Unit 5 Continuing Personal and Professional Development
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UNIT 5 Continuing Personal and Professional Development
In this unit I have been looking at reflective practice and continuing personal and professional development (CPPD). Many tutors may ask why we need to reflect. Simply, teaching changes from one context to the next. The skills you develop in one tutorial session may be different from those required in another, there is no teaching template. In my opinion, Eurat (2002) effectively links those that do not reflect as someone travelling along on autopilot, never really pulling the practitioner out of it to allow them to develop.
Gibbs (1996) also suggests:
‘Reflection is process in which lecturers become aware, or are supported to become aware, of the theory and motives behind their own teaching, to reflect on this, and to take some deliberate steps to develop’.
Comparisons will be made between the different models and theories for both reflective practice and CPPD, analysing these against my own experiences including that of my peers and fellow students on the course. There are many varying models and theories for both these practices, however to assist me in achieving my aim, I will examine in detail Kolb’s Model of Experiential Learning, Gibbs Reflective Cycle, Rolfe, Freshwater and Jasper, The What Model and Brookfield’s Four Lenses on Practice. All of the aforementioned models relate to reflective practice. For CPPD and goal setting I will concentrate on Whitmore’s GROW model, Lock and Latham’s Goal Setting Model, and Egan’s Skilled Helper.
Kolb’s (1984) Model of Experiential Learning (Appendix 1) is designed in a circular motion allowing the individual to enter at any point. It is split into four different components; Concrete Experience, Reflective Observation, Abstract Conceptualisation and Active Experimentation. If we look more closely at each component, we get a better idea of how we can use the model. Concrete Experience is normally the incident or the event that has prompted the...
In this unit I have been looking at reflective practice and continuing personal and professional development (CPPD). Many tutors may ask why we need to reflect. Simply, teaching changes from one context to the next. The skills you develop in one tutorial session may be different from those required in another, there is no teaching template. In my opinion, Eurat (2002) effectively links those that do not reflect as someone travelling along on autopilot, never really pulling the practitioner out of it to allow them to develop.
Gibbs (1996) also suggests:
‘Reflection is process in which lecturers become aware, or are supported to become aware, of the theory and motives behind their own teaching, to reflect on this, and to take some deliberate steps to develop’.
Comparisons will be made between the different models and theories for both reflective practice and CPPD, analysing these against my own experiences including that of my peers and fellow students on the course. There are many varying models and theories for both these practices, however to assist me in achieving my aim, I will examine in detail Kolb’s Model of Experiential Learning, Gibbs Reflective Cycle, Rolfe, Freshwater and Jasper, The What Model and Brookfield’s Four Lenses on Practice. All of the aforementioned models relate to reflective practice. For CPPD and goal setting I will concentrate on Whitmore’s GROW model, Lock and Latham’s Goal Setting Model, and Egan’s Skilled Helper.
Kolb’s (1984) Model of Experiential Learning (Appendix 1) is designed in a circular motion allowing the individual to enter at any point. It is split into four different components; Concrete Experience, Reflective Observation, Abstract Conceptualisation and Active Experimentation. If we look more closely at each component, we get a better idea of how we can use the model. Concrete Experience is normally the incident or the event that has prompted the...