Reflection On A Critical Incident In PGCE

Reflection means if when you are teaching and you notice something wrong you change it straight away, or for the next time. Practitioners should always be self critical of past lessons and picking out on not only the good parts, but also parts of a lesson that didn’t go so well. For example in order for the practitioners to improve in their practice they could prepare a reflective journal, this would help them by reflecting back on what they did in the perivious lesson and if an activity didn’t go so well the practitioner could think of different strategies of improving the activity or planning a different activity, but on the similar topic and also providing different recourses in order to improve the activity. Also practitioners and staff members should not assume that their work place will automatically inform them about new developments, changes and updates which affect their work, practitioners must be prepared to be active in maintaining their own knowledge base and to ensure that their practice is in line with current thinking and new theories. Practitioners could this by incorporating an awareness of the needs to update their knowledge constantly into all of their work and activities by using resources such as the internet, journals, and libraries or other professional development, e.g. training, and to check their awareness of new developments in their work and to work with other professionals e.g. there

In this assignment, I will analyse and reflect on a critical incident that I was confronted with during school experience A (here after will be referred to as SEA). I will reflect on the implications that my critical incident has had on my practice and I will relate it to theory. In addition, I will make reference to four approaches of analysis which have been outlined by Tripp (1993). Tripp’s four approaches focus on the why challenge, personal theory, thinking strategies and dilemma identification. I will examine these four approaches and discuss the ways in which I can develop my teaching

Contemporary Challenges in Mental Health Care Provision and Management 2 B73M20 Cohort 09/09 Student ID: 20328

Reflection on practice has different meanings, in my view it means constructive criticism: being honest with myself, becoming aware of and understanding my own strengths, and being able to review activities and constantly test assumptions related to our work. These have been my approach to critical reflection throughout the year. This is supported by Brookfield, he says that "Critically reflective teaching happens when we identify and scrutinise the assumptions that undergird how we work” (Brookfield, 1995, pg. 11-13). This is further supported by Ghaye, T & Ghaye, k (Ghaye, 1998); he argued that many teachers have benefited from learning through reflection. Their teaching and understanding of what is possible and less possible, impacts of activities on children’s learning and its boundaries have risen as a result of reflection.

The third and final R of reflective writing is Responsibility which is the Psychomotor Domain (Schwartz and Bone, 1995). As a future early years teacher I have realised the significance of transitions in well-being and development. Although the EYFS argues that early years education and care should prepare children to be ‘ready’ for school, what will be argued here is that for effective transitions it is essential to prepare early years settings to receive children rather than to prepare children to ‘fit’ into the early years environment. Therefore it is important that I access and develop an action plan for ‘Child A’ to ensure that the process of transition is implemented as it must not be forgotten or left in the hurry of the daily routine

Implications for professional enquiries are driven mainly from policy within the CfE. Some examples are as follows; Where in the CfE the AiFL policy is the centre of assessment and is one of the most powerful pedagogical tools of Scottish education (Black et al., 2004) Secondly, within this research Getting it Right for Every Child (GIRFEC), a core child protection policy within the CfE which would have to be maintained. Meaning that the wellbeing of each and every child effected by the enquiry would have to be considered in an inclusive

The reflective account reviews my role within ‘the Stubbs family case’. I will be reviewing my groups actions, thoughts and feelings which supported our understanding on how we perform. Also I will evaluate the group motivation and strategies we used to achieve our end goal. Additionally, I will demonstrate the links between the practitioner’s role within the family case and the impact on integrated working (CWDC 2010). The Family case focuses on integrated working. Reason being, for the situation to be resolved a variety of practitioners need to be involved. Integrated working involved working with children and young people ensuring lives are improved. Integrated working works with the framework ‘Every Child Matters’. Furthermore, the

‘Identify a policy and evaluate its impact on your practice, reflecting on the effect the policy has on outcomes for children and young people’

In their paper “Spielraum and Teaching,” Roth, Lawless, and Masciotra claim that the concept of reflection-in-action, as articulated by Donald Schon (1983, 1987), is only minimally applicable to teaching. Teachers must be “present” to their students, and the unfolding teaching situation in a way that leaves little room for one-the-spot reflection. In this review of their paper, we acknowledge that the authors make important points about the need or flexibility and responsiveness in teaching. However, we argue that Schon’s concept of reflection-in-action is indeed relevant to the practice of teaching. Not only are teachers capable of extensive reflection while they teach, such reflection is essential if they are to make the adjustments required by attentive teaching.

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

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

This essay will review the literature to critically explore the value and purpose of reflective practice.

It is this approach by the government, over the years, which has shifted the views on teacher professionalism. The erosion of creativity and autonomy reduces the need to reflect and as the ATL states ‘Review and reflection may be pointless in an environment where the teacher is or feels powerless to innovate, where decisions and changes are always imposed from above.’

When understanding education there are many different ways which the purpose of education may be applied and defined. My personal philosophy of education is, 'educators must nurture/guide students within the academic field, to that the aims, goals and results during this task of educating or being educated are achieved '. This philosophy is used to understand that both teachers and students play an integral role in education. Academic performance, classroom methods/practices and also meeting the requirements of both the senior secondary Australian Curriculum Framework and the Australian Professional Standards for Teachers Framework are examples of these roles. This essay will discuss in detail how my personal philosophy of education, reflects on the role of teachers and learners, the aim of education and the methods and practices used in the classroom. Jean Jacques Rousseau, Paulo Freire, Locke, and Plato/Socrates are the four theorists that shall be used within this essay, to support claims and justify statements regarding this philosophy. John Dewey and A.S Neil are two non-supporting theorists that shall be used in contrast to justify this philosophy.