comparing relevant theories principles and models of reflective practice

973 words 4 pages
Comparing relevant theories, principles and models of reflective practice In this evaluation I will analyse and compare relevant theories, principles and models of reflective practice and explain how they relate to my practice and development.

Reflective practice is an evolving concept. In the 1930s, John Dewey defined reflective thought as:
‘Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.’
He set out five phases or aspects through which we can see a process of reflection. However using phrases such as phase and stage does give a sense of sequence, a set method and there seems to be no room for
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By using this ICT tool in this way I have seen students response increase as well as their interest in further research.

Brookfield (1995) saw reflection as viewing teaching from four different perspectives, he maintains that:
‘The heart of the reflective process is viewing teaching from four different perspectives or “lenses”: our autobiographies as teachers and learners; our students’ eyes; colleagues’ perceptions; and relevant theoretical literature.’
We all come to teaching from different backgrounds and with differing life experiences. Using this together with information gleaned from dialogue with colleagues and students and researching our subject specialism so as to keep up to date with new information will all add to the reflective process. On my short courses I like to find out, if possible, what type of electrical work the students are currently undertaking and then I attempt to relate the theory to practical situations they will be familiar with. This dialogue with students is, I believe, one of the reasons they have been so successful. Reflective practice requires a commitment to self-development and the time to achieve it, this as we know is one of the issues facing us all as educators as we strive to improve our teaching but can be held up by a lack of resources including time. Teachers improve their ability to react and respond as they are teaching, to assess, revise and implement


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