happened, WHY it just happened and HOW it just happened which would make more sense to the knowledge of the subject. It can be said that more explicit understanding and knowledge must be used in the practice. Schon (1987) argues a practitioners' representation can provide as a remedial to overlearning. Through reflection, I have known that I possibly could improvise on my the past repetitive encounters, and can add up to the situations that i may confront.
Our University provides us a booklet gives us precise guidelines about what to include and how to provide. As I really do not devise my own records and demonstration, it looks like an effort to record it would not do any injury and reflect the training gained from the results later on. The development overtime would represent and can enhance upon it.
Many students like myself are anticipated to adopt responsibilties for our very own perfromance, sketching conclusions on the work on and how do it be advanced. To create my reflection far better, I think expanding confidence in my evaluation and judgement on might work could be more profitable somewhat than depending on evaluations provided by tutorswhich brings about expanding critical and analytical thinking in future.
Understanding and using reviews correctly is a essential achievement to improve practice. For example, taking into consideration the difference between my very own analysis and the tutor's responses helps in better reflection of work which is improvement in performance measurement.
This study shows that reflective practice is an activity of analyzing confirmed scenario and it can be improvised by decision making, predicated on the strengths and weaknesses that were discovered from the analysis. The benefits of the article as an instrument for reflection, coupled with the development of learning activities and resources should significantly develop skills in representation in any field device (Honey, 2000). The recognition that reflective practice has advised is strengthened than seen as an innate capability (Loughran, 2002). The meaning aiming to be conveyed is that the new found knowledge and learning from the the experience should be carried out to future situations. It can be criticized that reflective practice does not free us from the need to worry about the mechanisms of professional accountability but also shows concern as how a professional may be transformed within a construction of accountabilty.
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