How Reflective Practice Helps Teachers

I am writing this reflective journal in accordance with the CNO`s reflective practice standards and the LEARN model. Though my time on 600A has only just begun I have learned so much. Like many second year students, this is my first experience in the hospital. It has proven to be much different than my previous clinical experiences. My time with my first client stands out in my mind as a key learning experience.

Passion, knowledge of our duties, responsibility, and preparation are the key factors on which teachers should focus their teaching; these are the essential components that will permit teachers be ready for any situation and run a successful classroom. It is key to engage systematic reflection on our own teaching. Research has shown how deliberate and critical reflection on teaching practices contributes to excellence in our role as teachers, and improved educational outcomes for all children. Teachers are encouraged to regularly evaluate

Reflective practice is constantly changing as it adds in the learning gained from experiences. Reflective practice links events together and compares what is already known and make a decisions on the basis of this comparison. Reflective practice helps nurses to become expert practitioners due to the fact it operates from a deep understanding of the total events. Reflective practice could also be beneficial for patients and service users as it gives better standards of patient safety and is focused on individual and also evidence based care derived from their needs.

Reflective Practice Piece Description: As a nutritionist there are certain standards of ethics, conduct and performance we have to follow in order to deliver the best service to a client. These standards are more of guidance to how you should behave as a nutritionist. These standards will help you as a registered nutritionists or associate nutritionist. Feelings: No matter what type of employment you go into as a nutritionist the same guidelines apply.

Reflective Practice, according to Howatson – Jones (2013), is “defined as a process that develops understanding of what it means to be a practitioner and makes the link between theory and practice through the practitioner consciously thinking through the experience (Howatson – Jones, 2013, p8). Reflective Practice is useful tool for health professionals to help them continue learning career and enable them to learn and improve from their own professional experiences (Bright Knowledge, 2014 p1). This essay will give an overview of the benefits of implementing Reflective Practice and how it improves patient care and outcomes and how it promotes nurses to keep up to date with current professional skills. The essay will look at some possible limitations

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

Introduction Reflection assessment or reflective practice a central skill for nursing practitioners. It can help nurses to handle situations and improve care. Engaging in systematic reflection assessment qualifies nurses to cope with personal and professional effects of addressing vital wellbeing and health requirements on a quotidian basis. It is extensively debated that clinical apprentices should learn to become reflective practitioners and reflective assessment plays a key part in this. There are also many challenges of assessing reflection.

Reflective practice is when you think about the work you have done and how well it went,

A load of research has been done on learning and reflective practice and its effectiveness on the practitioners and one of the first people to research reflective Practice was Donald Schon in his book “The Reflective Practitioner” in 1983. Schon was an influential writer on reflection and had two main ways of identifying reflection and they were reflection in action and reflection on action.

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

There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could

There has been a rapid increase in the ides of critical reflective practice over the last few decades, (Gould, 2004). Before we look at the value and purpose of reflective practice, it is important to take in account ‘reflective practice’ carries multiple meanings from the idea of professionals engaging in self-analysis to that of engaging in critical dialogue with others. For example, with reference to teacher education, Larrivee, (2000) argues that reflective practice is fusing together personal beliefs and values into a professional identity whereby critical reflection can take place without staying trapped in unexamined assumptions and expectations of our professional practice. Therefore, from this, it can be concluded that as a teaching professional, it is important to develop reflections on ones’ professional and pedagogic knowledge to set aspirational goals for a continuing personal and professional development, in other words, it is a way of life.

I will go on to review conceptions of reflective practice in the context of professionalism, focussing on several models of reflection.

“When teachers possess the wisdom and resilience to adopt a reflective and objective view of their own practice, they also have the vital ingredients for enhancing their classroom practice.’’ (Jones et al. 2006: 45).

This reflection paper addresses as a student and counseling professional how I feel as though I have been readily prepared to teach in higher education and areas, concepts, strategies, and thoughts on how I have evolved through this course. This course has made me think more into how the most powerful, durable, and effective agents of educational change are not the policy makers, the curriculum developers or even the education authorities themselves; they are the teachers. It further contends that the quality of the educational changes that teachers have the skills and opportunities to effect will only be as reliable and proficient as the teachers’ individual capacities for reflective practice and the development of self-knowledge (Stepien, 1999). These aspects of teacher development have, historically, been largely overlooked in the preparation and promotion of effective teachers. The emphasis has been more explicitly focused on the development and demonstration of teachers’ understanding of content knowledge and the associated pedagogies and in their capacities to understand their students as individual constructors of knowledge in diverse social contexts (Bosworth, 1999).