Reflective Practice (part 1)
Reflecting can be an innate, almost unconscious, action that we do about the most mundane events. It is perhaps an attribute which indicates self-awareness. At its most negative, reflecting on our own actions can be a means with which to castigate oneself, the “Why did I say/do that? It made me sound/look so stupid.” moment. However, by reflecting in a more considered and dispassionate manner, we can learn about ourselves, our best bits as well as our worst, and use this knowledge to grow and progress. The concept of reflective practice has been adopted by professionals in different career areas for some time now and is used successfully within the CPD process. In education, reflective practice has been involved with the education of teachers since the 1980s, not least because of the writings of Schon.
I found the concept of reflecting upon an issue, to improve your understanding as a teacher, not only from your own perspective but also that of others, especially your learners, particularly interesting. Loughran (2002) proposes that by not only reflecting upon an issue from their own perspective but by taking time to also reflect on that issue from the learners’ point of view greater understanding can be realised. This in term emphasises the importance of accuracy in questioning and assessment of learners to ensure that their perception is correctly interpreted. Ultimately, this will not only enhance the teacher’s knowledge and improve their practise but also impact positively on learner outcomes as well. This enhances the argument for regular formative assessment and feedback, they are a part of the teacher’s reflective practice as well as providing information on the learners.
Loughran goes on to emphasise the importance of peer sharing and comments particularly on the use of anecdotes in developing reflective practice. In Karen McGrath’s lecture on Behavioural Management on 9th November, we were encouraged to share experiences from our placements so far. For me, this demonstrated that Loughran’s argument rang true. By hearing peers talking about instances of good behavioural management and poor behavioural management and their impressions and reflections of the instances, my understanding of different practical techniques was improved, especially the benefits of those introduced within Karen’s lecture.
I have been reviewing and considering my response to the various reflective theories which we have learned about and that will be my next blog entry.
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