Shc 32 2.2 Essay

Experience is sometimes regarded as the best teacher. Many things can be learned in a classroom and by formal academic study, but many cannot. Reflective practice is a form approach to learning through experience. Reflective practice is a lifelong learning process to promote continual development of the nurse. Reflective writing practice helps the nurse to gain knowledge and to challenge their own ideas and concepts. The idea of reflective practice is not only to see what happened, but to see the situation through new eyes, eyes that can help in personal growth and to develop ways to respond differently in the future.

SHC 32 1.2: Explain the purpose of the National Occupational Standards and the values and principles to childcare practice

1. You are a setting manager. You overhear room leader Jonathan say to fellow practitioner Laura that it is not fair that Afia is allowed time to pray during work each day.

Reflective practice helps workers think about how they could change their way of working – or should change their way of working by thinking ahead and using a structure to suit an activity.

To understand why reflective practice is important for nurses, it is crucial to understand the meaning of reflection. Reflection comes from the Latin verb reflectere, which means to bend backwards or to turn around (Daly, J., Speedy, S., & Jackson, D, 2013). As a nurse, reflective practice is the process of questioning and analysing your practice in order to ensure optium practice (Kenny. L, 2017). Reflective is beneficial as it assists with personal and intellectual growth (Tashiro, Shimpuku, Naruse, Maftuhah & Matsutani 2013), and is a way to comprehend why things occur (Johns, 2013). Reflective practice also ensures the practice does not become routine but instead aligned with the nurses values (Daly et al., 2013).

After understanding the perspectives of teacher on teaching and learning outcome its important to understand what reflective practices are and how it contributes to continuous teacher’s professional development. The reflective approach draws on Dewey’s (1993) and Schon’s work (1983,1987) where Dewey defined reflection as active persistent and careful consideration of beliefs. He referred to reflection as thought from puzzlement felt in direct experiences which is an important aspect of learning from experience. Reflective thinking helps practitioners to act in intentional and deliberative ways rather than in a blind and impulsive manner. Reflective practices are usually a process of metacognition which works on ones existing knowledge and helps assist in problem solving. Therefore, how people think and reflect on their prior experiences will help in influencing their professional

Reflective teaching has the teacher to look at what they do in the classroom, think about why they do it, and think about if it works and if they should or should not make a change to their approach. Reflective practice is an important concept learning in a professional context it is used as a learning tool, to help to critical reflect, explain, make sense of a situation, and ultimately help learn from experiences.

According to Gilbert & Trudel (2001) Reflective practice allows the coach to appreciate different styles or methods of coaching should be used with different populations, societies or age groups. It would be unethical for a coach to not continually evaluate coaching practice and performance and research suggests that professional coaches engage in both kinds of reflection on a regular basis and that reflective practice plays an important role in their development.

Today, reflective practice is best understood as an approach which promotes autonomous learning that aims to develop practitioners understanding and critical thinking skills. It refers to an activity or process, in which an experience is recalled,

Reflective practice is the process of thinking about and critically analysing your actions with the goal of changing and improving occupational practice.

In my opinion, implementing reflective practice approach to professional development in order to expand our knowledge is a challenge. This challenge involves teacher’s ability to “reflect on

There has been a rapid increase in the ides of critical reflective practice over the last few decades, (Gould, 2004). Before we look at the value and purpose of reflective practice, it is important to take in account ‘reflective practice’ carries multiple meanings from the idea of professionals engaging in self-analysis to that of engaging in critical dialogue with others. For example, with reference to teacher education, Larrivee, (2000) argues that reflective practice is fusing together personal beliefs and values into a professional identity whereby critical reflection can take place without staying trapped in unexamined assumptions and expectations of our professional practice. Therefore, from this, it can be concluded that as a teaching professional, it is important to develop reflections on ones’ professional and pedagogic knowledge to set aspirational goals for a continuing personal and professional development, in other words, it is a way of life.

Effective teachers recognise the importance of reflective practice. A teacher engages in reflective practice by “conducting a critical self-examination of one’s teaching” (Clarke as cited by Eggen & Kauchak, 2010. p. 5). Brookfield (as cited in Marsh, 2010) calls self-reflection a “crucial habit” (p. 102). Whitton, Barker, Nosworthy, Sinclair & Nanlohy (2010) state that reflections are an “integral part” of a being a teacher, that require a “review of your day and the lesson’s successes or failures” (pg. 59). This involves a willingness to examine actions taken to determine whether the teaching had a desired outcome of engaged and increased learning for students (Eggen & Kauchak, 2010). While acknowledging that reflecting on the days activities as important is beneficial the challenge is to translate these reflections into positive actions. This is accomplished by finding areas where the teaching method can be altered to achieve a more positive outcome while taking into account other social factors that may be hindering a students’ progress. Other factors may include baggage from other areas of life such as difficulties at home or troubles with peers. Acknowledging this Bennett (1994) notes that “as society becomes more complex, a corresponding complexity for teachers in the classroom continues to emerge” (p.187). An effective teacher reflects on and determines how accommodate these needs (Marsh, 2010). Further reflection

Many models of reflective practice have been promoted in the last decades. In 1983, Schön introduced the concepts ‘reflection-in-action’ and ‘reflection-on-action’, both of which have enhanced the link between reflection and professional development, but the formal one emphasizes the ability of a practitioner to react to a situation directly based on feelings, emotions and prior experiences while the latter one focuses on critical analysis of this reaction after doing it (Schön, 1983). Later, Gibbs developed these notions into a

According to (Jasper 2006) reflection, reflection learning and reflective practice are all strategies to help in learning from experience in order to develop understanding and informed practice, therefore, it include the experience, the reflect and the action.