Reflective practice is a means of developing self-awareness relating to performance and behavioural change, enabling growth and development (Osterman 1993). For most, reflexive practice is a skill that has to be learnt. There are various theories and models that analyse reflexive practice.
Experiential learning (e.g. Piaget) is the theory relating to reflexive practice, focusing on the processes and context of learning (Osterman 1993). Learning begins with problematic experience. Learning is most effective when people become engaged in the process, it is relevant to their needs, they are motivated to learn and collaboratively involved in the process (Osterman 1993). learning is a cyclic process, involving “experience, observation and reflection, abstract reconceptualization, and experimentation” (Kolb, 1984: Osterman 1993). However, many have criticized the models for not clearly defining concepts so can be interpreted in different ways (Orey 2016), which has produce a number of theories, which do not fit together under this model. It also does not account for the effects of non-reflective experience or shared experiences on the learning process
In reflexive practice it is hard to determine who the tutor is, groups engage in discussion. The teacher’s role is to instruct, advise, participate in discussion and listen. Learners are active participants in the learning process (Osterman 1993).
Models of reflection include
Models of self-reflective practice include
Effective reflection requires a high level of objectivity, however, it is impossible to completely to suspend our beliefs and values and ignore the dominant ideological context and cultural beliefs (Finlay 2008). Another criticism is that this model cannot be applied to other cultures (Sung-Chan et al (2006: Finlay 2008) highlighted how this model was incompatible with Chinese values. Most tutors have significant time pressures placed upon them, so it may be impossible to allocate sufficient time to teach and nurture self-reflection. The effectiveness of this model is also dependent on the value this method had by the organisation and the tutor themselves.
Kirkpatrick’s Four-Level Training Evaluation Model (1994) analyses the effectiveness of the impact of training for future improvements (MindTools 2016). The 4 levels are
Kirkpatrick’s model can be very costly and time consuming and cannot be applied in all situations (MindTools 2016). Also the results of satisfaction surveys are not always accurate, many learners just tick yes fine, as they see it as a chore – so the results obtained are usually not accurate. Kirkpatrick’s model would not be an effective measurement of evaluation in our context, as many of our learners are transient in nature and assessment over time is not possible
Assessment Methods can either be
It is preferable to adopt both qualitative and quantitative methods to the reflection process.
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