REFLECTIVE PRACTICE

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REFLECTIVE PRACTICE

• THE ROLE OF REFLECTION IN PROFESSIONAL DEVELOPMENT

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REFLECTIVE PRACTICE

• Designations
• Reflective practice
• Evidence based practice
• Action research
• Collaborative action research
• Emancipatory learning

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Considerations

• What is the role of reflection in learning and
  professional development
• What do we mean by professional capability and
  how can it be measured
• What is involved in the process of reflection
• What are the benefits of reflection

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LEARNING

• A cycle of interaction between the individual and
  the environment
• A form of reflective experience or action
  research
• Results from the way the individual resolves the
  tension between
• Concrete experience and abstract concepts
• Reflection and action

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Returning to experience Attending
to Experience Behaviour Feelings Re-evaluating The
experience
New Perspectives On experience Change
in Behaviour Readiness for Application Commitment
to application
Behaviour Ideas Feelings
Experience(s)
Reflective Process
Outcomes
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PROCESS

• Drawing on your own experience as a resource
  that can be used in making sense of
  information and knowledge and in coming to an
  understanding of what it means in relation to
  your own professional role, work context, and
  personal values and beliefs.

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CONCRETE EDPERIENCE
Reflective observation
Active experimentation
Abstract conceptualisation
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Reflection

• Think of a small but significant experience from
  you own life. The experience should encompass
  thoughts and feelings. Work through these three
  reflective processes of
• Returning to the experience
• Attending to thoughts and feelings
• Evaluating the experience

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Work Through an Example

• Concrete experience
• Reflective observation
• Abstract conceptualisation
• Active experimentation

• An assessment
• How could it be improved
• Reflection
• Reading
• The development of
• Insight
• Theory
• Changed Practice

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Process

• Relive the experience
• Reflect on
• Feelings
• Behaviours
• Experiences
• Reading
• Carr, A. (2006) The Handbook of Child and
  Adolescent Clinical Psychology, London, Routledge

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Contd./

• How will the reflection on experiece
• change my practice

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VIEW OF LEARNING

• A dynamic and fluid process which incorporates
  both experience and abstract knowledge
• Shows solutions as temporary and conditional
• Not two revolutions of the cycle will be the same

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Contd

• Ideas are formed and reformed through experience
• Process v product (Bruner 1996)
• Contributing to the construction of social and
  personal meaning (Freire, 1974)
• The changingness of knowledge (Rogers, 1998)

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Contd

• Offers a more dynamic and adaptive concept of
  learning than the mere banking of fact and
  theories that can be relied on to remain the same
• Makes learning more personal and contrasts with
  impersonal convention of much academic education
  where the stress is on technical and factual
  knowledge.

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Contd

• Involves working out the tensions between various
  modes of understanding
• Concrete experience abstract conceptualisation
• Experimentation reflective observation

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Experiential L.M.

• In placing experience at the centre of learning
  it challenges the privileged position given to
  theoretical and abstract forms of knowledge over
  those which are more experiential and personal
• Recognises that prior experiences shapes the way
  we perceive and interpret new learning

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Contd

• Sees learners
• Actively constructing meaning
• Relating new learning to past experience
• The cumulative experience of the learners
  personal, social and cultural history influences
  not only what is learned but how it is learned.

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Contd.

• The use of reflection as a process for producing
  new meanings indicates that learning does not
  simply emerge from experience, it needs to be
  challenged and reflected on.

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REFLECTION

• A process through which practitioners are able to
  recognise and integrate their tacit knowledge
  gained through experience, intuition and formal
  learning in order to identify appropriate action.
• Allows the integration of academic experiential
  knowledge, and experience to form contextualised
  practical knowledge

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Contd

• Requires awareness on the part of learners
• Can be emotionally and intellectually demanding
  and challenging
• Problem situations are coped with by relating
  them to experience
• Developing a reflective stance is important for
  professional development.

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Experience

• The actions of ourselves or others
• Ideas derived from our own experience or those of
  others
• Feelings experienced by ourselves or reported by
  others

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REFLECTIVE LOG

• Captures thoughts and feelings
• Provides and opportunity to work through
  feelings, explore their meanings and relate them
  to practice
• Facilitates the development of awareness through
  self supervision

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Contd.

• Awareness of how we see ourselves and how others
  see us is central to the effectiveness of any
  professional involvement
• Developing self awareness involves
• Paying attention to what you are doing
• Making a record of what happens
• Subjecting it to analysis

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PROCESS

• DATA
• Describe
• Analyse
• Theorise
• Act

• CYCLE
• Planning
• Acting
• Observing
• Reflecting
• Planning
• Acting

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Contd.

• To see a situations as familiar and unique and to
  hypothesise about its potential for
  transformation
• Systematically and critically reflect on
  experience
• The help and support of a critical friend

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PRACTICE

• Description
• Feelings
• Evaluation
• Analysis
• Conclusion
• Action plan

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Strategies for R.P.

• Questioning what why how
• Seeking alternatives
• Keeping an open mind
• Comparing and contrasting
• Seeing for a theoretical framework and rationale
• Viewing from various perspectives
• Asking what if

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Contd

• Asking others ideas and viewpoints
• Using prescriptive models only when adopted to
  the situation
• Considering consequences
• Hypothesising
• Making the unproblematic problematic

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Consideration

• What should a reflective log contain?
• What is the benefit of keeping a reflective log?
• What are the difficulties in keeping a reflective
  log?
• Is keeping a reflective log a help to
  professional development?
• What kind of learning does the process
  facilitate?

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Refective Loop
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