critical reflection practice

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"

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

Reflection is described as a way of reviewing experiences from practice so that it can be described and analysed and used to change future practice (Bulman and Schutz, 2004).

“Reflective learning involves assessment and re-assessment of assumptions and critical reflective occurs whenever underlying premises are being questioned”.(Williams 2001) P.29.

One of the main differences between critical reflection practices and evidence-based practices is that evidence-based

Reflection defined by Boyd and Fales (1983) as the process of internally examining and exploring an issue of concern, triggered by an experience, which creates or clarifies meaning in terms of the self and which changes individuals conceptual perspective (Seibert and Daudelin, 1999:20). Additionally, Boyd and Fales also demonstrated that reflection is the key to learning from experience (Seibert and Daudelin, 1999:20). Whereas, Moon (2004:80) had defined reflecting as a process in which we reflect in order to learn something or we learn as a result of reflecting.

Reflection at its most basic principle "provides us with an opportunity to review our decisions and decision-making processes" however, in practice, reflection is a far broader and contextual concept, it is about understanding a person’s life and the actions they have taken throughout their lives. (Nussbaum 1997).Reflective practice first emerged from the work of a man called Donald Schon, having found that there appeared to be a gap between theory and putting it into practice (Fook 2006a: 441). He went on to state that reflective practice is a way of improving professional practice, through critically evaluating how we respond to practice situations and being self-aware (Mezirow 1991). Whereas reflection is applicable in all aspects of living (Fook 2006a).

Moving on to the second stage of Gibbs (1998) model of reflection, whereby I will discuss my thoughts and feelings

Schon (1983), identifies two types of reflection; reflection-on-action (after-the-event thinking) and reflection-in-action (thinking while doing). This clearly distinguishes that reflection can occur whilst the action is carried out as it can still benefit the situation rather than reflecting on how things will be done differently for next time. This tool can be effective as it will allow the professional to assess

This goes against the idea of reflection as a continual process, a way of life, and there was criticism of Boud et al from Cinnamond and Zimpher (1990) when they argued that:

Reflection helps one to improve especially when they can draw lessons from the positive and negative experiences of the past. It is an active process that enables individuals to understand how historical, social, cultural, as well as personal experiences contribute to how we study or learn. In any aspect of life, reflection can be applied to help individuals focus their efforts in getting the most out of different situations, and, therefore, improving self-performance and becoming lifelong learners.

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.

Most educators believe that reflection is useful in the learning process, even without the supporting research data.

Reflection is a process of reviewing and thinking critically about activities and how this affects learning of student’s. It is not just descriptions of what happened during the lesson; it’s to

Reflection is considered as a vital element of professional practice as it precedes to insight and then subsequent change in practice. The hypothesis of reflection is not new as it can be tracked as far back in the 5th century by the influential Greek philosopher, Socrates and to the 1930s primarily focusing on John Dewey’s work. Dewey is one of the founders of learning from experience. He theorised reflection as ‘active, persistent and careful consideration’ (Dewey, 1933) initiated by a specific situation which was opposing, perplexing or uncertain. One of its most common use today is coming up with a thought, an idea, or opinion made or an observation made as a result of concentration, suggesting in essence a way of thinking in which one looks back and meditate upon (Agnes, 2004).