Reflective Practices in Teaching or Training

1.????What are some of the key aspects of Reflective Practice in Teaching or Training?

“Reflective Practices” refers to the practice of self learning and development by thinking, re-playing, examining, and understanding our own past experiences (Finlay, 2008; Kinsella, 2001; Fenwick & Parsons, 2009). Not only the term means differently in various disciplines, but also, within the same discipline, the term means multiple and contradicting meanings (Fook, White , & Gardner, 2006). ?Fenwick & Parsons (2009) indicate that unless the purpose or the goal of the reflective practice is clarified and clearly understood, the process will be done in vain. It is essential to mention that there are many approaches and models to describe the different aspects of reflective practices for example but not limited to, the Finlay model (based on three aspects), the Quinn model (based on three aspects), ERA three stages cycle by Jasper & Rosser (2013), and Gibb’s six stages of reflective cycle (Gibbs, 1988).

Finlay (2008) presented a model to understand the different aspects of reflective practices that are based on three pillars (as demonstrated in Figure 1); the self-awareness, the critical thinking, and the reflection.?

Quinn (2000) suggests a different that depends on three core aspects aspects to describe a reflective practice. The retrospection about remembering and analyzing past encounters, self-evaluation of actions and emotions related to these encounters are critically assessed and evaluated, and the reorientation process in which future actions, approaches, and emotions of similar encounters are adjusted building on findings of the self-evaluation stage.

Jasper & Rosser (2013) suggested a simple approach to reflective practices based on the ERA Cycle of experience, reflection, and action. Experience refers to the negative and positive emotions and/or encounters that happened to us before or fully new. Followed by the process of reflecting on these encounters and feelings to examine, analyze, understand, and learn from them. Finally, based on reflection, actions will be taken that may formulate a new wrong or right experience, and the cycle continues.??

It is essential to acknowledge that disregard to the different models used to assess the aspects of reflective practices, the need to consider the different views on reflection is must. These views are based on the work of Brookfield (1995) that is highly cited and referenced to date. The four views are the autobiographical reflection based on self pedagogical experiences, the students’, the colleagues’, and the theoretical foundation of reflective practices (NSW Government, 2022).

Each of the above-mentioned reflective practice models provide benefits and drawbacks that must be considered to choose the most applicable model taking into consideration the educator’s experience, self-awareness, actions, emotions, teaching setting, etc. These aspects and models provide a good starting and end point for a systematic approach to reflective practices. Also provide a framework that can be used in almost all reflection situations. On the other hand, these aspects and models imply a rigid frame- work to follow in a certain and defined way, from start to end. Also, in practice, the process of reflective practices can start from any step or stage, not necessary from the start. Furthermore, the process is constant (University of Cambridge, 2022).???????

2. How can one engage in continuous learning through Reflective Practice?

Reflective practice helps educators to continue learning by self-reflect on their own methods, skills, morals, and assumptions. Additionally, the process sheds light on forgotten self abilities and strengths. It may also trigger the acquisition of new expertise and knowledge that are essential for the improvement of teaching practices (Goh, 2019).

It is vital to mention that reflective practice is time consuming and a difficult process. the process will be in vain, unless someone is familiar with the processes and reasons for initiating and conducting a reflective practice, (Fenwick & Parsons, 2009). ?

Bright (1996) as cited in de Groot & Mastenbroek (2017) claims that all forms of continuous learning and development are underlined by the process of reflective practice, leading to educators with higher content and context competence and knowledge (de Groot & Mastenbroek, 2017). Educators need to critically reflect on their own practices and behaviors to be able to improve and progress (Brookfield, 2005).

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References

Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco : Jossy-Bass. A Wiley Company.

Brookfield, S. (2005). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18(4), 197-205. doi:10.1002/chp.1340180402

de Groot, E., & Mastenbroek, N. (2017). Chapter 27. Lifelong Learning and Reflective Practice. In J. Hodgson, & J. Pelzer (Eds.), Veterinary Medical Education (pp. 433-448). New York: Wiley Blackwell.

Fenwick, T. J., & Parsons, J. (2009). Chapter 17 Evaluating Your Practices. In T. J. Fenwick, & J. Parsons, The Art of Evaluation. A resource for Educators and Trainers. Second Edition (pp. 189-198). Toronto: Thompson Educational Publishing.

Finlay, L. (2008). Reflecting on ‘Reflective Practice’. Practice-based Professional Learning, 1-27. doi:https://oro.open.ac.uk/68945/1/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf

Fook, J., White , S., & Gardner, F. (2006). Chapter 1 Critical reflection: a review of contemporary literature and understandings. In S. White, J. Fook, & F. Gardner (Eds.), Critical reflection in health and social care (pp. 1-20). Maidenhead, Berks: Open University Press.

Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford, UK: Oxford Brookes University.

Goh, A. Y. (2019). Rethinking reflective practice in professional lifelong learning using learning metaphors. Studies in Continuing Education, 41(1), 1-16. doi:10.1080/0158037X.2018.1474867

Jasper , M., & Rosser, M. (2013). Chapter 2: Reflection and Reflective Practices. In M. Jasper, M. Rosser, & G. Mooney (Eds.), Professional Development, Reflection and Decision-Making in Nursing and Health Care. Second Edition (pp. 41-82). West Sussex: John Wiley & Sons, Ltd.

Kinsella, E. (2001). Reflections on reflective practice. Canadian Journal of Occupational Therapy, 68(3), 195-198. doi:10.1177/000841740106800308

NSW Governemnt. (2022, July 24). Reflective Practices . Retrieved from NSW Governemnt: https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/strong-start-great-teachers/developing-focus/reflective-practice

Quinn, F. (2000). Reflection and Reflective Practice. In C. Davies, L. Finlay, & A. Bullman (Eds.), Changing Practice in Health and Social Care. Second Edition (pp. 81-90). London: Sage Publications.

University of Cambridge. (2022, July 24). Study Skill. Reflective Practice Toolkit. Retrieved from University of Cambridge: https://libguides.cam.ac.uk/reflectivepracticetoolkit/models

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