Critical incident

Physiotherapy, 2000

Development of professional practice through reflection, including an originally created model of reflection.

2021

This Thesis has been completed as a requirement for a postgraduate research degree of the University of Winchester. 2 Declarations and Copyright Statement Declarations No portion of the work referred to in the Thesis has been submitted in support of an application for another degree or qualification of this or any other university or other institute of learning. I confirm that this Thesis is entirely my own work. I confirm that no work previously submitted for credit has been reused verbatim. Any previously submitted work has been revised, developed and recontextualised relevant to the thesis. I confirm that no material of this thesis has been published in advance of its submission. I confirm that no third-party proofreading or editing has been used in this thesis.

There are quite distinctive processes involved in the undertaking of ‘Action Research’ (AR) with the aim of bringing about improvements in teaching practice as well as empowering teachers to reflect upon their own modes of operation. Throughout this essay, the action research model will be used to identify processes used in action research by teachers. There will be discussion of the importance of reflecting on my own lived experience when developing my teaching practice. Leading on from this, Maxwell’s ‘reconnaissance’ stage will be explained in relation to its’ three components of situational analysis, literature and competencies, so as to bring about a workable and quality action research project.

Reflective Practice, 2005

'Reflective practice' broadly refers to approaches and tools facilitating critical interrogation of professional practice in the social professions, those "whose role it is to work with people who are regarded as in need of support, advocacy, informal education or control" (Banks & Nøhr, 2003, p. 8). Classroom practice of teachers, for example, is perceived as an ongoing interplay of individual, role, craft, context, setting and interpersonal dynamics; an effective practitioner would be one who can consider, critically evaluate and develop these elements. As a result, students on professionally qualifying programmes are increasingly required to engage in reflective practice. Indeed, the significance of reflective practice has grown such that in some countries (such as UK, USA), it is becoming recognized as a significant element of "graduateness" for all students at Higher Education level. This chapter charts the principles and practices encompassed by the term 'reflective practice' with the intention to enable readers to 'map' literature on and experiences of reflective practice.

2013

By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. .

Regarding the current body of literature dealing with L2 teacher education, copious references are made to the concept of reflective teaching for teachers to have better understanding of their careers. In most of the reflective practices, it is widely accepted that reflective practice should be started from a sort of difficulty, a state of doubt, uncertainty and puzzlement or let’s say a problem which the teachers face during their teaching practice (Dewey, 1933; Schon, 1983, 1987; Wallace, 1991). However, in general, reflective movement has been severely criticized for introducing reflection and reflective practice as an introspective process (Day, 1993; Kumaravadivelu, 2003; Lortie, 1975; Solomon, 1987; Valli, 1997; Wells, 1994; Zeichner &Liston, 1996). Besides, the present paper argues that starting a reflective practice regarding a problem as the departure point is quite limited and limiting due to a variety of reasons. Based on logical reasoning, the paper introduces the limitations under the following five rubrics: 1. Context uniqueness; 2. Unwarranted repetition; 3. Insignificant results; 4. Inefficient instrument; 5. Ideological barriers. In conclusion, the present paper suggests a more careful analysis of reflective teaching in teacher education.

1998

Although it is relatively easy to study and learn about a practice discipline in the safe environment of an academic institution, it is far more complex to make sense of what has been learned when faced with the real world of practice. Practitioners need to think on their feet and have to find new ways of managing complex problems which do not fit directly into the theoretical frameworks learned in a more formal setting. Knowledge of what the various disciplines say is not in itself sufficient, experiential knowledge is necessary. The key to learning in the experiential domain is critical reflective practice and emancipatory learning, which empower practitioners to explicate their implicit theories. If autonomy is the goal of professional education, the key is to help adult learners to distance themselves from their own values and beliefs in order to entertain more abstract modes of perception. The purpose of this inquiry was therefore, to construct a model for facilitation of critical reflective practice, based on thorough analysis of the main concepts (critical thinking and reflection), related viewpoints, models and theories; and the data gathered and analyzed during, the naturalistic inquiry. The inquirer sought to develop each participant through Socratic & Learning Through Discussion (Dialogical) Technique, Critical Incident Reporting and participation in Critical Reflective Exercises. The constructed model for facilitation of critical reflective practice evolved from empirical observations, intuitive insights of the inquirer and from deductions combining ideas from several fields of inquiry. The model for facilitation of critical reflective practice postulates that practitioners have the inherent potential to change from auto-pilot practice to critical reflective practice. The purpose of the model is the facilitation of heightened awareness of the self, to enable health care professionals to consciously meet community needs and expectations. The desired outcome is transformative intellectuals who will strive to empower others to become critical reflective learners and practitioners. lll