Reflective Practice
- Submitted by: Ollie
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- Date Submitted: 03/29/2010 04:38 AM
- Pages: 5
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In this assignment I will be looking at relevant theories, principles and models of reflective practice. I will compare the models/practice and explain how they have helped my development as a learner. This analysis will help me with my own CPPD and reflection in and on my practice.
A great deal of research has been done on learning and reflection and its effectiveness on the practitioners. Is reflection necessary? How does it help and develop and understand not only ourselves, but that of our learners.
Schon (1930-1997) an influential writer on reflection had to main ways of identifying reflection. Reflection in action and reflection on action, in simple terms this means if when you are teaching and you notice something wrong you change it straight away (reflection in action). However, you evaluate after the event and consider change next time, this is reflection on action.
“The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation”. (Schon 1983.68)
Reflection in action is generally and commonly associated with experienced practitioners, but is generally neglected. Whilst reflection on action focuses on our development which can not only add to our knowledge, but challenges the norm and theories or beliefs we hold.
The double loop theory is based on theory of action. It is seen as the more effective way of making informed decisions about the way we design and implement actions. This learning requires learning in which participants can examine and experiment with their theories of action. The individuals question the values, assumptions and policies that led to the action in the first place. The double loop theory is useful as it gives...
A great deal of research has been done on learning and reflection and its effectiveness on the practitioners. Is reflection necessary? How does it help and develop and understand not only ourselves, but that of our learners.
Schon (1930-1997) an influential writer on reflection had to main ways of identifying reflection. Reflection in action and reflection on action, in simple terms this means if when you are teaching and you notice something wrong you change it straight away (reflection in action). However, you evaluate after the event and consider change next time, this is reflection on action.
“The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation”. (Schon 1983.68)
Reflection in action is generally and commonly associated with experienced practitioners, but is generally neglected. Whilst reflection on action focuses on our development which can not only add to our knowledge, but challenges the norm and theories or beliefs we hold.
The double loop theory is based on theory of action. It is seen as the more effective way of making informed decisions about the way we design and implement actions. This learning requires learning in which participants can examine and experiment with their theories of action. The individuals question the values, assumptions and policies that led to the action in the first place. The double loop theory is useful as it gives...