Teacher as a Reflective Practitioner: Understanding the Reflection in Action and Reflection on Action

2014 ◽  
Vol 4 (2) ◽  
pp. 73
Author(s):  
Sonia Anand ◽  
Geeta Sharma
Keyword(s):  
Reflective Practitioner ◽  
Reflection In Action ◽  
Reflection On Action

scholarly journals Reflective Practice for Professional Development Among Nursing Instructors

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Boniface Harerimana
Keyword(s):  
Nursing Students ◽  
Reflective Practice ◽  
Health Professionals ◽  
Action Plan ◽  
Self Awareness ◽  
Work Experiences ◽  
Clinical Experiences ◽  
Clinical Scenarios ◽  
Reflection In Action ◽  
Reflection On Action

Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities),  and “reflection-on-action” which involves retrospective reviews of the clinical scenarios  experienced by  health professionals (Clouder, 2000; Duffy, 2009). Johns (1995)  suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students.

Sharing Our Narratives on Developing Our Practice in Online Music Pedagogy

2018 ◽  
pp. 244-262
Author(s):  
Carol Johnson ◽  
Virginia Christy Lamothe ◽  
Flávia Motoyama Narita ◽  
Imogen N. Clark ◽  
Joseph E. Mulholland ◽  
...  
Keyword(s):  
Institutional Support ◽  
Appropriate Technology ◽  
Future Research ◽  
Music Pedagogy ◽  
Entry Points ◽  
Online Music ◽  
Reflection In Action ◽  
Contexts Of Teaching ◽  
Reflection On Action ◽  
Teaching Music

This chapter begins with an introduction focused on the importance of instructor's reflection on his/her teaching practices and pedagogy through the theoretical lens of Schön's work on reflection-in-action and reflection-on-action. Five case narratives are presented that highlight instructors at different entry points into their experiences of teaching music online. The narratives outline significant learning processes that took place as instructors continued on their journey in teaching music online. The implications raised from the narratives identify the need for effective online learning systems for music, institutional support for instructors teaching music online, and a need for online music instructors to have resilience and adaptability when teaching music online. Additionally, the various contexts of teaching music online signals a need for future research in the areas of: active learning for online music courses, appropriate technology tools available with a LMS, and collaborative online music tasks for effective student learning outcomes.

“Reflective Learning” In Psychiatric Education: Does It Have Any Merit?

2016 ◽  
Vol 33 (S1) ◽  
pp. S433-S433
Author(s):  
D. Adamis ◽  
G. McCarthy
Keyword(s):  
Critical Thinking ◽  
Reflective Learning ◽  
Psychiatric Training ◽  
Psychiatric Education ◽  
The Past ◽  
Reflection In Action ◽  
Reflection On Action ◽  
Competing Interest ◽  
Condition C ◽  
Definition Of

IntroductionNowadays “reflection” and “reflective practice” is nearly in every curriculum for psychiatric training. Trainees are asked to keep reflection diaries, journals, and participate in “reflection workshops”.AimsTo prove that reflection on or in action does not lead to learning.MethodsUsing epistemological notation.Results/proofsBecause sciences including psychiatry are approximate, evolving and inexact, the classical definition of propositional knowledge becomes: A knows that p if:– (a’) A believes that p is an approximate true;– (b’) p is approximate truth;– (c’) A has reason to claim that p is a better approximation than its rivals on available evidence.Condition (c’) implies that A is not possible at the same time to have two mutually contradictive approximate truths.In reflective learning we need to add two more conditions:– (d’) A knows the outcome of p;– (e’) A is satisfied in believing that p.In cases of reflection in-action, the (e’) remains even the outcome is not favourable. Similarly, in reflection on-action the condition (e’) remains unchanged since this happened in the past. This leads to controversy. Is p better or worse approximation of truth than its’ rival p’? However, p has passed rigorous and different scientific tests and has proved scientifically superior to its rival p’. Therefore subject A cannot change his knowledge despite the unfavourable outcome, but A can tests further the p. Within the former reflecting learning does not occur, within the latter “critical thinking” occurred.ConclusionsReflection does not lead to learning but critical thinking does.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

2021 ◽  
Author(s):  
Muhamad Ahsanu ◽  
Tuti Purwati ◽  
Erna Wardani
Keyword(s):  
Reflective Practice ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Research Question ◽  
English Language Teaching ◽  
Reflection In Action ◽  
New Ideas ◽  
Reflection On Action

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.

Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams

2010 ◽  
pp. 172-184
Author(s):  
Nicholas Bowskill ◽  
David McConnell
Keyword(s):  
Reflective Practice ◽  
Online Teaching ◽  
Distributed Teams ◽  
Collaborative Reflection ◽  
Online Journal ◽  
Reflective Dialogue ◽  
Reflection In Action ◽  
Reflection On Action ◽  
The Right ◽  
Globally Distributed

This chapter looks at processes for conducting collaborative reflection in action and collaborative reflection on action. The authors examine this in the context of globally distributed inter-cultural course teams. From a review of the literature, they identify the significance of openness, structure and dialogue as factors that support collaborative reflection. The authors consider these factors in our own experience of global online teaching. They explore and focus upon one technique used in our collaborative inter-cultural reflective practice. This technique involves having one tutor maintain and share an online journal with the other tutors in the course team. This process combined reflective writing and discussion in action. The authors suggest that having one tutor author and share a learning journal may provide facilitation and structure that supports reflective dialogue in inter-cultural globally distributed teams. They consider the influence of cultural pedagogy on inter-cultural reflection. The authors’ technique is culturally sensitive in that it respects the right of others to read the journal and to comment only if they wish. Finally, the authors close with a look at instrumentalist versus developmental collaborative reflective practice.

The Reflective Process

2021 ◽  
pp. 17-30
Author(s):  
Gia Merlo
Keyword(s):  
Identity Formation ◽  
Narrative Medicine ◽  
Daily Practice ◽  
Theoretical Frameworks ◽  
Reflective Process ◽  
Reflection In Action ◽  
Core Components ◽  
Reflection On Action ◽  
Continued Learning ◽  
Learning Team

The term “reflection” is often used informally with different meanings. This chapter lays out the core components of the reflective process that can be used as a tool for professional identity formation and lifelong learning and why and how reflection ought to be incorporated into daily practice. Reflective practice in healthcare education is an emerging topic with a substantial theoretical basis. Various theoretical frameworks of reflection are introduced, such as Schon’s concepts of reflection-in-action and reflection-on-action and Brookfield’s concept of critical reflection. These are used to question hegemonic assumptions in the field. Practical models for the reflective process are presented, including the Gibbs framework and the Kolb’s cycle of experiential learning. Team reflection supports bases for continued learning, problem-solving, improved patient outcome, and quality improvement initiatives. Narrative medicine focuses on treating patients as individuals with their own unique stories, and reflective writing is an important part of developing narrative competency.

Lesson Architecture

2011 ◽  
Author(s):  
Raymond Fox
Keyword(s):  
Room Temperature ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Optimal Conditions ◽  
Apparent Paradox ◽  
Teachable Moments ◽  
Reflection In Action ◽  
The Subject ◽  
Reflection On Action ◽  
The Right

This remark says it clearly: the best teaching sets learners on their own path to discovery. Appeal to students’ hearts as well as filling their heads; it is sustenance for their professional journey. Effective, engaging, and enjoyable lessons do not happen automatically. They take effort. They demand attention to striking the right balance between content and process, to meeting the requirements of the curriculum and the distinctive needs of students. Every course is different. Every class is organic. Every group of students is distinctive. A tightly framed lesson leaves room for the unexpected and exceptional—a corollary to the apparent paradox stated earlier—structure frees you to be spontaneous. It affords room for you to weave teachable moments into the overall fabric of the lesson. Curricula and syllabi are basically fixed, general, and inflexible. Without compromising the integrity of the prescribed content, a solidly designed lesson creatively customizes classes to reflect your particular expertise, preferences, and manner. At the same time it takes into account students’ experience, strengths, and styles. Pre-reflection lesson planning—pulling it all together, in other words—is a kind of mental rehearsal. It focuses on desired changes in students, envisions the optimal conditions for creating a context for learning, and generates a strategy to intertwine process and content into a vibrant tapestry. Weaving it together calls for a self-conscious and conscientious effort. The lesson plan takes stock of the characteristics and conditions associated with you (personality, knowledge, skills, experiences, style), with students (receptivity, motivation, attitude toward the subject, style), with classroom milieu (number of students, physical environment, room temperature, acoustics), and with varied modes of instruction. It increases the likelihood of achieving greater student participation and optimizing learning. It makes teaching more stimulating and gratifying for both students and you. A lesson plan arises from pre-reflection and buttresses both reflection-in- action, and reflection-on-action. It harnesses your ingenuity to coalesce a multitude of factors—goals, themes, patterns, assignments, exercises, and enhancement materials (e.g., handouts) into a coherent and unified presentation. The lesson plan plots a path through this complex terrain by synchronizing this panoply of variables.

scholarly journals Unpacking Reflective Practice in the Praxis of English Language Teaching in Indonesia

2020 ◽  
Vol 11 (4) ◽  
pp. 272-290
Author(s):  
Muhamad Ahsanu ◽  
Tuti Purwati ◽  
Erna Wardani
Keyword(s):  
Reflective Practice ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Research Question ◽  
English Language Teaching ◽  
Reflection In Action ◽  
New Ideas ◽  
Reflection On Action

This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.

scholarly journals Perspectives: Tools of Recursion, Intermental Zones of Proximal Development, and Critical Collaborative Autonomy

2001 ◽  
Vol 23 (1) ◽  
pp. 130 ◽  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Proximal Development ◽  
Student Voices ◽  
Participatory Action ◽  
Reflection In Action ◽  
Reflection On Action ◽  
Collaborative Autonomy

Exploratory teaching (Allwright, 1991) was conducted in a)apanese university EFL course in which students were asked to study themselves as learners in participatory action research (Auerbach, 1994). Weekly student commentary shows how reflection-in-action, reflection-on-action (Schon, 1987), and reflection literacy (Hasan, 1996) were encouraged by the recursive microdiscursive tools of shadowing and summarizing while recording conversations, and by the recursive reflective tools of action-logging and newsletters. Highlighting student voices through newsletters seemed to enrich the participants' sense of a common intermental space in which to negotiate and scaffold meaning. These tools of recursion helped students manifest what their minds were modeling, making comprehensible what they were thinking to themselves and to others, and create overlapping intermental zones of proximal development (Vygotsky, 1934). Comments from student action logs are used to support the idea that inter mental interaction can lead toward critical collaborative autonomy (Murphey &)acobs, 2(00).

The Making of a Butterfly: Reflective Practice in Nursing Education

2013 ◽  
Vol 17 (3) ◽  
pp. 7-12 ◽  
Author(s):  
Jessalyn F. Barbour,
Keyword(s):  
Nursing Education ◽  
Reflective Practice ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Phenomenological Study ◽  
Cyclic Process ◽  
Nursing Curriculum ◽  
Reflection In Action ◽  
Reflection On Action ◽  
Bsn Students

Reflective practice is the cyclic process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, existing knowledge, and experience. This is a descriptive phenomenological study that explores the guided reflections of eighteen RN-to-BSN students. The themes derived from the student text include (a) reflection in-action; (b) reflection on-action in daily nursing practice; (c) time, autonomy, experience, and fear were identified as barriers. By integrating reflective pedagogies into nursing curriculum, nurse educators can help students develop competence in reflective practice and enhance their learning for a lifetime.

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