Reflective practice is the ability to reflect one's actions so that it engages in a continuous learning process. According to one definition it involves "paying critical attention to practical values ​​and theories that inform everyday actions, by examining reflective practices and reflexes, leading to developmental insights". The rationale for reflective practice is that experience alone does not necessarily lead to learning; Deliberate reflection on experience is essential.
Reflective exercises can be an important tool in setting up practice-based professional learning where people learn from their own professional experience, rather than from formal learning or knowledge transfer. This may be the most important source of personalized professional development and improvement. It is also an important way to unite theory and practice; through reflection a person is able to see and label the form of thought and theory in the context of his work. A person reflecting on his whole practice not only looks back at past actions and events, but takes a conscious outlook on emotions, experiences, actions, and responses, and uses that information to add to his existing knowledge base and reach a higher level of understanding.
Video Reflective practice
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The 1983 book Donald SchÃÆ'¶n Reflective Practitioners introduces concepts such as reflection-on-action and reflection-in-action that describes how professionals meet their job challenges with a kind of improvised improvement through practice. However, the concepts underlying reflective practice are much older. At the beginning of the 20th century, John Dewey was among the first to write about reflective practice with the exploration of experience, interaction, and reflection. Not long afterwards, other researchers like Kurt Lewin and Jean Piaget developed relevant theories about human learning and development. Some scholars have claimed to discover the precursors of reflective practice in ancient texts such as Buddhism and the Reformation of the Stoic philosopher Marcus Aurelius.
The essence of the development of reflective theory is an interest in the integration of theory and practice, the pattern of experience cycles and the conscious application of learning from experience. Since the 1970s, there has been a growing literature and focus around experiential learning as well as the development and application of reflective practice.
As an adult education professor David Boud and his colleagues explain: "Reflection is an important human activity in which people reclaim their experience, think about it, consider it and evaluate it.This works with important experience in learning." When a person experiences something, he may implicitly learn; However, it can be difficult to put emotions, events, and thoughts into a coherent sequence of events. When a person rethinks or retells events, it is possible to categorize events, emotions, ideas, etc., and to compare the intended purpose of past actions with the outcome of those actions. Taking a step back from the action allows a critical reflection on the sequence of events.
The appearance in the last years of blogging has been seen as another form of reflection of experience in the technological era.
Maps Reflective practice
Model
Many models of reflective practice have been created to guide reasoning about action.
Borton 1970
Terry Borton's Book of 1970 Reach, Touch, and Teach popularized a simple learning cycle inspired by Gestalt therapy consisting of three questions asking practitioners: What , So what , and Now how? Through this analysis, a description of the situation is given which then leads to the monitoring of the situation and the construction of knowledge learned through experience. Furthermore, practitioners reflect on the ways in which they can personally improve and the consequences of their responses to the experience. The Borton model was later adapted by practitioners outside the field of education, such as the field of nursing and helping professions.
Kolb and Fry 1975
The theorist of David A. Kolb's learning theory is strongly influenced by previous research conducted by John Dewey and Jean Piaget. Kolb's reflective model highlights the concept of experiential learning and centers on transforming information into knowledge. This happens after a situation occurs, and involves a practitioner who reflects on the experience, gains a general understanding of the concepts encountered during the experience, and then tests this general understanding in the new situation. In this way, the knowledge formed from a situation is continuously applied and re-applied, based on the experience and prior knowledge of a practitioner.
Argyris and SchÃÆ'¶n 1978
Management researchers Chris Argyris and Donald SchÃÆ'¶n pioneered the idea of ​​learning single-loop learning and double loop learning in 1978. Their theory was built around the introduction and correction of an error or error perceived. One-round learning is when a practitioner or organization, even after mistakes and corrections, continues to rely on current strategies, techniques or policies when the situation reveals. Double loop learning involves the modification of goals, strategies or policies so that when the same situation arises a new framing system is used.
SchÃÆ'¶n claims to get the idea of ​​"reflection-on-action, reflection-in-action, responding to problem situations, framing problems, problem solving, and priorities of practical knowledge of abstract theory" from John Dewey's writings, though education professor Harvey Shapiro argues that Dewey's writings offer "a wider and more integrated understanding of professional growth" than Schönn did.
Schon suggests two types of reflective practice. First, reflection-on-action, which involves reflecting on the experiences you already have, or the actions you have taken, and considering what can be done differently, and seeing the positive side of the interaction. Another type of reflection of Schon's notes is reflection-in-action, or reflect on your actions as you do so, and consider issues such as best practices during the process.
For SchÃÆ'¶n, professional growth really starts when a person starts to see something with a critical lens, doubting his actions. Doubt brings a way of thinking that questions and frames the situation as a "problem". Through careful planning and systematic elimination of other possible problems, doubts are resolved, and people can affirm their knowledge of the situation. Then people can think about the possible situation and their outcome, and deliberate about whether they are doing the right thing.
Gibbs 1988
Graham Gibbs study researcher discusses the use of structured briefing to facilitate the reflections involved in the Kolb experience learning cycle. Gibbs presents the stages of the full structured debriefing as follows:
- (Initial experience)
- Description
- "What happened? Do not make judgments or try to draw conclusions, just explain it."
- Feelings
- "What are your reactions and feelings? Again do not analyze this."
- Evaluation
- "What's good or bad about the experience? Create a value judgment."
- Analysis
- "What can you do from this situation? Bring ideas from outside the experience to help you."
- "What really happened?"
- "Is the experience of different people the same or different in terms of importance?"
- Conclusion (general)
- "What can be inferred, in a general sense, from the experience and analysis you have done?"
- Conclusion (specific)
- "What can be concluded about your unique, unique, personal situation or way of working?"
- Personal action plan
- "What would you do differently in this situation next time?"
- "What steps will you take based on what you have learned?"
Gibbs' suggestions are often cited as "Gibbs reflective cycles" or "Gibbs reflection models", and are simplified into the following six different stages to aid in structuring reflection on the learning experience:
- Description
- Feelings
- Evaluation
- Analysis
- Conclusion
- Action plan
Johns 1995
Nursing professor Christopher Johns designed a structured reflection mode that provides practitioners with guidance to gain a better understanding of his practice. It is designed to be done through sharing actions with colleagues or mentors, allowing experience to become learned knowledge at a faster rate than just reflection.
Johns highlights the importance of experienced knowledge and the ability of a practitioner to access, understand, and practice information that has been obtained through empirical means. Reflection occurs though "looking inside" at one's thoughts and emotions and "looking out" at the situation experienced. Johns drew on Barbara Carper's work to expand the idea of ​​"looking out" at a situation. The five patterns of knowing are incorporated into guided reflection: the aesthetic, personal, ethical, empirical and reflexive aspects of the situation. The Johns model is comprehensive and allows reflections that touch many important elements.
Brookfield 1998
Adult education expert Stephen Brookfield proposes that critical reflective practitioners continually examine their assumptions by viewing the practice through four complementary lenses: their autobiographic lenses as reflective learner learners, other participants' lenses, college experience lenses, and theoretical, philosophical and research literature lenses. Reviewing the practice through this lens makes us more aware of the power dynamics that inculcate all the exercise settings. It also helps us detect hegemonic assumptions - assumptions that we think are our best interests, but actually work against us in the long run. Brookfield argues that these four lenses will reflect very different images of who we are and what we do.
- Lens 1: Our autobiography as learners . Our autobiography is an important insight resource in practice. As we talk to each other about critical events in our practice, we begin to realize that individual crisis is usually a shared dilemma. Analyzing our autobiography allows us to draw insight and meaning to practice on deep profound emotional levels.
- Lens 2: The learner's eye . Seeing ourselves through the learner's eye, we can discover that the learner interprets our actions as we mean them. Yet we are often surprised by the diversity of meanings that people read into our words and actions. The main principle of seeing ourselves through the learner's eye is ensuring the anonymity of their critical opinion. We must make learners feel safe. Viewing our practice through the learner's eyes helps us teach more responsively.
- Lens 3: The experience of our colleagues . Our colleagues serve as a critical mirror reflecting back to us a picture of our actions. Talking with colleagues about problems and getting their perspective increases our chances of finding some information that can help our situation.
- Lens 4: Theoretical literature . Theory can help us "name" our practice by illuminating the common elements of what we consider to be a special experience.
Apps
Reflective practice has been described as an unstructured or semi-structured approach that directs learning, and self-regulated processes commonly used in health and teaching professions, although applicable to all professions. Reflective training is a learning process that is taught to professionals from various disciplines, with the aim of improving the ability to communicate and make informed and balanced decisions. Professional associations such as the American Association of Nurse Practitioners recognize the importance of reflective practice and require practitioners to prepare reflective portfolios as licensing requirements, and for annual quality assurance purposes.
Education
The concept of reflective practice has found broad application in the field of education, for students, teachers and those who teach teachers. Hadiya habib (2017) asserts that there is one quality above all that makes a good teacher - the ability to reflect on what, why and how we do things and to adopt and develop our practices in lifelong learning. Reflection is the key to successful learning for teachers and for learners.
Student
Students can benefit from engaging in reflective practice as it can foster critical thinking and decision making necessary for continuous learning and improvement. When students engage in reflection, they think about how their work meets the established criteria; they analyze the effectiveness of their efforts, and plan for improvement. Rolheiser and et al. (2000) affirms that "Reflections are related to the elements that are fundamental to meaningful learning and cognitive development: the development of metacognition - the capacity for students to improve their ability to think about their thinking, the ability to self-evaluate - the capacity for students to assess the quality of work they are based on explicit evidence and criteria for the purpose of doing better work, the development of critical thinking, problem solving, and decision-making, and enhancement of understanding of teacher learners. "(p 31-32)
When teachers teach metacognitive skills, it promotes student self-monitoring and self-regulation that can lead to intellectual growth, improve academic achievement, and support skills transfer so that students can use the strategy anytime and for any purpose. Guiding students in reflection habits requires teachers to approach their roles as "facilitators of making meaning" - they organize classroom instruction and practice so students are producers, not just consumers, knowledge. Rolheiser and colleagues (2000) stated that "As students develop their capacity to understand their own thought processes, they are better equipped to use the cognitive skills necessary to accomplish tasks or achieve goals." Students who have acquired metacognitive skills are better able to compensate for low- inadequate information. "(p.Ã, 34)
Ontario Ministry of Education (2007) explains the many ways in which educators can help students acquire the skills necessary for effective reflection and self-assessment, including: modeling and/or deliberately teaching critical thinking skills necessary for reflection and self-assessment practice; handle students' perceptions of self-assessment; engaging in discussions and dialogue about why self-assessment is important; allow time to learn self-assessment and reflection skills; provides many opportunities to practice different aspects of the self-assessment and reflection process; and ensure that the parent/guardian understands that self-assessment is only one of the various assessment strategies used for student learning.
Teacher
The concept of reflective practice is now widely used in teacher education and teacher professional development and many programs from early teacher education claims to support it. In education, a minimalist understanding of reflective practice is that it refers to the process of educators studying their own teaching methods and determining what is best for students and the consideration of the ethical consequences of classroom procedures on students; a broader understanding will accept that it also involves questioning the organizational, social and political context in which the teaching takes place. Hope Hartman's education professor has described reflective practice in education as teacher metacognition.
There is broad consensus that teaching effectively requires a reflective approach. However, reflective practice "is a term that brings diverse meanings" and about which there is no complete consensus. Teaching and learning is a complex process, and no one approach is right. Reflecting on different approaches to teaching, and reshaping an understanding of past and present experiences, can lead to improvements in teaching practice. Reflection-in SchÃÆ'¶n's actions can help teachers explicitly incorporate into their decision-making the professional knowledge they gain from their experience in the classroom.
As educational professor Barbara Larrivee has said, reflective practice moves teachers from their knowledge base of different skills to stages in their careers where they can modify their skills to adapt to specific contexts and situations, and ultimately create new strategies. In applying the process teachers reflective practice will be able to move themselves, and their schools, beyond the existing theories in practice. Larrivee concluded that teachers should "refuse to build a culture of control class and become reflective practitioners, continue to engage in critical reflection, consequently the fluid left in the dynamic environment of the class".
Classroom video recording has been used to help trainees/apprentices develop a more detailed reflective practice.
According to physiotherapists Colin Paterson and Judith Chapman, reflection or learning from experience is the key to staying responsible, and maintaining and developing intelligence throughout the teacher's practice. Without reflection, teachers can not see objectively their actions or consider the emotions, experiences, or consequences of actions to improve their practice. It is said that, through the process of reflection, teachers should be responsible for standards of practice for teaching, such as those in Ontario: commitment to students and student learning, professional knowledge, professional practice, leadership in learning communities, and ongoing professional learning. Through reflective practice, teachers look back on their practice and reflect on how they have supported students by treating them "fairly and with respect and sensitivity to the factors that influence individual student learning". By doing this, the teachers ask themselves: "Do I with the best of my ability to support student learning, and provide all my students with entry points to study?" Through reflection, and sharing their reflections, teachers demonstrate strong leadership because they show that they are willing to learn from their mistakes and improve their practice for all affected people.
Teacher teacher
For students to acquire the necessary skills in reflection, their teachers must be able to teach and model reflective practices (see above); so too, the teachers themselves need to be taught reflective exercises during their initial teacher education, and to continue to develop their reflective skills throughout their careers.
However, Mary Ryan has noted that students are often asked to "reflect" without being taught how to do it, or without being taught that various types of reflection are possible; they may not even accept a clear definition or reason for reflective practice. Many new teachers do not know how to transfer the reflection strategies they learn in college to their classroom teaching.
Some authors suggest that reflective practice should be explicitly taught to teachers because it is not an intuitive act; is not enough for teacher educators to provide teachers with "opportunities" to reflect: they must explicitly "teach reflection and type of reflection" and "need to explicitly facilitate the process of reflection and make transparent metacognitive processes as necessary." Larrivee notes that teachers (students) need "carefully constructed guidelines" and "multifaceted and strategically built interventions" if they want to effectively reflect on their practice.
Rod Lane and his colleagues' list of strategies in which teacher educators can promote the habit of reflective practice in pre-service teachers, such as discussions about teaching situations, reflective interviews or essays about a person's teaching experience, action research, or journal or blogging.
Neville Hatton and David Smith, in a brief literature review, concluded that teacher education programs do use strategies with the aim of encouraging students to reflect (eg action research, case studies, video recording or supervised practice experience), but "little evidence of research to show that this [goal] is really accomplished ".
The implication of all this is that teacher educators must also be highly skilled in reflective practice. Andrea Gelfuso and Danielle Dennis, in a report on formative experiments with student teachers, suggest that teaching reflective ways requires teacher educators to own and disseminate certain competencies. However, Janet Dyment and Timothy O'Connell, in a small-scale study of experienced teacher educators, noted that the educator teachers they studied did not receive training in using their own reflection, and that they in turn did not provide such training to students they. ; all parties are expected to know how to contemplate.
Many authors advocate teacher educators themselves to act as models of reflective practice. This implies that the way teachers teach their students should be in accordance with the approach they expect students to adopt; teacher educators should not only model the way of teaching, but also must explain why they chose a particular approach when doing so, with reference to the theory; this implies that teacher educators need to be aware of their own silent teaching theories and be able to connect them openly with public theory. However, some teacher educators do not always "teach when they preach"; they base their teaching decisions on "common sense" rather than public theory and struggle with reflective modeling practice.
Tom Russell, in a reflective article that looks back at 35 years as a teacher educator, agrees that teacher educators rarely model reflective practices, fail to connect reflection clearly and directly with professional learning, and seldom explain what they mean by reflection, with the result that students teachers can complete their initial teacher education with "a chaotic and negative view of what reflections and how it can contribute to their professional learning". For Russell, these problems result from the fact that teacher educators have not quite explored how the theory of reflective practice relates to their own teaching, and therefore does not make the necessary "paradigmatic shifts" they expect students to expect.
Health professional
Reflective training is seen as an important strategy for health professionals who embrace lifelong learning. Due to the constantly changing healthcare context and the continued growth of medical knowledge, there is a high level of demand for the skills of health care professionals. Due to this complex and ever-changing environment, health care professionals can benefit from reflective practice programs.
Adrienne Price explains that there are several reasons why health practitioners will engage in reflective practice: to better understand one's motives, perceptions, attitudes, values, and feelings associated with client care; to provide new insights to practice the situation and to challenge existing thoughts, feelings, and actions; and to explore how the practice situation can be approached differently. In the field of nursing there is a concern that action can run a habitual risk, thus degrading patients and their needs. In using reflective practices, nurses can plan their actions and consciously monitor actions to ensure they are beneficial to their patients.
Reflection action is seen as a way to promote the development of an autonomous, qualified and independent professional, and how to develop a more effective health care team. Engaging in reflective practice is associated with improved quality of care, stimulating personal and professional growth and closing the gap between theory and practice. Medical practitioners can combine reflective practices with checklists (if necessary) to reduce diagnostic errors.
Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing education in various health professions. Medical education professor Karen Mann and her colleagues found through a 2009 literature review that in practicing professionals the process of reflection seems to cover a number of different aspects, and professional practitioners vary in their tendency and ability to reflect. They note that evidence to support curricular interventions and innovations that promote reflective practice remains highly theoretical.
Samantha Davies identifies the benefits and limitations to reflective practice:
Benefits to reflective practice include:
- Improved learning from experience or situation
- In-depth learning promotion
- Identify strengths and personal and professional areas for improvement
- Identify educational needs
- Acquisition of new knowledge and skills
- Further understanding of beliefs, attitudes, and values ​​yourself
- Self-motivation and self-learning motivation
- Can act as a feedback source
- Possible increase in personal and clinical confidence
Limitations to reflective practice include:
- Not all practitioners can understand the reflective process
- May feel uncomfortable challenging and evaluating own practice
- Can take a long time
- There may be confusion about which situations/experiences are contemplated
- Might not be sufficient to solve clinical problems
Environmental management and sustainability
The use of reflective practice in environmental management, combined with system monitoring, is often called adaptive management . There is some criticism that traditional environmental management, which focuses solely on problems faced, fails to integrate into decision making to create a broader system in which the environment is located. While research and science must inform the environmental management process, it is up to the practitioner to integrate the results into this broader system. To address this and to reaffirm the utility of environmental management, Bryant and Wilson propose that "more reflective approaches are needed that seek to rethink the basic foundations of environmental management as a process". This approach style has proven successful in sustainable development projects where participants appreciate and enjoy the educational aspects utilizing reflective practices throughout. However, the authors noted the challenge by incorporating the "circle" theory of reflective practice by "doing" sustainability.
Leadership position
Reflective practice provides development opportunities for those in leadership positions. Managing a team of people requires a strong balance between people skills and technical expertise, and success in this type of role is not easy. Reflective practice gives leaders a chance to critically review what has worked in the past and where improvements can be made.
Reflective learning organizations have invested in coaching programs for their emerging and emerging leaders. Leaders often engage in self-limiting behavior because they are too dependent on the ways they react and respond. Coaching can help support the formation of new behaviors, because it encourages reflection, critical thinking and transformative learning. Adults have acquired a myriad of experiences throughout their lives, as well as the thought habits that determine their world. The training program supports the process of questioning and potentially rebuilding this prescribed habit of mind. The goal is for leaders to maximize their professional potential, and to do this, there must be a process of critical reflection on current assumptions.
Other professions
Reflective exercises can help each individual to develop personally, and are useful for professions other than those discussed above. This enables professionals to constantly update their skills and knowledge and consider new ways to interact with their peers. David Somerville and June Keeling suggest eight simple ways that professionals can practice more reflectively:
- Get feedback: Ask "Can you give me feedback on what I'm doing?"
- Ask yourself "What have I learned today?" and ask the other "What have you learned today?"
- The value of personal strength: Identify achievements and positive fields for growth
- See the experience objectively: Imagine the situation on stage and you are in the audience
- Empathize: Speak aloud what you imagine others are
- Keep a journal: Record your thoughts, feelings, and future plans; look for patterns that appear
- Plan for the future: Plan changes in behavior based on patterns you identify
- Create your own future: combine the virtues of dreamers, realists, and critics
References
External links
- McDowell, Ceasar; Canepa, Claudia; Ferriera, Sebastiao (January 2007). "Reflective exercise: an approach to expanding your learning limit". MIT OpenCourseWare . Retrieved March 10 2015 .
- Neill, James (November 14, 2010). "Experience learning cycle: an overview of 9 models of experience-based learning cycles". Wilderdom.com . Retrieved March 10 2015 .
- Smith, Mark K. "Reflective Exercises". Encyclopedia of informal education . Retrieved March 10 2015 .
Source of the article : Wikipedia
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