scholarly journals Reflective Practice for Learning From Experience: Navigating the Back Roads at Work

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Jan Jaffe
Keyword(s):  
Reflective Practice ◽  
Learning From Experience

Learning from Decision Making

2013 ◽  
Author(s):  
Deborah Roberts ◽  
Karen Holland
Keyword(s):  
Decision Making ◽  
Experiential Learning ◽  
Reflective Practice ◽  
Student Nurse ◽  
Reflective Practitioner ◽  
Learning From Experience ◽  
Key Skills ◽  
Working Together ◽  
To Come ◽  
Reflection On Practice

This chapter explores the concept of learning from your experience in clinical practice, and is designed to help you to use reflection as a means of learning both to make decisions in practice and to learn from the decisions that you have made. The use and value of reflective practice will be explored in many of the chapters to come; it is considered to be essential in the development of decision-making skills as a student nurse, and for your ongoing personal and professional development as a qualified registered nurse. Learning from experience is often referred to as ‘experiential learning’ and one of its key skills is reflection. In other words, reflection is the key to helping you to use experiences as a student and a person in order to learn from them. This chapter will provide some definitions of reflection and will introduce some commonly used frameworks or models that can help you to develop the underpinning skills required if you are to be a reflective practitioner. There are also activities for you to complete, so that you can begin to use a range of different frameworks that are appropriate to different situations. To place reflection in the context of your learning to become a nurse and therefore to achieve the appropriate competencies, the Nursing and Midwifery Council (NMC) states that: We can see from this statement that there appear to be some key assumptions and activities that are seen as working together, including reflection, and these will be explored particularly in this chapter. Reflection on practice, and subsequently for learning from this practice, will be two of the most important aspects that will be addressed. To begin with, however, we need to consider some of the underlying principles in which reflection and reflective practice are embedded. Learning from our experiences means that we can either use what we have learned to develop and to enhance future experiences, or alternatively that we can learn from any mistakes that we may have made in the anticipation that we will not make the same ones again.

An appreciation of Arie de Geus’ contribution to the learning organization

2020 ◽  
Vol 27 (5) ◽  
pp. 429-440
Author(s):  
Graham Robinson
Keyword(s):  
Organizational Learning ◽  
Reflective Practice ◽  
Learning Organization ◽  
Management Practice ◽  
Learning From Experience ◽  
Content Type ◽  
Line Manager ◽  
The Impact ◽  
Second World

Purpose This paper aims to locate its appreciation of the life and work of Arie de Geus within the context of developments in approaches to management practice, education and learning since the Second World War. It emphasizes the important influence of top management-led applications of social science (Beckhard) and the impact of crises upon planning and the generation of memories of the future for effective organizational learning. The paper also describes the roles of learning from experience and of reflective practice in shaping de Geus’ contribution. Design/methodology/approach The approach traces the development of de Geus' career and thinking from Shell cost accountant, to top line manager in three continents, to Head of Shell Group Planning, to prize winning author, to global adviser to the World bank, etc., and as an inspirational speaker as champion of the learning organization. Findings The paper acknowledges Arie de Geus as coining the phrase “The Learning Organization” together with his role in the foundation and development of the Society for Organizational Learning (SOL) and as an international champion of young people's learning through the processes of the Finnish Team Academy model. Social implications Arie de Geus was an exemplar of reflective practice and applied learning. As such, his contribution might be considered as that of a sage rather than as a guru. Originality/value The paper endeavours to emphasize the importance of the role of both the internal and external contexts for effective organizational learning, suggesting that the contribution of Arie de Geus to the field exemplifies this importance.

scholarly journals REFLECTIVE PRACTICE AND SELF-IDENTITY AS PARTS OF PROFESSIONAL DEVELOPMENT: A SURVEY IN A TERTIARY LEVEL

JURNAL ELINK ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 160
Author(s):  
Lulu Laela Amalia
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Tertiary Level ◽  
Learning From Experience ◽  
Self Identity ◽  
Western Education ◽  
Asian Context ◽  
Definition Of ◽  
Almost All

This study aims at revealing the knowledge of the teachers on the concept of reflective practice and self-identity as parts of professional development in an EFL higher education context. Reflective practice is closely related to the idea of learning from experience (Thomson & Pascal, 2012) and ithas been an important activity since 1980s in western education. Unfortunately, it has not been treated as one in Asian context, let alone in Indonesia. Despite the debate on the constant definition of reflective practice, investigating the understanding of the concept is yet thought-provoking. Thus, this study involves some teachers in tertiary level from both state and private universities in Indonesia. The data in this study are gained through distributing a Likert scale questionnaire on the knowledge of Reflective Practice and self-identity and an interview as a follow up data collection method in order to have thorough information. The result of the study shows that almost all teachers are aware of both concepts and their benefits for their professional development. Key words: Reflective practice, Professional development, Self-identity

Overview: Why and How Does Reflection Matter in Workplace Learning?

2020 ◽  
Vol 22 (3) ◽  
pp. 248-263
Author(s):  
Pierre Faller ◽  
Henriette Lundgren ◽  
Victoria Marsick
Keyword(s):  
Adult Learning ◽  
Reflective Practice ◽  
Human Resource Development ◽  
Human Resource ◽  
Workplace Learning ◽  
Critical Reflection ◽  
Meaning Making ◽  
Learning Processes ◽  
Reflective Practices ◽  
Learning From Experience

The Problem While reflection is central to adult learning processes and theories, its meaning and definitions vary. Authors approach reflection from different perspectives and assumptions. The Solution This article is a conceptual map to guide the reader through key definitions and perspectives discussed in upcoming articles. We provide a compass for reflection, critical reflection, reflective practice, and how these terms apply to learning from experience, meaning-making, and action in the workplace. We also show how different perspectives or lenses can impact a human resource development (HRD) practitioner’s approach to reflection and present several studies looking at reflection and reflective practices. The Stakeholders This article should help HRD practitioners and others engaged in supporting workplace learning to gain clarity about how to conceptualize reflection and reflective practices and become familiar with the different ways reflection is understood by authors of upcoming articles.

scholarly journals MANIFESTATION OF THE TEACHER’S REFLECTIVE PRACTICE AS EXPERIENTIAL LEARNING AND INVESTIGATION OF ONE’S ACTIONS IN PROFESSIONAL ACTIVITIES

2016 ◽  
Vol 2 ◽  
pp. 40
Author(s):  
Remigijus Bubnys ◽  
Aida Kairienė
Keyword(s):  
Factor Analysis ◽  
Experiential Learning ◽  
Empirical Study ◽  
Reflective Practice ◽  
Personal Experience ◽  
Professional Experience ◽  
Learning From Experience ◽  
Community Members ◽  
Professional Activities ◽  
Significant Factors

The article deals with the teacher’s reflective practice as manifestation of learning from experience and investigation of one’s actions in professional activities, presenting the results of the quantitative empirical study. The conducted exploratory factor analysis, applying rotation of factor axes by Varimax method enabled to identify significant factors of   the teacher’s reflective practice. Four statistically significant factors were distinguished: investigation of professional and personal activities as a guarantee of accumulation and improvement of professional experience; analysis and refection on personal experience as a factor motivating learning; dissemination of acquired experience in the interaction with school community members as a possibility to learn; learning from the experience as a precondition for success of the learning organization.Research results revealed that teachers understand the importance of learning from experience; however, they are not inclined to conduct a deeper analysis of their practice.

scholarly journals Reflective practice on lesson planning among EFL teacher educators

2020 ◽  
Vol 10 (1) ◽  
pp. 153-160
Author(s):  
Lulu Laela Amalia ◽  
Utami Widiati ◽  
Yazid Basthomi ◽  
Bambang Yudi Cahyono
Keyword(s):  
Reflective Practice ◽  
English Language ◽  
Teacher Educators ◽  
Lesson Planning ◽  
Doctoral Program ◽  
English Language Teaching ◽  
Learning From Experience ◽  
Efl Teacher ◽  
Multiple Case ◽  
Teacher Professional

As an important part of teacher professional development, a reflective practice started to flourish in the 1980s. Along with it, many scholars have researched reflective practice in various fields, one of which is English Language Teaching. The present study explores reflective practice by teacher educators in a doctoral program, focusing on how they reflect on the journey of planning their lessons ranging from their earliest teaching years up to their future hope. Narrative inquiry with a multiple case study design is employed in this study. The data in this study, which included both narrative and non-narrative data, are collected by using narrative frames and interviews. The data are then coded and analyzed using thematic analysis. The results of the study show how learning from experience in lesson planning helps teacher educators improve their teaching performance.

scholarly journals Reflective Practice in Anesthesia Clinical Teaching

2021 ◽  
Vol 4 (3) ◽  
pp. 406-411
Author(s):  
Assumpta Yamuragiye ◽  
Elizabeth Anne Kinsella
Keyword(s):  
Reflective Practice ◽  
Clinical Education ◽  
Clinical Teaching ◽  
Theory And Practice ◽  
Knowledge Generation ◽  
Learning From Experience ◽  
Important Approach ◽  
Knowledge And Practice ◽  
Anesthesia Education ◽  
Advance Knowledge

BackgroundReflective practice is an essential aspect of knowledge generation for professional practice. By reflecting on action, professionals learn to improve their practices. Through processes of reflection, practitioners participate in a dialogue between theory and practice. Even though reflective practice is an important approach for learning from experience, its place remains unclear in anesthesia clinical education as well as anesthesia practice in a broad sense.AimThe aim of this paper was to examine the affordances of reflective practice in anesthesia clinical education.MethodsTwo cases, illustrating critical incidents in the anesthesia clinical teaching environment, were examined to consider how incorporating reflective practice into clinical education can advance knowledge generation in the field.FindingsThe two cases studies show how reflective practice can contribute to experiential learning, particularly through reflection on critical incidents.ConclusionReflective practice can help bridge the gap between theoretical knowledge and practice in anesthesia education and practice.Rwanda J Med Health Sci 2021;4(3):406-411

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