1. Introduction
According to Jasper (2013) reflective learning is “the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective”. Ibid, summarised reflective practice as having three core components; Things or experiences that happen to the individual; reflective processes that enable the person to learn and grow and action looking at the situation from a new perspective. It is only through self-enquiry, can individual learn to evolve as human beings, and form a homeostasis with their environment and society (Moon, 2006). The application of the reflective process, is more than just a tool or device, is about implementing an ontological approach to self-discovery and change (Rolfe et al. 2011). It occurs through analysis, interpretation and recombination of the information about the experience and actions are taken (Jasper, 2013).
1.1 Reflective Aim
The purposes of this paper is to analysis and interpret my role in the Select Lincolnshire Project, which forms part submission of the Logistics and Operational Management module, Masters in Business Administration, University of Lincoln. This paper segments my reflective journey, in in such a way as to display my personal perspectives and role in the team dynamics, provides a reflective means by which I can understand my current strength and weakness and finally how I have exploited
Reflective practice is the process of thinking about and critically analysing your actions with the goal of changing and improving occupational practice.
Reflective practice allows us to reflect on our actions and experiences so that we can learn from them and adapt our behaviour accordingly. Reflective practice can be uncomfortable as it challenges our own assumptions about ourselves however it is vital for improving the quality of the service we provide.
“Reflective learning involves assessment and re-assessment of assumptions and critical reflective occurs whenever underlying premises are being questioned”.(Williams 2001) P.29.
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
Ans. Reflective practice is a way of learning from own experience to improve the way we work.
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"
Reflective practice is an essential means of developing basic skills and knowledge into expert skills and knowledge.
Reflective practice is a self-analysis tool, by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development (Kottkamp & Osterman, 1993). Reflective practice allows professionals to assess their performance, make sense of what happened and learn from mistakes and experiences in order to develop, improve and adapt. (Cropley, et al., 2012).
making Practice-Based Learning work Reflection on PRACTICE A resource commissioned by the Making Practice Based Learning Work project, an educational development project funded through FDTL Phase 4 Project Number 174/02 and produced by staff from the University of Ulster. www.practicebasedlearning.org Author Patricia McClure School of Health Sciences, University of Ulster www.practicebasedlearning.org contents Reflection on Practice 02
Reflective practice engages practitioners in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999). Reflective practice is considered as an evolving concept which views learning as “an active process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.” (Reid, B 1993 cited in Garfat, T. 2005).
Reflection is an everyday process and is very personal matter. Jasper (2003) suggests that reflection is one of the key ways in which we can learn from our experiences. Reflective practice can be defined as process of making sense of events, situations and actions that occur in the workplace (Oelofsen, 2012).
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.
Within different disciplines, what is understood by reflective practice varies considerably (Fook et al, 2006). Despite this, some agreement has been achieved. In general, reflective practice is understood as the process of learning through and from experience towards gaining new insights of self and/or practice (Boud et al 1985;
Kolb (1984) suggested that reflection plays a key role in transforming experience into knowledge. It has been suggested that reflection is a fundamental process for learning as a development; rather than merely the ability to retain information (Reynolds, 1998). Schon (1983) suggested critical reflection as a strategy for developing from practice to solve complicated or difficult situations, that require problem solving and a degree of “artistry” Schon (1983). Schon (1983) was one of the first theorists to look at reflection in terms of reflective practice. Moon (1999) defines reflective practice as "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind." Essentially, this is a readiness to continuously analysis and review practice.
The idea of reflective practice in an academic context however is new to me, and I did feel lost at first. Now I can see how reflecting on my own learning and experiences has helped me to see where I have improved week on week and I think that as a result, my confidence has improved and I am able to contribute more in class, I have more confidence in my ability to teach and I feel that as a result I am learning more. The process or reflection, evaluation and adaptation is truly a cyclic one.