Critical Reflection and Development Towards Becoming a Reflective Practitioner- TutorsIndia.com for my dissertation writ

1. Demonstrate Understanding and Knowledge of Key Theories of Critical Reflection and Development Towards Becoming a ReflectivePractitioner An Academic presentationby Dr. Nancy Agens, Head, Technical Operations,TutorsIndia Group www.tutorsindia.com Email:info@tutorsindia.com

2. OUTLINE In brief Introduction Defining Critical Reflection and Reflective Practice Effective Use of CriticalReflection Models of Reflection Gibbs’s ReflectiveCycle Today'sDiscussion Atkins and Murphy Model of ReflectionCPM Becoming a Reflective Practitioner Tools Used in Reflective Practice Reflective Practitioners in VariousFields

3. Inbrief You will find the best dissertation research areas/topics for future researchers enrolled in various subjects. In order to identify futureresearch topics, we have reviewed the Subjects. (recent peer-reviewedstudies).

4. The significance of critical reflection and the ways in which an individual can become a reflective practitioner can beknown. Introduction Critical reflection and reflective practitioners are common terms in which the term critical creates a deeper meaning to it and sound moreintriguing.

5. Researchonreflectivepracticewasmainlyfoundfromtheworksdonebyeducational philosophers such as John Dewey and DonaldSchon. Philosopher Dewey defined reflective practice as “the active, insistent and careful consideration of any belief or supposed form of knowledge 24 in the light of the grounds that supportit. An individual must have a questioning approach and question why things are the way they are and how they can be. Defining Critical Reflection and ReflectivePractice

6. EffectiveUse of Critical Reflection Pedagogical thinkers are more aware of their actions asking the questions “What is my rational reaction to this, and why do I feel or why do I behave like this?''. Labosky indicates that it is by taking conscious control that pedagogical thinkers take a long-term view of how problems can be solved and remain open tolearning.

7. Reflective learning model of Boud includes three stages thatare interrelated and cyclic innature. Models of Reflection During the first step called' returning to the moment,' the student are recommended to document the sequence of events that happened during theencounter. Boud's Reflective LearningModel In the second stage, called ' attending to feelings, ' the student explains the event's positive and negative reaction andemotion. Contd..

8. The third level called ' re-evaluating the experience ' consists of four stages: affiliation, inclusion, clarification, and appropriation. These three stages constitute the reflective cycle.

9. Fig 1. Reflective Cycle

10. Gibbs’s ReflectiveCycle Gibb’s reflective process in 1988, indicated that after an event, reflection takesplace. The reflective cycle focuses on learning from experiences through the incorporation of feelings, thoughts and recommendations for future actions. (Gibbs, 1988) describes how the reflective cycle is applied to a variety of educational methods including case studies, games, role-plays, and other experiments. (Gibbs, 1988) compares the process of reflections to a formaldebriefing.

11. Fig 2. Gibbs’s ReflectiveCycle

12. Atkins and Murphy Model ofReflection The model which more embodies the empowerment process is that of Atkins, who introduced a concept ofreflection. The concept of reflection aims at describing the situation including thoughts and feelings, analyzing feelings and knowledge relevant to their currentsituation.

13. Fig 3. Murphy Model ofReflection

14. Self-awareness and reflection in the practice have been described as the foundation of professionaldevelopment. Becoming a Reflective Practitioner The ability to engage in reflection has been found to develop proficiency and preventexhaustion. 1.Self-Awareness It is a process of getting to know oneself, although the understanding of what reflective practice is varies considerably within differentdisciplines.

15. Becoming a Reflective Practitioner Description requires remembering andrecollecting relevantincidents. In a group discussion, written in a clinical guideline, journal article or book, the description could be verbalized in order to allow for learning throughreflection. 2.Description

16. Becoming a Reflective Practitioner This process involves looking at existing knowledge, challenging assumptions, imagining possibilities and exploring them. A critical analysis often requires an assessment of how relevant knowledge is to a particularsituation. 3. CriticalAnalysis

17. Becoming a Reflective Practitioner This is the process of incorporating new knowledge or experience into our' personal knowledgebase.' This expertise is used to solve problems in a creative manner and to predict the possibleresults. 4.Synthesis

18. Evaluation is defined as making judgments about something'sworth. Becoming a Reflective Practitioner It can also be defined as' the value of something to judge orevaluate.' 5.Evaluation Both the synthesis and the evaluation are essential to developing a newperspective.

19. It is important to identifying the methodsemployed to engage in reflectivepractice. ToolsUsed in Reflective Practice Serious accidents, reflective diaries and monitoring are the most widely used methods for reflectivepractice. The definition and interpretation of critical events enable practitioners to understand the wider contextual problems and thus encourage criticalthinking.

20. Reflective Practitioners in VariousFields Teaching reflective skillsin education has grown steadily in prominence, as it became more evident from strong beginnings inprofessions. Reflective teaching skills are appearing throughout the curriculum, with different types of students being asked to compile reflective papers, studies, journals, records, diaries, orportfolios.

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