Critical Analysis of Reflective Practice - Assignment Example

Reflective Practice: Critical Analysis The following article highlights some of the applications and missing links between reflective practice and a successful learning or teaching experience. Whereas many proponents of reflective practice recommend its application for continued success in respective experiences, it is not always possible to draw the line between its success and other performance improvement techniques. The role of reflection in ensuring continuity in learning or professional experience could be a construction of its proponents, while a closer look at its principles may however generate debate about how it is an invaluable approach for development. As Eisner (1991, p6) observes, the successes and accurate interventions of critical reflection are discussed below against potential missing links to development as supported by various literature perspectives. Most arguments for reflective practice hold the opinion that it is a very vital tool for designing development. Both teaching and learning outcomes form an important concept in education, which takes form from the quality of experiences that the teacher and learner make out of the learning process. Critical evaluation and reflection entails learning skills that individuals develop towards a sustainable progression in application of knowledge in life and career. Reflection is an important function of mental processing that enables application of thinking in the formulation of a solution to a task aimed at specific outcomes (Boulton-Lewis, Brownlee, Dart & McCrindle 1998). The application of mental skills in such a task may follow complex or unstructured knowledge to arrive at the anticipated outcome. Personal and professional development concepts adopt self-reflection and evaluation as strong tools to exploit personal abilities for a sustainable and consistent performance (Boutrup, Leerberg and Riisberg 2010, p7). Proponents of this position however fail to demonstrate the importance of personal initiative in designing one’s reflective assessment. Commonly available reflective skills are taught, which shows lack of development of initiative minds among learners and professionals if mental skills are to be developed in an equal measure. Another common element of argument for reflective practice is that both formal and informal reflective play a vital role in the development of an all-round individual in the respective performance tasks in life, learning, and career. Reflection skills facilitate the approach that individuals adopt to internalize knowledge and ideas to make appropriate decisions in various defining moments regarding life or career options. Various types of knowledge held by an individual define the accuracy or appropriateness of the reflective task, with understanding, interpretation, and critical thinking skills forming the fundamental knowledge resources (Sterling 2003, para.2). Reflective practice make different contributions in a learner’s experience as discussed in this discourse, with its roles, methods, and value forming the background on which it exists. In describing reflective reflection as a common technique in formal and informal learning experiences, there is a huge gap of information since the two learning settings are very different in content delivery and assessment as well as theories of learning. It would perhaps be worth the effort for research to demonstrate the application, effectiveness and missing links between different levels of formality in learning and teaching. Research devoted to reflection in the past studies gives divergent perspectives on the task of reflection, contributing to the topic that possesses numerous definition approaches (Dawe and Martin 2005, p4). Among the most celebrated theoretical contributions, John Dewey’s description on reflection captures an important definition and description to the topic. By referring to reflection as a special form of thinking, the idea that it is an active, continuous, cautious and deep process involving mental functions based on retrieving knowledge captures reflection as a function of thinking (Dewey 1933, p12). Jurgen Habermas approached reflection from a perspective that involves it in the construction of meaning from ideas in an individual’s environment into knowledge. Making meaning from ideas into knowledge that can transform the life of the individual in different scenarios is complex process that considers three processes defined by the type of knowledge needed. Three type of knowledge namely instrumental, interpretation and evaluative exist and are needed in different life functions (Dawe and Martin 2005, p3). The importance of reflection in developing the relevant knowledge forms the basic interaction between various mental perceptions on learnt outcomes and expected actions. David Kolb developed the Kolb cycle that attempted to construct the various learning elements that make up experimental learning, among which is reflective observation (Moon 2001, p3). Other elements in cycle of experimental learning include concrete experiencing that relies on generating an experience in the learning process, abstract conceptualising that generates learning outcomes from a particular experience gained and active experimentation that attempts to try out the learnt outcomes. Reflection therefore forms a central role in experimental cycle that forms a fundamental concept in real learning requirements. Transformative learning theory has a close link to above experience relationship that reflection has to learning as developed by Mezirow (1996, p158). Autonomous thinking perspective in learning and decision making form the central part of the reflective practice that make use of the frame of reference in achieving the appropriate outcomes. Transformative learning perspective proposes that the frame of reference defines reflection and is a function of habits of mind coupled to having an opinion that results in a decision. Cultural assimilation attributes of the environment that an individual develops define the reflective outcomes just as is the case of influence obtained from caregivers. According to Griffiths and Tann (1992, p71), the general interaction between personal and public oriented theories makes a perfect case for the use of knowledge and practice in establishing a desirable learning or professional outcome. The importance of reflective practice to the person is the conscious definition of the conglomeration of values and beliefs held to understanding the self-role in the social system. Public theories facilitate in the integration of other people’s findings in understanding the importance of knowledge in problem critical solving. Thinking is an important concept in both theories as proposed by the authors. Inner reflection and outer reflection are involved in the establishment of the link between the individual and the environment as the two scopes direct divergent trajectories of application of reflection. In all the above reflective theorists’ perspectives, there is heavy reliance on the concept of mental processes and knowledge to explain reflective practice. Certain theorists appear to duplicate similar positions held by other theorists. As an illustration, Jurgen Habermas’ argument is not very different from that held by Griffiths and Tann with regard to learning and environment and the interaction they have with reflective techniques. It could perhaps be true to say that reflective practice is not necessarily an independent concept of learning but rather a deliberate construction of the theorists. It is a concept well captured in other theories of development and learning and it could perhaps be left under those learning theories without the erroneous isolation. The other concept that has been used to elevate reflective practice as a vital learning and professional experience is the enumeration of its roles (Mulvey 2008). The role of reflective practice in learning and development is perhaps a broad scope that offers a wide array of perspectives on its life applications. Reflective practice describes an important aspect where experiences and critical thinking contribute to the learning and teaching outcomes within the learning environment. The role of reflective practice can therefore describe two perspectives describing the teachers’ and the students’ interaction with reflection and critical evaluation (Dearnley and Matthew 2007, p381). Practice interpretation encompasses both the teaching and learning experiences and the inclusion of the reflective concepts for the teacher and the student forms the appropriate definition of respective roles. Interestingly, this opinion from proponents of reflective practice fails to explain the definition of reflective learning as a historical perspective while learning is largely a projected trajectory of future and new ideas. By relying on evaluation and reflection of experiences, it could beat every logic of learning which entails internalization of new learnt ideas. Whereas the success of past experiences defines the approach to new ideas, reflection is perhaps not necessarily directly concerned with learning per se, which should focus on future knowledge trajectories. Firstly, self-insight forms the fundamental role of reflection by capturing evaluation of the individual’s participation in learning processes. Critical evaluation skills are important in the visitation of self-performances and in the definition of improvement goals. Self-insight as enabled by reflective assessment enables an individual to consolidate thinking outcomes on not only external factors of life but also those directly affecting internal attributes and factors (Fleet and Sumison 1996, p125). By subjecting critical thinking on one’s contribution to the quality of their life interactions with education and career, the role of reflective practices directly contributes to learning and professional outcomes. Whereas self-insight is a commonly employed concept for role of reflective practice by Fleet and Sumison, the fail to expound on the differences of self-insight among learners and the contribution the diversity has to overall learning. Secondly, personal growth in learning experience under reflective practice facilitates development of goals and motivation. By exploiting reflective skills, individuals are able to define and develop thought habits that facilitate appropriate interactions and experiences with future goals. By defining such expected outcomes, future interactions with learning and professional roles fit within set out goals and performance objectives. Growth attributes are depicted in the individual’s responses to specific challenges against a backdrop of alternatives from an informed decision making mind. Development of confidence in making choices from a well-reflected choice enables the individual to take responsibility for actions in future decisions. The weakness of this argument for roles of reflective practice is based on the inadequacy of explaining growth from past experiences without projection for future learning (Dawe and Martin 2005, p12). Perhaps, growth is better approached by setting goals than reflecting on past experiences alone. In addition, reflective practice facilitates learning from different knowledge accumulating experiences both from formal and informal encounters. By reflecting, it is possible for the individual to formulate solutions to challenging situations in education and professional tasks using experience and intellectual forms of knowledge. As illustrated by transformative learning perspective, learning is a complex trajectory of interactive factors such as the environment and individual behaviours. Since an individual is moulded by the surrounding learning factors, the inevitable learning experiences become part of life and reflective skills become important life outcomes. This argument is appropriate with the demands of an accurate position in that both formal and informal learning settings are important considerations for learning and the outcomes of both determine how an individual approaches development. Critical thinking employed in reflection can take several approaches that aim at enhancing appreciation of the knowledge and its application in decision-making. In learning outcomes, the students can be facilitated to acquire critical thinking skills required in reflective practice through different techniques. Group projects for instance are aimed at bringing learners together to complement each other’s work in the development of a common project or goal. Role-play on the other hand provokes students to assume certain responsibility in a specific task and deliver critical thinking skills to solve the underlying problem (Kessels and Korthagen 1999, p15). In addition, the application of knowledge gained on a particular topic in a similar situation through critical replication of relevant intervention occurs in case studies. Alternatively, the use of simulation tests in problem-based assignments is aimed at assisting students to employ their critical thinking skills as if they were supposed to act as the simulated character. Thinking is an important tool in reflective experiences and the arguments projected to this explanation capture its importance accurately and precisely. Some of the most critical skills employed in such a setting include critical incidents, where a defining event and action highlighting a specific expectation in critical thinking are put to task. Concept mapping skills that require learners to follow a particular pattern of thinking in the formulation of appropriate outcomes also facilitate reflection. In addition, consciousness raising that targets triggering certain responses from the learner form an important critical thinking method employed in reflection. In view of the several techniques that can be employed in establishing the appropriate approach to deal with different reflective tasks, students are assisted to integrate self-assessment and the assessment of their interaction with the environment. Reflection is an important approach that enhances an individual’s thinking with regard to different tasks such as learning, self-development, critical review, coordination of mental functioning, decision making and empowerment. As illustrated above, it is important that students be assisted to internalize their own awareness against the backdrop of external factors presented by the environment that they live in (Kessels and Korthagen 1999, p13). In terms of self-development, reflection assists learners to internalize various interactions that they have with the society, set goals, lay out implementation strategies fro the goals and constantly review the goals to align them with their abilities. In view of critical review and decision-making, reflection assists individuals to interrogate scenarios and define the most appropriate course of action. ] In professional development, reflection offers an important avenue for professional to understand the environment and duties subjected to them. Such an understanding facilitates formulation of personal conduct to fit within organizational expectations. Professional and career development issues interact directly with the critical thinking attributes of the individual. Empowerment of the individual through reflection is perhaps more of a life skill that extends beyond learning outcomes within the classroom setting (Rowson 2000, p230). Non-academic learning roles of reflection also form an important self-development in assisting individuals to interact with the environment and balancing it with their values and beliefs. The application of reflection in both academic and non-academic studies provides a perfect link that facilitates individuals inside and outside the classroom to integrate critical thinking skills in different important decisions. Personal development planning entails the fundamental attributes that students need to highlight by the time they are ready for the employment market. Reflection and critical thinking skills form the fundamental criteria on which candidates are tested for competence, which makes it imperative that planning begins right before exit of the learning assignment. Teachers are expected to train their students to adopt a comprehensive display of expected outcomes when they interact with the job market (Jackson 2001, para.3). Learning is a broad process that incorporates different academic and non-academic tasks that equip students with skills suitable to deliver various expected results. Core interactive skills are needed in many employment assignments and the student needs to realign learning outcomes and experiences with reflective abilities. Some of the core skills that present the individual as an all-round critically thinking product of learning processes include skills in communication, interpersonal relationships and team working. Students must demonstrate an effective learning experience in handling problem-based assignments with above average analytical ability (Parker 2002, p382). Being a critical thinker in different high reflective assignments presents the learner as an ideal and compatible candidate for different professional settings. Reflection in personal development planning also requires learning and acquiring skills to demonstrate commitment to continuous learning, since new ideas emerge everyday in professional practice. It is therefore important to learn as a student that exhibiting willingness to learn different perspectives and professional practices is an important attribute that attracts the attention of the employer (Lodewijks, Vermetten and Vermunt 2002, p264). Adaptability and flexibility in the professional setting also constitute important skills that students must possess when facing a prospective employer. The importance of the reflective practice for students when they become employees is the changing nature of market needs for human resource. Demonstrating positive learning in overall productivity worth shows that an individual is ready to face the high standards set by the employment market. Increasing competence in the human resource is the central target for the modern employer and the sharpening of appropriate skills for a competitive and adaptive work experience is the secret weapon for the productive employee. Personal development planning entails bringing out the best learning outcomes in both academic and non-academic settings. Under such a perspective, personal development concept, capture various professional and educational needs that present the individual as the right candidate for the highly competitive world. It brings out the most effective traits that an individual possesses in terms of initiative and self-directed attributes (Beattie 2000, p15). Extrapolation and application of learnt skills in a wider scope than the classroom setting enables the student to demonstrate reflective skills in many life settings. General skills for learning are sharpened by reflective practice and personal development planning. In view of the planning needs of personal development, individuals are exposed to the realities of having tangible goals, means to achieve them and progress assessment. Learning several life skills encompassed under personal development planning, individuals are equipped with the appropriate attitude to deal with life challenges. Three dominating themes in personal development planning must be evident at all stages of development namely, education, personal and career. According to Rodriguez and Sjostrom (1998, p1), continuing professional development is a necessity for every professional candidate to equip them with the relevant developments in professional practice. Adult learners have different approaches to internalize the learning material within the level of profession that they need to learn. Professionals such as teachers are required to reflect their teaching outcomes against the backdrop of changing teaching needs. Throughout professional development experience, the professional is supposed to keep note f the learnt ideas in order to make the delivery of professional duty better amid the challenges faced. Reflection involved in the continuing professional development enables the individual to sustain the standards kept during the time of entry into the profession. Internalization of the various challenging scenes encountered during practice of professional skills under reflection and evaluation facilitates in the upholding of motivation and commitment. Competence and professionalism sustenance in the discharge of professional duties is a function of three varieties of knowledge namely, propositional, practical and procedural against the changing times of service (Marsh et al. n.d. p3). Reflection and planning for development and improvement must form the core of reflective practice under continuing professional development. In continuing professional development, reflection becomes an integral evaluation tool where the individual revisits performance during a particular period. In the evaluation, the individual must highlight the weaknesses witnessed and strengths cultivated. The outcomes of the weakness assessment must be geared towards elimination of the weaknesses whereas a plan for strengths sustenance and upholding must be formulated. Comfort areas in delivery of professional duties must also be identified as well as discomfort areas in order to balance the performance especially when the tasks involved are materially important to the delivery of results in the assignment. A career plan facilitates the formation of an efficient approach to dealing with competencies and weaknesses to improve professional delivery outcomes (Lens, Vandenberghe and Waeytens 2002, p320). Continuing professional development requires planning and laying down of strategy to overcome weakness and enhance productivity. Involving other people in the appraisal aspect and motivation enables individuals to launch a successful continuing professional development. In conclusion, it is perhaps difficult to isolate certain learning concepts and elevate them to independent approaches of learning and professional development. Whereas reflective practice is an important technique of assessing achievement in learning and professional practice, future encounters with respective line of contribution are important. It is important for reflective practice to be reconciled with future development trajectories as opposed to exclusive reliance on reflection outcomes, which are heavily historical concepts. A complete experience would be achieved if goals and standards are set using reflection on past experiences focusing on improvement areas. Overreliance on reflection could damage initiative to embrace learning of new ideas due to stereotypical connotations attached to poor reflective skills. References Beattie, M. (2000) Narratives of professional learning: Becoming a teacher and learning to teach, Journal of Educational Enquiry, vol. 1, no. 2 pp.1-23. 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(2003) Whole systems thinking as a basis for paradigm change in education: explorations in the context of sustainability, [Online] Available from [Accessed 29 May 2012]. Read More