For over a decade, there have been different definitions of reflection in relation to reflective practice (Dewey, 1938; Kolb, 1984; Schön, 1981; Pollard 2008; Moon 1999). From this it could be argued that reflective practice in its simplest terms is looking back on a situation either at the time or a later date to critically analyse that event in terms of what went well, what can be improved and the overall outcome of that situation.
Teachers have become comfortable with the idea of reflective practice through Donald Schon’s (1983) compositions about reflective practitioners. Schön’s work has been fundamental in a custom to learning supported by Dewey, and Piaget, each of whom upheld that learning is dependent upon the incorporation of experience with reflection and of theory with practice (Imel, S., 1992). Each contended that experience is the basis for learning; they additionally thought that learning can’t happen without reflection. (Mezirow and Associates, 2012) Educational researchers have documented and created models of reflective practice, whether these are new ideas or based on previous models.
An example of the latter can be seen in Graham Gibbs model being based on David Kolb’s model of experimental learning (Gibbs,1988 as cited in rcn.org.uk). Although these models differ to some extent they also share similarities. Examples are Gibb’s and John’s models, both contain the element of analysing feelings as well as John and Murphy’s model both require the practitioner to evaluate in their models. I am of the opinion that academic researchers of reflective practice believe that this is a concept which can be self-taught and refined. (Kolb, 1984; Schon, 1981; Pollard, 2008; gtc, 2012). In this assessment I hope to identify key elements of reflective practice in relation to the teacher and how reflection can improve pedagogical practice.
Key Elements As a consequence of extensive reading on the subject of reflective practice I have encountered recurring themes within academic research on the key elements of reflective practice.
1.Reflection results in learning Dewey was the basis to Donald Schön’s work reflection on action and reflection in action and like Dewey believed that it was essential for the practitioner to learn from their own personal experience. We learn from doing, then realising what came of it (1929 p 367).
2.Reflection is the continuous development of learning and is more than thinking. It involves problematising teaching by recognising that practice is not without barriers. Schön argued the difference between professional practitioners and novice practitioners and how they should reflect. Carrying out professional practice is unpredictable, and while both will need to carry out reflective practice, the novice practitioner should reflect on action taking time to think through situations where as a more practiced professional in reflection would be able to monitor and adapt their practice simultaneously (Schön, 1991).
Although Schön’s work achieves the reflection process it could be argued that it does not take into account emotions therefore not providing a suitable outcome (Moon, 2008). Mezirrow and Associates (2000) argue that there is not enough emphasis on the role of emotions in models of reflection. This can cause a barrier to reflective thinking if the practitioner is unwilling to acknowledge these. It could be therefore argued that Boud’s method of peer assessment would be beneficial in this instance, in order to give the practitioner perspective.
3.Reflection is not a linear process, but a cycle. This leads to the growth of new ideas which are then used to plan the next stages of learning. For Argyris and Schön (1978) learning includes the recognition and rectification of errors. It allows for deeper appraisal of reflection while considering variables and looking at the circumstance from a more extensive point of view. Both single-loop and double loop learning are successful in the right circumstance. However, this depends on the practitioner being receptive to critique and revise strategies as well as variables.
4.Reflection encourages looking at issues from different perspectives, which helps you to understand the issue and scrutinise your own values, assumptions and perspective. There will be things that take place within professional situations that the practitioner will agree with and others which the practitioner will disagree with. This may be because the conflict of interest within personal values. These situations in reflective practice encourage the practitioner to find approaches to resolve conflicts without compromising professional balance (Craft, Paige-Smith 2008).
Conclusion Key elements of reflective practice are set out in the General Teaching Council for Scotland (gtc, 2012) standards of registration. It is an important concept for the professional practitioner to be able to reflect on their own actions. These go hand in hand with professional learning. (gtc, 2012) Use of the phrase ‘reflection on action’ in the gtc model of professional learning, it would appear that the gtc have adopted Schön’s model overall. However, this may not be the case due to the process of reflection being specific to the individual (Kolb, 1984) and how the practitioner would apply their own situation to the model (Boud, 1995).
There are a plethora of tools to allow the practitioner to engage in critical reflection. These include reflective journals, class evaluations and web portfolios. Moon (2008) suggests that the most obvious reason for teachers to reflect is because teacher educators “believe it to be a good thing”. I would disagree with this as gtc requires it as an expectation (3.4) as professional learning is fundamental to the Standards of Registration. Recent study carried out suggested that teacher education programmes should focus and emphasize on reflective learning in addition to encouraging the use of reflective journals for continuous professional growth (Essuman, 2015).
Therefore it can improve pedagogical practice by gaining new knowledge from adapting and learning from a situation (Kolb, 1984) enhance problem solving skills, boost self-esteem (Boud, 1995), become a critical thinker (Welsh,M and Carl, H, 2013),as well as the gtc standards expectations are building “the capacity of teachers, irrespective of career stage, to have high levels of pedagogical expertise, including deep knowledge of what they are teaching; to be self-evaluative; to be able to work in partnership with other professionals; and to engage directly with well-researched innovation.” (Donaldson, G, 2011, p19)
