Reflective Practitioner

2828 Words12 Pages
Kementerian Pelajaran Malaysia


Professional Development
(PD 3101)

Nama : Siti Nabila Yusof

Program : B. Ed TESL
Unit : Tesl A
Nama Pensyarah : Mr. Ruban Paul Durai

A ‘reflective practitioner’ is a person who applies a ‘reflective practice’ into his her professional field for the sake of the professional development although we cannot deny that the purposes can also be for the sake of getting higher income and obtaining fame. The literature of reflective practice is widely discussed regardless of different professional fields especially in the aspects of the definition of the term ‘reflective practice’ itself, the methods or means to achieve a
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The reason is because without input, what is there for students to reflect on? In the context of pre-service teacher programme, even the knowledge that the trainees have about teaching by observing how their teachers teach them when they were students itself can be considered as an input (schemata). The input or the information that the trainees have will be changed into knowledge if a reflection process happens. But, more importantly, the input is very crucial in determining the quality of reflection that will happen. This principle can be demonstrated in all the three models. The last characteristic of reflective practice that can be obtained from their views is that it involves experience of doing or practicing something. In Kolb’s model, the process of experiencing events occur after the active experiment of the abstract concept. Wallace also agrees with this view when he includes the ‘experiential knowledge’ that interacts with both schemata and the received knowledge that the trainees have into his reflective practice model. Not only that, Schon’s reflection on-action model also in the same way emphasising the importance of experience in order to do a reflective practice in which the trainees have to go through the events first
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