Application Of Theories, Principles And Models Of Reflective Practice

Reflective practice is the process of thinking about and critically analysing your actions with the goal of changing and improving occupational practice.

Personal development planning is a structured and supported process. My personal development is assessed during my supervisions and my annual appraisal. These are an opportunity to assess my performance against relevant standards and to agree targets and outcomes for the future. I can also discuss my knowledge and understanding and achievements, exchange views about work practices and how I can improve.

Reflection and reflective practice can be defined in many ways. Therefore, Mackintosh (2015) argues that the definitions of reflection are unclear, flawed and lack clarity. It can be argued that reflection is reviewing an experience within practice to

I will structure this essay using Gibbs Model of Reflection (Gibbs 1988). Reflective learning helps practitioners analyse their experiences and how they think and feel about them before

Effective reflection helps the practitioner to see the situation from an outsider's perspective, so that they can develop a better way to respond to a similar scenario in the future. Reflection is meant to achieve a change in practice, rather than simply repeating the same mistakes (Schon, 1983). Many different models exist for structuring the reflective process. Regardless of the framework used, the reflection models are meant to accomplish three things. They are supposed to promote reflecting on events, self-evaluation and analysis, and a plan to change actions in the future. This Reflective essay will utilize Driscoll's 'The What?' model as its structure (Driscoll, 1994). This model has three components"

This is really important when working with children . Reflective practice means you need to think about and evaluate what you do and discuss any changes which could be made . This could have a considerable impact on the child and their learning .

The term “reflection” directly refers to one’s own ability for serious thought or consideration regarding events, which have occurred in the past. Professional bodies and organisations utilise reflective practice within continuous professional development as an effective tool to evoke critical thoughts regarding their own actions. This analysis of one’s own

Johns model of reflection (1994, cited in Jasper 2003), provides five cues which help practitioners to access, make sense of and learn through experience. These cues are; ‘Description’, which invites practitioners to describe the experience and identify key issues; ‘Reflection’, which asks what the practitioner was trying to achieve and also to describe their feelings; ‘Influencing factors’ which asks the practitioner to identify what factors influenced their decision making and actions; ‘Alternative strategies’ which asks what other choices were available and what would the consequences of these choices have been. Finally, the cue ‘Learning’ asks what action the practitioner taken to support themselves and others and has the experience changed their practice (Jasper 2003).

The Role of Reflective Practice 03 Time for Reflection 05 Pre-requisites for Effective Reflection and Supervision 09 The Process of a Supervision Session 11 Adopting a Mentoring Approach 12 Tensions and Anxieties in Practice Placement

In my opinion, implementing reflective practice approach to professional development in order to expand our knowledge is a challenge. This challenge involves teacher’s ability to “reflect on

Redmond, Bairbre. (2004) Reflection in Action Developing Reflective Practice in Health and Social Services. Aldershot, England: Ashgate

Introduction Self-awareness reflection 1. 2. 3. 4. Plan 1. 2. 3. Impact of stage 1 assignments in my career Overcoming barriers Plan for development Personal development reflection Key learning moment Implications that followed Professional development reflection 1 1 1 1 3 3 4 4 5 5 5 6

The GTCNI have argued that, “Professional knowledge, by its very nature, is organic and, to an extent, evolutionary, reflecting a synthesis of research, experiences gained and expertise shared” (GTCNI, 2007:10). The GTNCI further reinforces this statement when it states that, “Teaching can never be reduced to a set of discrete skills to be mastered in some mechanical process of assimilation” (GTCNI, 2007:5). Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge. Professional knowledge encompasses a range of different forms of knowledge such as knowledge on the curriculum and children and pedagogical knowledge e.g. how to manage a classroom amongst many other forms. Whilst this is still of great importance professional knowledge is of no use if you are not able to adapt this knowledge to meet the ever-changing dynamic situations that you will encounter in the classroom. This essay will examine how reflective practice can be unlisted by teachers to ensure that they are meeting the needs of their pupils as well as

Reflective practice has become very popular over the last few decades throughout a variety of professions. In some professions it has become one of the defining features of competence. The wide spread utilization of reflective practice is due to the fact that it ‘rings true’ (Loughran, 2000).

date. In doing this I will highlight potential areas of development needed and will address these through Personal Development Planning. The rationale for doing this assignment is to enhance my professional development by undertaking an annotated reflective report.