Leading Reflective Practice in Education

Submission Cover Sheet
Learner Name
Please use the box below to write your response. A rough suggested word count is 2,000-2,500 words.
Reflective practice is a resourceful skill that permits educators to self-advance autonomously to improve their performance by learning from our errors and nurturing our strengths. Chiu (2019) asserts that professionals often oversimplify using Reflective practice as a method of professional growth. This implies that they disregard the reflection ideas, which explains their limited usage, while others never use it. Maksimova & Osmanovic (2018) outline how specific teaching experts disregard the Reflective practice role and continuous advancement as they trust their practice is functioning well, so questioning their practice is not essential. But they do not consider the fact that their employer might change, or they might want better opportunities that require continuous learning.
Korthagen (2017) indicates how constant adjustments in the law and rigid adherence imply that educators must constantly enhance via Reflective practice to choose suitable career advancement methods. Olaya Mesa (2018) asserts that educators must adopt action research as a continuous ideology to continue learning in their teaching professions via reflection on how their behaviours can constantly improve through modifying their actions.
Boud, Keogh, and Walker's (2013) reflection model provides practitioners to reflect on and learn from an experience. Boud, Keogh, and Walker (1985) proposed that via a new experience, we can reflect and discover a gap between our previous comprehension and the concrete encounter. Also, this model provides enhanced reasoning, which practitioners can utilize in our future conducts to better our performance as a reflection outcome. The cycle progress as teacher desire to develop and learn continuously. I trust that, formally and informally, all educators experience this cycle when interacting with students; their improvement relies on their reflection quality. But the model does not integrate the significance of the educator's role in the learning process. Therefore, practitioners should emphasize their teaching broader context when using this model.
source: https://educationaltechnology.net/kolbs-experiential-learning-theory-learning-styles/
Vince (2022) states that Kolb demonstrates Reflective practice as a device to obtain conclusions and concepts from experience. The intention is to promote the learning into new understandings finishing the cycle. There are four stages in Kolb's cycle. First, teachers have a distinct experience utilized to evaluate new viewpoints and teaching approaches. The next stage is observing the experience and then reflecting on it by considering the fortes of the experience and development areas. Teachers need to comprehend what encourages student learning and the factors that hinder it. The abstract formation stage entails the teacher identifying what occurred by connecting what is done and what is known, and the learning is needed.
Kolb's model offers practitioners a structure to comprehend their teaching experiences. Practitioners can relate their practice, the newest educational ideas, and the demands of their learners by abstracting and conceptualizing their experiences. Furthermore, this paradigm enables teachers to create a more personalized approach to their instruction. The approach, however, doesn't somehow account for the significance of contextual or the practitioner's involvement in the learning process. As a result, when applying the model, practitioners must consider the greater context of their instruction (Vince, 2022, p.23).
The educator should research to support comprehension and also through peer learning and previous insights. a teacher should also adjust their views based on what they learned from their observations and extensive research. The final phase of Kolb's cycle is when the teacher plans how to execute what they have learned into practice. The teachers' abstract concepts are made distinct as they utilize these to test views in future circumstances, outcoming new experiences. Chang (2019) highlights that the observations and conceptualizations ideas are implemented into functional experimentation as they are executed in future tutoring.
Like Kolb's experiential learning model, Rolfe's framework for Reflective practice explores three learning stages. Participants partake in reflective reasoning driven by three questions: what, so what, and now what. The model focuses on encountering and reflecting on an incident to foster new deliberations and actions for advancement (Ruffinelli et al., 2020, p.55). the first phase is the what experiences aid participants in summarizing practical encounters, whereas the so what step needs reflective reasoning on the importance of what students learned via the experience. The new phase needs one to contemplate how the encounter will result in meaningful actions in the future. However, Rolfe's model is somehow restrictive as it is very particular about following the steps without giving the practitioners flexibility in the reflection process. Hence, practitioners must be mindful of this model's time-consuming and rigidity aspect in implanting it in their reflective practice. Kolb and Rolfe's models collaborate to foster experiential studying via higher-order reasoning and contemplation.
source: https://polgovpro.blog/2019/05/01/what-so-what-and-now-what-your-reflective-practice-guide/
John's model of reflection also applies in education for educators to self-reflect. The first reflection stage describes experiences, what transpired, our feeling towards it, and why specific things are happening. The second reflection step explains the reasons for approaching the experience in that particular manner and the outcome of that action. John's reflection model is perceived as complex but also practical. John's model of reflection offers a guide of activities that provide the approaches for Reflective practice (Ruffinelli et al., 2020, p.26). in the activity's first stage, a descriptive recalling of the incident is done, and comprehension of the primary issues pertinent to the experience, which comprise the context and the crucial experience processes. The second phase entails deliberating on the actions and outcomes of a person or other parties engaged in the action. The next activity phase integrates the internal and outside aspects and insight input that impacted the decisions and the measures implemented (Lin & Jain, 2019, p.345). the next activity stage is the alternative action plan for the given incident. This entails integrating other acts and the actions' consequences to infer how the experience could be executed better. The final learning stage is when the expertise highlights better simplicity on future conducts and how this experience has improved the knowledge that one possesses.
source: /product/johns-model-of-reflection-powerpoint-template/
John Dewey is perceived as the founder of the Reflective practice learning approach. He described Reflective practice as an active contemplation of learned material and the inferences drawn from it. He outlined that Reflective practice recalls an encounter, deliberating on the cause of the outcome and contemplating how another result is achievable. Stewart (2021) indicates that Donald Schon contributed to Dewey's foundational principles that Dewey explained, applying them directly to the skilled context. He expressed that practitioners can discover concealed insights via reflective practice, typically the premise of instinctive acts. Schon explained two reflection varieties: reflection on the act, which happens after an encounter, and reflection in action, which happens amid an experience. Reflection on the act aids practitioners study from past encounters and assists them in knowing what to do in future encounters.
One approach is using reflection journals which an educator uses to capture their teaching style details to develop a continuous narrative of their teaching across terms and years. Stewart (2021) indicates that the teacher uses journals to self-assess the lesson and what to improve. Another approach is using teaching inventories to aid educators in appraising and contemplating their teaching methods. Classroom observation is another method educator uses to discover problems with their teaching practices. In addition, having a teaching portfolio enable an educator to integrate their different teaching components into a cohesive whole. This aids the educator in reflecting on their general teaching method.
A learning journal is an effective method to learn via reflection because you have a record of all learning that happens via reflection. Writing journals is an excellent self-improvement method for an educator. While doing my level 6 diploma in teaching and learning, I needed to explore my teaching practices over the last three years to evaluate different tutoring practices via comprehensive reflective accounts. I introspected several of my practices and identified my strengths and shortcomings to enable me to develop better.
Karnieli-Miller (2020) asserts that when Reflective practice becomes integrated into the educator learning program, it aids pre-service educators in nurturing a lifetime custom of contemplating best practices that influence learner achievement. In addition, in-service educators demand to have the aptitude for manifestation and utilize it in their instructional approach because it enhances educators' dispensing and learner studying outcomes. In this context, Agustin (2019) advises that each teacher should embrace Reflective practice because educators can use a convenient and practical method to foster their career growth. Therefore, teachers are anticipated to actively partake in career growth programs and pursuits to enhance their tutoring know-how. Studies indicate that Reflective practice and significant reflection are methods for career advancement for educators.
I use the why analysis model of reflection to understand the root cause of an Issue. For instance, when a learner drops out, I question why they dropped out. After my investigations, I discover that most drop out due to a lack of motivation as they do not find the course enjoyable. The next question I ask myself is why the student was not enjoying the course to enable me to understand if my teaching approach is what failed to offer an inclusive learning atmosphere for the students. Thus, this makes me devise ways to resolve the problem by having an inclusive classroom and customizing the learning to students' needs. Students' diverse needs oblige teachers to modify instruction to support every learner's study continuously. Reflection, a vital element of an educator's career advancement, can encourage educators to pursue new methods, execute transformation in practice, and positively influence student studying (Maksimovic & Osmanovic, 2018, p.174). applying reflection fosters self-awareness and increases educators' capability to effectively meet students' learning needs (Tiainen et al., 2018, p.590). therefore, investing time in enhancing educator reflection promotes cooperation, morale, and effectiveness culture.
Reflective practice helps an educator comprehend how best their students study and permit an educator to become accountable for their advancement. By evaluating the strengths and shortcomings in their teaching, a teacher will create an awareness of the elements that regulate and hinder learning. The reflective procedure assists an educator in comprehending themselves and how they teach. Goodley (2018) assert that by asking queries and self-appraising, the teacher comprehends their strengths and any areas that require development
At Skills Training UK, I integrated Reflective practice into my teaching practice. I deliver CPD to staff and work with the quality team to develop curriculum resources. In our meetings, we integrate peer observations, external reports, students' feedback, and course reviews to identify improvement areas. By inquiring from the learners about their views and sentiments on learning, the learners assume an active role in the learning cycle. Thus, this permits them to take ownership of their studying, work with the teacher, and give feedback, establishing self-aware and accountable learners. When learners actively engage in the learning cycle, they gain knowledge of their various learning methods and tasks and realize how they study and nurture central aptitudes and approaches to become lifelong learners.
Reflective practice aids educators in implementing justified actions that can be described to others and can be utilized to direct further activity. Additionally, educators can modify and react to issues which aid educators in becoming mindful of their underlying opinions and assumptions concerning studying and teaching. Reflective practice permits educators to create pertinent and context-precise approaches consciously. Likewise, teachers can locate their teaching from a broader institutional, societal, and political perspective and understand that several aspects impact learners learning (Goodley, 2018, p.21). the disadvantages of Reflective practice are that it is time-consuming. Educators with massive workloads will find this activity tiring. For example, when making a teacher's journal, an educator spends more time writing it because it requires constant updates. Creating time for Reflective practice might be challenging when an educator partakes in a teaching routine. A teacher might uncover distressing information concerning their performance when practicing reflective tutoring. Sometimes when an educator discovers shortcomings in their tutoring and learning activities, it might be challenging to accept and alter their learning approach because it is a routine habit.
Goodley (2018) state that not all practitioners will comprehend how to follow the reflective process. This is because much thinking and reasoning are required to adhere to reflective teaching. Practitioners with heavy workloads will be uninterested in this activity because it is time-consuming. For example, a practitioner spends more time creating a teacher's journal because it requires constant updates. Also, practitioners spend more time performing peer observation because they need to find the right time for the students. Once practitioners get into a teaching routine, finding time for classroom observation is challenging though Moradkhani et al. (2017) highlight that time should be assigned for constant lesson reviews, problem-solving, and critical reflection.
Kheirzadeh and Sistani (2018) indicate that self-reflection by educators does not often disclose classroom challenges. Therefore, it is vital to integrate learners' and peers' feedback when self-reflecting on issues. I can resonate with this point because I mainly get approached by my learners with a problem I had overlooked. For instance, sometimes my students approach me to explain that my vocabulary sounds complicated, so they sometimes do not understand some concepts. On reflection, I discovered that I need to use more straightforward language and slow my pace when tutoring students in lower-level courses.
Reflective practice aids an educator in challenging their practice since they will validate decisions and streamline a teacher's choices. Kheirzadeh and Sistani (2018) state that when teachers know their learners' fortes and penchants, learning becomes more customized to their needs. This way, they are more interested and equipped to investigate more deeply. The reflective practice fosters an atmosphere of cooperation as educators' question and embraces their practice and that of their peers. Educators can collaborate, learn from experience and support one another. this aids in creating great practice in the school, resulting in a more productive working atmosphere.
Reflective practice is a cyclical and methodical inquiry where educators cautiously gather evidence concerning their tutoring practice to evaluate, decipher and appraise their involvements to enhance their future instruction. In addition, Reflective practice is a meaning-making procedure that permits educators to develop. Moradkhani et al. (2017) assert that Reflective practice is learning through and from experience to obtain new knowledge of self and practice. Reflection is a systemic appraising procedure for all educators that permits one to make connections from one encounter to the next to ensure learners' maximum progress. Reflective educators aim to obtain better resolutions and expand their comprehension of themselves and how the resolutions they have learned link to other experiences and thoughts.
The reflective practice offers educators a chance for their sentiments, convictions, and personal ideals of tutoring to be challenged and improved. Slade et al. (2019) explored a transformation in an educator candidate's perspective of her learner's knowledge execution after maintaining a reflective journal for an average of one semester and discovered that after the tutor recognized that her learners were grappling with their destitution which caused low academic performance and class misconducts, she become more empathetic with her learners. Thus, this analysis affiliates with Korthagen's (2017) explanation that Reflective practice aid is arising educators recognize what learners are thinking. Hence the new perceptions obtained from reflection outcome in new and helpful class conduct.
Additionally, Reflective practice adds to the improvement of educator quality. One element of educator quality that Reflective practice impacts in their professional growth are how an educator learns specific knowledge and skillset in a particular context. When educators reflect on their tutoring routines, their teaching awareness strengthens, and they unlearn the unproductive teaching approaches which might have unwanted impacts on learners learning encounters. Olaya mesa (2018) indicated that pre-service educators utilize reflection to enhance their tutoring in classroom activities, lesson preparation, behavioral supervision, and performance indicators. Chiu (2019) states how Reflective practice influences pre-service educators' tutorial room tutoring and promotes the repertoire of their approaches when handling challenges. After partaking in Reflective practice, the educators in the study shifted from an educator-focused classroom to a more learner-based one. Also, proof of their reflection aided them in obtaining control of the class via punishment when the first semester started before swapping to a relationship-nurturing approach when the second semester ended. Through self-appraisal and self-observation, educators investigate their experiences to identify the truth concerning themselves and enhance their careers.

Task 2: Develop Reflective practice skills
This task is more aimed towards using Reflective practice skills and how you develop these in an educational setting.
Your response should:
* Using your research, reflect on your practice using a previously discussed model (3.1).
* Apply the outcomes of reflection to practice through action planning (3.2).
* Analyze how Reflective practice can change own perspectives, behaviours, attitudes and approaches (3.3).
Please use the box below to write your response. A rough suggested word count is 1,500-2,000 words.
As a training consultant, I adhere to professional standards and frequently use reflective practice in my actions and teaching routines. I will use Kolb's learning cycle to describe how I integrate reflective practice to promote professional growth. When I ventured into training consultancy, I wanted to impact my learners positively with my knowledge and experiences across diverse industries. I had senior managers from multinationals and blue-chip companies in my classes. It happened that I had a learner in one of my classes that shared his challenges as an HR manager in his company about creating training programs tailored to the needs of their employees to improve their organization's productivity. The learner indicated that he believed he was in the right place to gain the knowledge and skills to become a better HR trainer at his organization. Reflecting upon that concrete experience, I realize in my reflective observation that as a tra...