Reflection In Learning And Professional Development Pdf
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- Reflective Practice
- Reflective practice
- Getting the measure of reflection: considering matters of definition and depth
- Reflection and personal learning
Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. DOI: Reflection, reflective learning, reflective writing and reflective practice are used increasingly in higher education and professional development—but we do not work to one definition and there are considerable differences in the views of educationists on issues of definition.
As the Lifelong Learning UK Standards make clear, reflection is a core component of effective continuing professional development CPD and key to becoming a skilled teacher. In this article:. It requires teachers to look at what they do in the classroom, and think about why they do it and if it works - a process of self-observation and self-evaluation.
Many teachers already think about their teaching and talk to colleagues about it too. Reflective practice in teaching is arguably one of the most important sources of personal professional development and improvement.
Effective teachers are first to admit that no matter how good a lesson is, their practice can always be improved. It allows teachers to move from just experiencing, into understanding. They will be able to look at the underlying principles and beliefs that define the way that they work. This kind of self-awareness is a powerful ally for a teacher, especially when so much of what and how they teach can change in the moment.
In schools were forced to deploy a new approach to teaching and learning and teachers started delivering online and blended teaching as a result of the Covid pandemic. Besides the technical challenges they were facing, this also put even the most experienced teachers in uncharted waters.
Teaching strategies needed to be reconsidered and delivery forms adapted to the new learning environment. Being in new situations like these, schools that practice a reflective teaching culture have an edge. It enables teachers to quickly identify areas of improvement and collaboratively develop the best ways forward.
This shifts the focus from simply fulfilling the minimum requirements for teaching to being able to increase its quality and ensure a continued high level of education for pupils.
Encouraging reflective practice in schools, not only benefits individual teachers but the school as a whole. Developing a culture of reflective practice improves schools by creating a strong foundation for continuously improving teaching and learning.
It sends the message that learning is important for both students and teachers, and that everyone is committed to supporting it. It creates an environment of collaboration as teachers question and adapt both their own practice and that of their colleagues. Teachers can team-up, drawing on expertise and offer each other support. This helps to develop good practice across the school, resulting in a more productive working environment.
But reflective practice in teaching is not just important for teachers and schools. According to research by Prof. John Hattie , developing excellence in teaching has the single most powerful influence on student achievement as well.
Other things seemed more important. But, when I finally gave reflection the respect it was due and made it a daily practice, things changed in my own life, and in my classroom for my students. Firstly and most importantly, reflective practice is the key to improvement. Also once teachers start to take ownership of their CPD in this way, their confidence grows. Reflective practice allows teachers to create and experiment with new ideas and approaches to gain maximum success. Reflective practice encourages teachers to understand their learners and their abilities and needs.
Reflective teachers are more likely to develop reflective learners. If teachers practice reflection they can more effectively encourage learners to reflect on, analyse, evaluate and improve their own learning. These are key skills in developing them to become independent learners. When we reflect we must be honest.
At least honest with ourselves about our choices, our success, our mistakes, and our growth. Meaning that self-reflection acts as a constant reminder to teachers to stay humble and continue working hard to achieve results. There are many reasons why a teacher may decide to begin a process of reflection. The first and most important step of reflective practice is to gather information about what happens in the classroom, so it can be unpicked and analysed.
Here are some different ways of doing this:. After each lesson teachers can write in a notebook about what happened, noting their own reactions and feelings as well as those of the students. This may be with a simple observation task or through note-taking and could relate back to the area the teacher has identified they want to reflect upon.
The problem here is that the teacher and observer may not agree on what they saw or experienced, causing confusion and conflict. A video also acts as an additional set of eyes to catch disruptive behavior that they may not have spotted at the time.
Try IRIS Connect Film Club , a ready-made free CPD programme that provides you with great video examples of real teaching practice and encourages meaningful developmental conversations using a proven reflective model. How can we get more eyes into the class? John Hattie.
Once a teacher has gathered information on their lesson the next step in reflecting on their teaching is to analyse it. But what should they be looking for? Here are some suggested reflection activities. Video brings a new level of depth and awareness to teacher reflection; a firsthand sense of self rather than the hearsay of others, making it a highly effective tool for teacher CPD.
Having led the adoption of lesson capture software in a number of settings, I know that these platforms are not for anyone to judge lessons. I have found filming my lessons a valuable opportunity that provides me with the space I need to more objectively look back at my lessons, away from the hustle and bustle of the lesson itself.
It is an opportunity to identify strengths and areas of improvement. IRIS Connect enables teachers to easily video their lessons and capture an objective record of teaching and learning. Using the IRIS Connect mobile app, teachers record their lessons which are automatically uploaded to a web platform.
Once there they can privately view the videos and annotate their teaching practice using time-linked notes and analytical tools. If they choose too, they can also share their videos with trusted colleagues, inviting them to give their professional feedback and advice. These videos become an invaluable resource for the individual teacher and wider school, allowing many teachers to benefit from the solutions of successful teachers.
Want to find out more about how IRIS Connect can help your school to further improve its teaching and learning? Get in touch. Topics: Self-reflection. Request a Demo Login. How to encourage reflective teaching in your school Posted by Alexandra Spalding on 14 January, Get blog notifications Keep up to date with our latest professional learning blogs.
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Correlative and empirical studies on reflection seem to have a lack of concern regarding teacher development. The model focuses on reflective development of practitioners with self-efficacy, the procedure of the program, and the measurement of reflection and self-efficacy of teachers. It was tested through collecting quantitative and qualitative data. The findings suggest that the model had strong evidence for the educators to use, including the support to creating and promoting reflection and self-efficacy. The continuous development of societies requires a growing need for individuals who are well prepared for their profession.
Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. This leads to developmental insight". Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the context of his or her work. Earlier in the 20th century, John Dewey was among the first to write about reflective practice with his exploration of experience, interaction and reflection.
Part one of this six-part continuing professional development series considered the role of nurse managers in supporting reflection for professional learning. Part two explores approaches to and benefits of reflection for self-development. The notion of self-development may seem removed from professional practice and nurse leadership but the traits that demonstrate who we are, how we learn, how we act and how we influence are related to and transferable from self to professional self. This article considers the purpose of reflecting beyond professional requirements, the influence of our experiences on who we are and what we learn, the value of protected time to think and the benefits of reflecting for personal development. The aim of this article is to consider the transferability of reflection between our professional and personal selves.
Reflection is a technique for aiding and reinforcing learning, used in education and professional development. This volume offers practitioners and students.
Getting the measure of reflection: considering matters of definition and depth
Personal Skills:. Subscribe to our FREE newsletter and start improving your life in just 5 minutes a day. Reflective practice is, in its simplest form, thinking about or reflecting on what you do. It is closely linked to the concept of learning from experience, in that you think about what you did, and what happened, and decide from that what you would do differently next time. Thinking about what has happened is part of being human.
For many years, reflection has been considered good practice in medical education. In public health PH , while no formal training or teaching of reflection takes place, it is expected as part of continuous professional development. This paper aims to identify reflective models useful for PH and to review published literature on the role of reflection in PH.
Reflective practice is the process that enables us to achieve a better understanding of ourselves, our knowledge and understanding, our skills and competencies, and workplace practices in general. Being able to reflect on our actions and experiences, learn from them and adapt our behaviour accordingly are some of the most important personal development skills we can acquire. They are of equal importance in a professional development scenario.
The process of reflection is a cycle which needs to be repeated. Reflection is a systematic reviewing process for all teachers which allows you to make links from one experience to the next, making sure your students make maximum progress.
Reflection and personal learning
A defining condition of being human is that we have to understand the meaning of our experience. Most of us go through life viewing our experiences as isolated, unrelated events. We also view these happenings simply as the experiences they are, not as opportunities for learning. Instead, we want students to get into the habit of linking and constructing meaning from their experiences.
Reflective Practice is a modern term, and an evolving framework, for an ancient method of self-improvement. Reflective Practice is a very adaptable process. It is a set of ideas that can be used alongside many other concepts for training, learning, personal development, and self-improvement.
As the Lifelong Learning UK Standards make clear, reflection is a core component of effective continuing professional development CPD and key to becoming a skilled teacher. In this article:. It requires teachers to look at what they do in the classroom, and think about why they do it and if it works - a process of self-observation and self-evaluation. Many teachers already think about their teaching and talk to colleagues about it too. Reflective practice in teaching is arguably one of the most important sources of personal professional development and improvement. Effective teachers are first to admit that no matter how good a lesson is, their practice can always be improved.
Reflection is a technique for aiding and reinforcing learning, used in education and professional development. This volume offers practitioners.
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