Reflection On Learning In Education

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Russell (2013) discusses the education of student teachers in depth, and supports Hebert’s idea (2015) that reflections must be taught in conjunction with practical experience and that the two must be connected in order to lead the student to a higher level of understanding about their teaching.
However, Russell (2013) also examines that reflection can lead to the wrong course of action if the practitioner misjudges the situation. So, in proceeding with different courses of action, there is the chance that there will be a counterproductive outcome if you choose the wrong way of acting. If you look at the impact this has on learning and on the child, it could be construed as a negative consequence of reflection. In the case of special needs children, it is difficult to measure what the lasting damage of an ill-conceived course of action would have on the child.
Russell (2013) analyses Zeichner’s assertions (1996) that reflection on your own teaching is limited when you are training to be a teacher because you are more likely to observe and learn from more experienced teachers. Only when you have finished your training and begin working can you start to gain experience and begin to bridge the gap between theory and practice.
Wegner et al ((2014) looked at Korthagen’s ALACT model (1999) in their article which deals with making improvements in teaching. They discuss the relevance of reflective competence which involves linking theory and practice to become subjective about

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