Reflective Essay
Unit 505 Continuing Personal and Professional Development
Task D Reflective essay
The concepts of reflective practice are widely accepted in education and many other professions, in simple terms, Moon (2004) describes it as a process of 'cognitive housekeeping' whereby a practitioner would explore their own values, beliefs and practice to a professional situation. It is also frequently perceived that a structure is helpful to support and encourage more than just simple reflections ,Jones (2009).
Popular theorists have emerged in reflective practice, Schon cited in Smith (2011) expands on the concepts of Dewey (1933) and Kolb (1984) by not simply learning from errors but to explore one's own theory. Introducing the concept of discourse between espoused theory and what actually happens in action. He argues that practitioners develop their own repertoire based on experiments tried and evaluated in practice, this will inform how they behave and respond in future situations.
Wieringa (2011) find the principle of testing hypotheses whilst 'in' action almost mythical arguing that Schons examples of learners in an art studio may have the time for such experimentation but in an alternative context this may not be a viable option. In practice teachers are however continuously reflecting in action, to consider what is working well and which elements need modifying. This constant process of reviewing and refining is a key element to professional practice. Jones (2009) observed this with a group of nurse students, they found also that reflection 'on' action could become blurred through learners memory of the situation and their own prejudices. They introduced cards for immediate reflection 'in' action. Incidents when working with people in the medical or educational professional contexts can easily be skewed through situations being emotionally charged.
Finlay (2008) also critique Schons work for its limitations in the educational context and describe Grushka et
Task D Reflective essay
The concepts of reflective practice are widely accepted in education and many other professions, in simple terms, Moon (2004) describes it as a process of 'cognitive housekeeping' whereby a practitioner would explore their own values, beliefs and practice to a professional situation. It is also frequently perceived that a structure is helpful to support and encourage more than just simple reflections ,Jones (2009).
Popular theorists have emerged in reflective practice, Schon cited in Smith (2011) expands on the concepts of Dewey (1933) and Kolb (1984) by not simply learning from errors but to explore one's own theory. Introducing the concept of discourse between espoused theory and what actually happens in action. He argues that practitioners develop their own repertoire based on experiments tried and evaluated in practice, this will inform how they behave and respond in future situations.
Wieringa (2011) find the principle of testing hypotheses whilst 'in' action almost mythical arguing that Schons examples of learners in an art studio may have the time for such experimentation but in an alternative context this may not be a viable option. In practice teachers are however continuously reflecting in action, to consider what is working well and which elements need modifying. This constant process of reviewing and refining is a key element to professional practice. Jones (2009) observed this with a group of nurse students, they found also that reflection 'on' action could become blurred through learners memory of the situation and their own prejudices. They introduced cards for immediate reflection 'in' action. Incidents when working with people in the medical or educational professional contexts can easily be skewed through situations being emotionally charged.
Finlay (2008) also critique Schons work for its limitations in the educational context and describe Grushka et