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Published on September 26, 2014

Author: dhaneeshd1

Source: slideshare.net

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ASSI
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ONLINE ASSIGNMENT REFLECTIVE PRACTIONER Submitted by DHANEESH.S NO:9 PHYSICAL SCIENCE EMMANUEL COLLEGE B.ED VAZHICHAL Reflective practice Reflective practice is "the capacity to reflect on action so as to engage in a process of continuous learning". According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". Reflective practice can be an important tool in practice-based professional learning settings where individuals learning from their own

professional experiences, rather than from formal teaching or knowledge transfer, may be the most important source of personal professional development and improvement. What is important about reflection throughout your practice is that you are not just looking back on past actions and events, but rather you are taking a conscious look at the emotions, experiences, actions, and responses, and using that to add to your existing knowledge base to draw out new knowledge, meaning and have a higher level of understanding. As such the notion has achieved wide take-up, particularly in professional development for practitioners in the areas of education and healthcare. The question of how best to learn from experience has wider relevance however, to any organizational learning environment. In particular, people in leadership positions have a tremendous development opportunity if they engage in reflective practice. Definition of ‘Reflective Practitioner’ A ‘reflective practitioner’ is someone who, at regular intervals, looks back at the work process, and considers how they can improve. They ‘reflect’ on the work they have carry on at the current standard, they want to improve, they do not believe in the saying, fix it’. Everyone should be a ‘reflective practitioner’, in particular, as in case, when they Reflective practice is viewed as a means by which practitioners can develop a greater about the nature and impact of their performance, an awareness that creates opportunities and development.(Oster man and Kottkamp 1993: 2 ) Models of reflective practice

The concept of Reflective Practice centers on the idea of lifelong learning in which a practitioner analyses experiences in order to learn from them. However it is important to note that events experience and events retold hold their own importance. When experiencing something (reflection-in-action), we are learning, however it can be difficult to put emotions, events, and thoughts into a coherent sequence of events. When retelling/rethinking about events we are better able to categorize events, emotions, idea, etc. and be able to link our intended purpose with the actions that we carried out. Only from here can we remove ourselves and your direct emotional attachment from an action, and look at it from a critical standpoint; when retelling it is as if we are taking ourselves out of the action and are telling a story of a sequence of events. Reflective Practice is used to promote independent professionals who are continuously engaged in the reflection of situations they encounter in their professional worlds. Several models of reflection exist and are used to draw lessons out of experiences. REFLECTIVE TEACHING MODEL  Technical Reflection is the most basic level of reflection. It focuses on what works in the classroom. At this level, teachers are concerned with applying knowledge to achieve instrumental outcomes, and actions taken are evaluated on the basis of their success or failure in the classroom.  Practical Reflection is the next level of reflection. It focuses on the learning experience of the student. It

goes beyond technical-rationality into investigating, questioning and clarifying the end objectives and the assumptions behind teaching activities designed to achieve those objectives.  Critical Reflection is the highest level of reflection. It focuses on what knowledge is of value and to whom. At this level, teachers are not simply concerned about the goals, the activities and the assumptions behind them but they reflect upon the larger context of education and question their practices critically, particularly in connection with ethical and moral issues.

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