Development and Skills Conference 2013: Jackie Cawkwell - reflective practice

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Development and Skills Conference 2013: Jackie Cawkwell - reflective practice

  1. 1. Development and Skills Conference Reflective Practice Jackie Cawkwell
  2. 2. Reflective Practice • Why ? • Thinkers on reflective practice • Reflecting in practice, reflecting on practice, reflecting for practice • Key features • Some criticisms of reflective practice • How to go about reflective practice • Reflective writing
  3. 3. Why is reflective practice important? • • • • An adaptive response to change Develops professional expertise Supports critical approaches to work and CPD Encourages deep learning and self empowerment • Creates shared meanings (Carlile & Jordan)
  4. 4. Thinkers on reflective practice • “Active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and further conclusions to which it tends constitutes reflective thought.” (Dewey) • “Cognitive housekeeping” (Moon) • Learning cycle – not closed (Kolb) • Technical reflection: everyday and individual practice and critical reflection: contextual and organisational (Reynolds & Suter)
  5. 5. Reflecting in, on and for action • Reflection in action: problem solving, experimenting in situ on a puzzling event • Reflecting on action: writing up, discussing afterwards, questioning and developing future response and new course of action • Reflection for action: is more than pausing for thought but carrying out action which might provide evidence for deciding new approach should be included again (Russell discussing Schon’s work)
  6. 6. What are the key features? • Blending theory and practice (NB Schon says difficult to achieve) • Active learning • Participative learning • Challenging dogma (Thompson and Pascal)
  7. 7. What are the key criticisms? • Of Schon’s model: is it always possible in busy work environment? Is it always wise? Does it take into account things beyond control? • No evidence of efficacy of reflective practice (more of an ideology) • Process isn’t always clear or shared (abstract) • Institutional habitus: enabling? • Collaboratively undertaken? • Routinised and mundane • Individual experience over-emphasised (Reynolds and Suter) • What works in one context may not be good practice in another
  8. 8. How to go about reflective practice • Moon: tips for keeping a learning journal (Portal) • Tripp: critical incidents analysis (Reynolds and Suter) • Johns: model for structured reflection (Portal) • Brookfield: using colleagues experiences (Portal)
  9. 9. Features of reflective writing • • • • • • • • Acts as an aid to thinking Is for an effective outcome Supports writing in PDP’s Supports secondary reflection Writing for learning from critical incident Writing for learning from personal experience Exploring through structured reflection Metacognitive writing
  10. 10. References • • • • • • • • AUA Portal Dewey, John (1933) How We Think. Boston: Heath & Co. Johns, Christopher (2009) Becoming a Reflective Practitioner. Wiley & Sons Moon, Jenny (1999) Reflection in Learning and Professional Development: theory and practice. London: Kogan Page Reynolds, Barbara and Suter, Martin (2010) ‘Reflective Practice’ in Teaching in Lifelong Learning: a guide to theory and practice. Avis, James (Ed.) Oxford University Press Russell, Tom (2005) ‘Can reflective practice be taught?’ in Reflective Practice: International and Multidisciplinary Perspectives. 6(2), 199-204 Schon, Donald (1983) The Reflective Practitioner: how professionals think in action. New York: Basic Books Thompson, Neil and Pascal, Jan (2012) ‘Developing critically reflective practice’ in Reflective Practice: International and Multidisciplinary Perspectives. 13(2), 311-325
  11. 11. A Coaching Approach to Reflective Practice
  12. 12. Rigour in your work: using evidence • • • • • • • • • • • Learning journal Mid-registration PDP Appraisal meetings – managers feedback PDP plans at work Notes from meetings Reports Peer feedback Student feedback External feedback Scholarly activities Others?

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