ASSIGNMENT

TOPIC: REFLECTIVE PRACTICES IN EDUCATION

SUBMITTED BY,
PRINCY STEPHEN
NATURAL SCIENCE
BMM II.TC
KOTTARAKARA
CANDIDADATE CODE: 13350022
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INDEX
INTRODUCTION
Reflective practice in the capacity to reflect on action so as to engage in a
process of continuous learning According to one definition it involves paying
critical attention to the practical values and theories which inform everyday
actions , by examining practice reflectively and reflexively .This leads to
developmental insight.
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INTRODUCTION
REFLECTIVE PRACTICE
HISTORY AND BACKGROUND
MODELS OF REFLECTIVE
PRATICE
APPLICATION IN EDUCATION
CONCLUSION
REFERENCE
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Reflective practice can be an important tool in practice based professional
learning setting where individuals learning from then own profexional experience
rather than from formal teaching or nowledge transfer may be the most important
source of personal professional development and improvement .further it in also an
important way to be able to bring together are able to see and label schools of
thought and theory within the content of your wor. !hat is important about
reflection throughout your practice is that you are not "ust looing bac on part
actions and event but rather you are taing a conscious loo at the emotions
,experiences actions and response and using that to add to your existing nowledge
base to draw out new nowledge meaning and a have a higher level of
understanding. As such the notion has achieved wide tae up, particularly in
professional development for practitioner in the area of education and health are the
#uestion of how best to learn from experience has wider relevance however to any
organi$ational learning environment .%n particular ,people in leadership positions
have a tremendous development opportunity if they engage in reflective practice.
REFLECTIVE PRACTICE
Reflective teaching means looing at what a teacher doses in the clean
room, and thining about why does it by herself and there wors a process of self
observation and self evolution .&y collecting information about what goes on in
classroom and by analy$ing and evaluating this information, teacher can identify
and explore her own practice and underlying beliefs .this may then lead to changes
and important in teaching is therefore a means of professional development which
begins in classroom. 'any teachers already thin about their teaching and tal to
colleagues about it too. !e might thin or tell someone that ( 'y lesson went well
or ( 'y students did not. seem to under stand or 'y student were so badly
behaved today )owever with out more time spent focusing on or discussing what
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had happened we may tend to "ump to conclusions about why things are happening
we may only notice reactions of the lowder students. Reflective teaching therefore
implies a more systematic process of collecting regarding and analy$ing our thought
and observations, as well as those of our students .
HISTORY AND BACK GROUND
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Reflective practice was introduced by +onald ,chon in his boo the
reflective practitioner in 1-.*, however, the concepts underlying reflective practice
are much older. /ohn +ewey was among the first to write about reflective practice
with his exploration of experience, interaction and reflection. 0ther researcher such
as 1urt 2ewin, /ean 3iaget ,!illiam /ames and 4arl /ung were developing therein
of human learning and development. 'arcus Aurelius 'editations has also been
described as an example of reflective practice.
+ewey5s worer inspired written such as +onald ,chon and +avid &oud to
explore the boundaries of reflective practice centered to the development of
reflective theory was interest in the integration of theory and practice, the cyclic
pattern of experience and the conscious application of that learning experience. 6or
the last *7 years, there has been a growing literature and focus around experiential
learning and the development and application of reflective practice .Reflective
practice also contributes to learning and expressing our own and others stories.
+onald schon 1-.* boo introduction concepts such as reflection on action
and reflection in action where professionals meet the challenges of their wor with a
ind of improvisation learned in practice reflective practice has now development
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practices for organi$ations net worer and individuals .According to +avid &oud,
(reflection is in important human activity in which people recapture their experience
thin about it mull it over and evaluate it. %t is important in learning. Reflective
practice can be seen an has been recogni$ed in many teaching and learning scenarios
and the emergence in more recent years of blogging has been seen as another form
of reflection on experience in a technological age.
MODELS OF REFLECTIVE PRACTICE
The concepts of reflective practice centers around he idea of lifelong
learning in which a practitioner analyses experiences in order to learn from them
)owever it is important to role that events experience and events retold hold their
own importance. !hen experiencing something 9reflection in action: we are
learning , however it can be difficult to put emotions events and thought into a
coherent se#uence of event .!hen retelling or rethining about events we are better
able to lin our intended purpose with the actions that we carried out only from
here can we remove ourselves out of the action and are telling a story of a se#uence
of events. Reflective practice is used to promote independent professionals who are
continuously engaged in the reflection of situations they encounter in their
professional world .,everal models of reflection exist and are used to draw lessons
out of experience
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Argyris and ,chon pioneered the idea of single loop and double loop learning
in 1-=.. The theory was built around the recognition and amendment of a perceived
fault on error. ,ingle loop learning is when a practitioner or organi$ation, even after
an error has occurred and a corrections is made, continues to rely on current
strategies, techni#ues or policies when a situation again come to light double
loop learning involves the modification of personal ob"ectives , strategies or policies
so that when a similar situation arises a new framing system is employed
&ased on the wor of /ohn +ewey, ,chon derives the notions of reflection
on action , reflection >in? action, responding to problematic situation , problem
framing problem solving and the priority of practical nowledge over abstract
theory..
Reflection >in?action can be described as the ability of a practitioner usually
connects with thin on their feet, otherwise nown as (felt ? nowing .%t revolves
around the idea that within any given moment when faced with professional issue a
practitioner usually connects their feelings, emotions and prior experiences to
attend to the situation directly. Reflection?on?action on the other hand is the idea that
after the experience a practitioner analyses their reaction to the situation and
explores the reasons around , and the conse#uence of, their actions .This is usually
conducted through a documents reflection of the situation .however , this notion
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REFLECTION IN
ACTION
Thining ahead
Analy$ing
<xperiencing
4ritically
responding
,chon5s
reflection
REFLECTION ON ACTION
Thining thought
subse#uent to situation
+iscussing
Reflective "ournal
goes beyond. "ust looing bac on experience and exploring the reasoning behind
action .Rather it brings into action (,chons notion of (A responding to problematic
situations, problem framing, problem solving and the priority of practical
nowledge over abstract theory .6or ,chon professional growth really begin when
you start to view things with a critical lense, by doubling your actions &y creating
doubt, it brings about a way of thining that has you #uestioning and creating
(problems out of your actions Then though careful planning and systematic
elimination of other possible situation, doubt is settled and you are able to affirm
your nowledge of the situations, you are able to thin about possible situation and
their outocomes and deliberate whether your carried out the right action. %n ,chon
terminology , you are forming your action into problem 9doublings your actions :,
you are then responding to the problematic situation 9you are attending to the doubt
that you have "ust created from your action: and then you are looing at possible
real would solution that you would have undertaen to solve the problem or doubt
that you created
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1olb was highly influenced by the research conducted by +ewey and 3iaget
in the 1-=7s. 1olb5s reflective model highlights the concept of experiential learning
and is centered around the transformation of information into nowledge. This taes
place after the situation has occurred and entails a practitioner reflecting on been
leant thought the experience subse#uent to this ,ways in which to personally
improve and the conse#uence of ones response to the experience are reflected on.
G=NSHIRT 200"
&ased on ,chBnCs theory and writings of 0tl Aicher, 4hristian
DEnshirt proposes the concept of the +esign 4ycle to describe the reflective and
repetitive structure of design processes, assuming that this structure is underlaying
all such processes. The +esign 4ycle is understood as a circular time
structure which may start with the thining of an idea, then expressing it by the use
of visual andFor verbal means of communication 9design tools:, the sharing and
perceiving of the expressed idea, and starting a new cycle with the critical rethining
of the perceived idea. Anderson points out that this concept emphasi$es the
importance of the means of expression, which at the same time are means of
perception of any design ideas. These means or design tool the experience, gaining a
general under standing of the concepts encountered during the experience and then
testing there general understandings on a new situation. %n this way the nowledge
that is gained from a situation is on a practitioner price experience and nowledge.
ROLFE 2001
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Rolfe5s reflective model is based around &orton5s 1-=7
developmental model. A simplistic cycle composed of * #uestions which ass the
practitioner, !hat, ,o !hat and Gow !hat. Through this analysis a description of
the situation is given which then leads into the scrutiny of the situation and the
construction of nowledge that has enable and structure the visual and verbal
design thining. !ortmann argues that Danshirts design cycle and ,chon5s
reflection in action are descriptive model that integrate designing as a spontaneous
act and designing as an explicit process.
APPLICATION IN EDUCATION
%n education, reflective practice refers to the process of the educator studying
his or her own teaching methods and determining what wors best for the students.
%t involves the consideration of the ethical conse#uences of classroom procedures on
students.
The appeal of the use of reflective practice for teachers is that as teaching
and learning are complex, and there is not one right approach, reflecting on different
versions of teaching, and reshaping past and current experiences will lead to
improvement in teaching practices. ,chBn5s reflection?in?action assists teachers in
maing the professional nowledge that they will gain from their experience in the
classroom an explicit part of their decision?maing
According to 3aterson and 4hapman 9271*:, reflection and learning from
experience is ey to staying accountable, and maintaining and developing aptitude
throughout your practice. !ithout reflection you as a practitioner are not able to
loo ob"ectively at your actions or tae into account the emotions, experience, or
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responses from your actions to improve your practice. Through the process of
reflection teachers are then held accountable to their teaching practice to
students, parents, administration, and all interested state holdersH to the standards of
practice for teaching? commitment to students and student learning, professional
nowledge, professional practice, leadership in learning communities, and ongoing
professional learning. Reflection is a vital process of learning from experience that
allow you to evolve as a practitionerH through learning from past experiences, it
allows you to develop a more through schema for practice.
Reflective practice moves teachers from their nowledge base of distinct
sills to a stage in their careers where they able to modify their sills to specific
contexts and situation and eventually to invent new strategies .%n implementing a
process of reflective practice teacher will be able to move themselves and their
schools beyond existing theories s in practice.
CONCLUSION
Reflective practice is the capacity to reflect on action so as to engage in a
process of continuous learning .%t involves paying critical attention to the practical
values and theories which inform every day action by examining practice reflecting
and reflectively. This lead to developmental insight. Reflective practice has been
described as an unstructured approach directing process commonly used in health
and teaching professions though applicable to all professions . Reflective practice is
a learning process taught to professional from a variety of disciplines by
practitioners, with the aim of enhancing abilities to communicate and maing
informed an balanced decisions .The practice has historically been applied most in
the educational and medical field .!hen reflection in action and reflection on action
described by +onald ,chon are utili$ed in practice and when practitioners are able
to identify these action they because better at reflective practice
REFERENCES
1. en.m wiipedia.orgFwiiFReflective practice
2. www.teachinglish.org.uFart
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*. www.cyc?net.orgFcyc?onlineFcycol?7878?reflective.html
8. www.whole child education.orgFblogFthe reflective?practice?of teaching
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