Comparing relevant theories, principles and models of reflective practice Essay

Reflective practice is an evolving concept. In the 1930s, John Dewey defined brooding thought as Active, persistent, and c areful consideration of any belief or supposed form of knowledge in the light of the grounds that affirm it and the further conclusions to which it tends. He set out five phases or aspects by which we flush toilet see a process of ruminateion. However using phrases much(prenominal) as phase and stage does give a sense of sequence, a set method and in that respect seems to be no room for fundamental interaction or dialogue rather that the teacher reflects individu altogethery.Of course, this can be the representative we dont all rent some single to discuss and reflect with following every teach picture. However it there is a definite place for interaction and dialogue with e.g. colleagues, mentor in order to assess what has gone before and how we can move on. I shed rig that through admonition with my mentor and by discussing points raised I go seen my teaching from another perspective and have taken on maturate different tone-beginninges.Shortly after starting teaching I was express emotion to achieve to a greater extent involvement of the students in my sessions and through reflecting with my mentor I introduced various questioning techniques that have made my sessions more interactive and have benefitted the students. This use of Blooms taxonomy of questioning (1956) broadened my office of thinking about questions and as hygienic as impacting my sessions developed my literacy skills by thinking about the way in which I communicate with others and being aware of my audience.The work of Boud, Keogh and Walker (1985), turn to emotions and reduced Deweys five phases to three. For them reflection is an activity in which deal 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 clipping exploring why we acted as we did, what wa s happening in the group etc.This goes against the thought 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) constrain reflection by turning it into a mental activity that excludes both the behavioural element and dialogue with others entangled in the situation. More and more I find myself reflecting as Im teaching and adapting my teaching as the session progresses to meet the ineluctably of individuals who have brought their own view to the session and presented me with an additional way of spirit at the able matter or prompted me to use an example which I had previously dismissed or forgotten about.The work of Kolb (1984) has been influential for the volume of educators as he approaches reflection in a cyclical way as one that is ongoing and constantly striving for improvement (see diagram below).This to me is a practical and usable model of reflection that can be applied to many aspects of our life experiences not solely didactics. An example of how I have worked in this cyclical way and developed my ICT skills is my use of role point presentation within sessions. I began teaching using pre-prepared force points that did add to my sessions but could still be quite dry at times. By researching ways in which to improve on this I have progressed to adding animation, DVD clips, sound and am now in the process of collect my own power point presentations using up to date and more relevant information which the students can relate to. By using this ICT neb in this way I have seen students response increase as well as their interest in further research.Brookfield (1995) saw reflection as viewing teaching from four different perspectives, he maintains that The vegetable marrow of the reflective process is viewing teaching from four different perspectives or lenses our autobiographies as teachers and learners our students eyes colleagues pe rceptions 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 naked as a jaybird information will all add to the reflective process.On my footling courses I like to find out, if possible, what type of electrical work the students are currently undertaking and then I attempt to relate the conjecture 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 achieve it, this as we know is one of the issues facing us all as educators as we strive to improve our teaching but can be held up by a lack of re extensions including time. Teachers improve their big businessman to react and respond as the y are teaching, to assess, revise and implement approaches and activities on the spot. Reflection is key to moving forward and providing the best possible education for those students in our care. Word Count 774ReferencesBoud, D et al (eds.) (1985) Reflection. Turning experience into learning, 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. Available www.infed.org/biblio/b-reflect.htm. Last accessed 20 March 2010.