Faking It
Published on Nov 18, 2015
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PRESENTATION OUTLINE
Reflective learning seeks to validate the knowledge, skills and experience used in practice, and recognizes these elements as valuable components in learning (Thompson & Pascal, 2012).
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Encouraging practitioners to reflect upon practice is thought to create the opportunity for the exploration of good practice, the identification of areas for improvement and the formulation of ideas for change (Kemmis, 1985).
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Personal reflection is often thought to be limited by our own knowledge and understanding, therefore, sharing experiences with others can create a forum for facilitating an interchange of views (Knowles et al., 2001).
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Exchanging experiences and ideas with others is considered essential for enhancing quality of reflection (Hatton and Smith, 1995; Bereiter, 2002).
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The theory underpinning reflective practice is often not integrated with practice, in so far as there is evidence of considerable confusion among a large number of practitioners about what reflective practice entails (Thompson & Pascal, 2012).
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In the cases where students shared very little, didn’t fully understand how to reflect and others who may not be comfortable sharing their ideas and thoughts publicly; how would we approach assessment for students who share very little compared to the students who share a great deal of reflection?
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Stewart and Richardson (2000) pointed out that as assessment strongly influences students’ learning, not assessing reflective activities might suggest to students that reflection is not really valued on the programme.
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If a student may not be comfortable with sharing their reflections publicly or not really know how to approach sharing their reflections, what would be the best way to encourage these students to take part in collaborative learning experience using critical reflections?
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Bereiter, C. (2002). Education and mind in the knowledge society Mahwah NJ: Lawrence Erlbaum Associates.
Hatton, N. & Smith, D (1995). Reflection in teacher education: Towards a definition and implementation. Teaching & Teacher Education 11(1): 33–49.
Divya Jindal‐Snape & Elizabeth A. Holmes (2009) A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice, Reflective Practice: International and Multidisciplinary Perspectives, 10:2, 219-232, DOI: 10.1080/14623940902786222
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KEMMIS, S. (1985) Action research and the politics of re ection, in: D. BOUD, R. KEOGH & D. WALKER (Eds) Reflection: Turning Experience into Learning (London, Kogan Page).
Knowles, Z., Gilbourne, D., Borrie, A. & Nevill, A.(2001) Developing the Reflective Sports Coach: A study exploring the processes of reflective practice within a higher education coaching programme, Reflective Practice: International and Multidisciplinary Perspectives, 2:2, 185-207
Ben Kotzee (2012): Private practice: exploring the missing social dimension in ‘reflective practice’, Studies in Continuing Education, 34:1, 5-16, DOI: 10.1080/0158037X.2012.660521
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Neil Thompson & Jan Pascal (2012) Developing critically reflective practice, Reflective Practice: International and Multidisciplinary Perspectives, 13:2, 311-325, DOI: 10.1080/14623943.2012.657795
Thompson, S., & Thompson, N. (2008). The critically reflective practitioner. Basingstoke: Palgrave Macmillan.
Stewart, S., & Richardson, B. (2000). Reflection and its place in the curriculum: Should it be assessed? Assessment and Evaluation in Higher Education, 25(4), 370–380.
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