Comparing relevant theories, principles and models of reflective practice Essay

ruminative suffice is an evolving concept. In the 1930s, John Dewey defined reflective thought as Active, persistent, and advertent consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the provided conclusions to which it tends. He set out five dollar bill phases or aspects by which we bottom feel a ferment of reflectiveness. However using phrases such as phase and compass flower does give a sense of sequence, a set method and there seems to be no room for inter treat or parley rather that the teacher reflects individu anyy.Of course, this can be the case we dont all have some cardinal to discuss and reflect with following every educational activity experience. However it there is a distinct place for interaction and dialogue with e.g. colleagues, instruct in order to evaluate what has gone before and how we can move on. I have found that through reflection with my mentor and by discussing points raised I have s een my precept from another positioning and have taken on table different nestlees.Shortly after kickoff instruct I was keen to get hold of more involvement of the students in my sessions and through reflecting with my mentor I introduced various mocking techniques that have made my sessions more synergistic and have benefitted the students. This drill of Blooms taxonomy of questioning (1956) broadened my bearing of thought somewhat questions and as headspring as impacting my sessions developed my literacy skills by thinking about the way of action in which I communicate with others and being aw ar of my audience.The charm of Boud, Keogh and Walker (1985), add onressed emotions and reduced Deweys five phases to three. For them reflection is an activity in which people Recapture their experiences, think about it, mull it over and evaluate it. This approach is very much reflecting on action which enables us to spend time exploring wherefore we acted as we did, what w as happening in the crowd etc.This goes against the idea of reflection as a continual process, a way of life, and there was criticism of Boud et al from Cinnamond and Zimpher (1990) when they argued that They (Boud et al) tighten reflection by turning it into a mental activity that excludes both the behavioural element and dialogue with others involved in the situation. More and more I take in myself reflecting as Im program line and adapting my teaching as the session progresses to get hold of the needs of individuals who have brought their own cypher to the session and presented me with an additional way of facial expression at the subject matter or prompted me to use an example which I had previously dismissed or forgotten about.The work up of Kolb (1984) has been influential for the majority of educators as he approaches reflection in a cyclical way as one that is current and constantly striving for improvement (see draw below).This to me is a practical and usable the oretical account of reflection that can be utilize to many aspects of our life experiences not solo education. An example of how I have worked in this cyclical way and developed my ICT skills is my use of role point presentation at warmness sessions. I began teaching using pre-prepared power points that did add to my sessions exclusively could still be quite dry at times. By researching ways in which to improve on this I have progressed to adding animation, DVD clips, cloggy and am now in the process of compiling my own power point presentations using up to date and more relevant information which the students can bring up to. By using this ICT tool in this way I have seen students receipt increase as well as their interest in further research.Brookfield (1995) aphorism reflection as viewing teaching from four different perspectives, he maintains that The heart of the reflective process is viewing teaching from four different perspectives or lenses our autobiographies as t eachers and learners our students eyes colleagues perceptions and relevant theoretical literature. We all come to teaching from different backgrounds and with differing life experiences. Using this together with information gleaned from dialogue with colleagues and students and researching our subject specialism so as to keep up to date with pertly information will all add to the reflective process.On my short courses I like to find out, if possible, what type of galvanising work the students are currently initiate and then I attempt to associate the theory to practical situations they will be familiar with. This dialogue with students is, I believe, one of the reasons they have been so successful. Reflective practice requires a commitment to self-development and the time to happen upon it, this as we know is one of the issues cladding us all as educators as we strive to improve our teaching but can be held up by a lack of re originations including time. Teachers improve their exponent to react and respond as they are teaching, to assess, revise and implement approaches and activities on the spot. comment is key to moving forward and providing the trounce possible education for those students in our care. intelligence service Count 774ReferencesBoud, D et al (eds.) (1985) Reflection. bout experience into scholarship, London Kogan Page. Kolb, Da. (1984). Experiential learning Experience as a source of learning and development, New Jersey prentice Hall. Brookfield, S (1995). Becoming a critically reflective teacher. San Francisco Jossey-Bass. Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives The classification of educational goals Handbook I, cognitive domain. New York Longmans, Green. Cinnamond and Zimpher. (1990). Reflection. unattached www.infed.org/biblio/b-reflect.htm. Last accessed 20 March 2010.