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Analysis on Personal Reflection within the Teaching
Profession
Jonathan Miles (2014)
University Campus Oldham
Introduction
The purpose of this journal is to embed and explore the varying differences and
difficulties between theory and practice in terms of teaching reflection. Often theories
become scrambled once the implementation process begins.
“There is a failure to recognise how theory gets used in practice, that it rarely
gets just taken off the shelf and applied without undergoing some
transformation. The process of interpreting and personalising theory and
integrating it into conceptual frameworks that are themselves partly
inconsistent.” (Carr and Kemmis, 1986, p.113).
Therefore analysing reflective theories and applying them to previous and current
reflection on my teaching is fundamental in ensuring continuous development of my
teaching skills and effectiveness. The journal will scrutinise reflection theories and
reflection as a whole, to conclude with the most applicable theory for my subject
specialism, learners and teaching style.
Methods of Reflection
“Learning new techniques for teaching is like the fish that provides a meal for today;
reflective practice is the net that provides the meal for the rest of one’s life” (Biggs
2003, p7).
Habermas (1975) sketched out two board forms of learning – nonreflexive and
reflexive. Nonreflexive learning is learning without a critical element with a lack of
any deeper moral enquiry. Reflexive learning, on the hand, is learning tinged with
critically, challenging social arrangements and everyday practices. Therefore for the
purpose of this journal, reflexive learning will hold the majority of the content.
Schön’s Reflective Model
Schön (1983) suggests that engaging in continuous self-directed development creates
the capability for making informed decisions about approaches to learning and
teaching within particular disciplinary and academic contexts. Schön developed his
reflective model from two criticisms of prevailing positivist epistemology of practice,
firstly teaching professionals seemed be more concerned with the end result opposed
to the process. Secondly, the separation between research and practice, often theories
could not be implemented due to the changing factors within a learning environment.
Schön (1983) provided an alternative conception of reflection. He emphasised that
professionals find themselves constantly facing situations that are unique, and he

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posits that in these situations they tend to use their knowledge and past experiences as
a ‘frame’ for action.
Schön theory outlined two notions of reflection, ‘reflection-in-action’ and ‘reflection-
on-action’. Reflection-in-action refers to the questioning on instant and unique
situations that occurs, such as on the spot activities that need an immediate response.
Whereas reflection-on-action indicates reflecting on past events that would provide
continuous development in a professional environment. Schön (1987) argues that
moving teachers along the continuum from knowing-in-action to reflection-on-action
is the way that they gain control of their developing artistry. Although these two
variants are emphasised by Schön he fails to discuss how these reflection forms
should be implemented in a practical sense, however he stresses the individualistic
nature of classroom environments.
Griffiths and Tann’s Reflective Model
Griffiths and Tann (1992) present an interesting framework that builds on the work of
Schön to describe how reflection by teachers/ tutors/ lecturers occurs in five separate
dimensions. These are: rapid reflection, repair, review, research, re-theorising. Rapid
reflection and repair can be related to Schön reflection-in-action, whereas review,
research and re-theorising are aligned with reflection-on-action. They argue that
teachers need to reflect in all of these dimensions at one time or another, and that
neglect of one dimension at the expense of another can be problematic.
Kettle and Sellars (1996) suggests that Schön’s theory can be linked with Griffiths
and Tann, is focused too narrowly on the individual, without necessarily considering
the interaction within the wider social setting.
Pollard’s Reflective Framework
Pollard, Collins, Simco, Swaffield, Warin and Warwick (2005), provides a framework
with a somewhat different viewpoint, which comprises of seven characteristics. It
leans heavily on Dewey, it presents one attempt to synthesise elements of
understanding of the process of reflection that have developed through the work of
both Dewey and Schön. See Pollard’s reflective framework below.

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(Pollard et al, 2005)
It can be outlined that Pollard’s framework suggests that educators should not
concerned with immediate consequences, the process of learning is considered a
further importance, alongside this the reflective process should be dynamic and
continuous thus creating constant improvement among educators. Responses to
classroom enquiries should be evidence-based to support progressive development,
and judgements made should also be informed by evidence. However, adopting an
open-minded approach is critical in engaging learners with the topic. Reflection
models are not usually applicable to all environments; adaptation of externally
developed frameworks is vital in ensuring the previously mentioned continuous
improvement.
The combination of Pollard’s framework and the Griffiths and Tann framework that
derived from Schön reflection model provides a basis on when reflection should occur
and the forms of reflection, however neither of the models analyse the method of
reflection in terms of a staged process.
Personal Reflection Model
The three major theorists for how reflection should be conducted are: Gibbs, Driscoll
and Boud. The model I chose for reflection at the beginning of the course was the
Gibbs model; this was due to the staged process that the model involves. Unlike the
Driscoll model, Gibbs takes into account thoughts and feelings during the event. The
Gibbs model is relatively similar to the Boud et al’s model of reflective practice,
however the Gibbs model has a staged conclusion and action plan opposed to Boud’s
model which just outlines what is learnt from the event. Gibbs (1988) suggests that
reflecting in itself is not enough, instead putting into practice the learning and new

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understanding you have gained, therefore allowing the reflective process to inform
your practice.
The model above has been created in accordance with the previous three theories,
embedded together to suit my personal reflection in my specialist subjects of Business
and Marketing. The entire model encompasses ‘Creativity of Framework’ that
originated from Pollard’s framework, however within the subject of Marketing,
creativity and creative thinking is vital for success of learners and teachers. Therefore
suggesting that all aspects of teaching should hold this creative aspect at the heart of
all sessions. Initially five forms of reflection will be used, covering all levels of
reflection, rapid reflection, repair that can be considered reflection-in-action. Whereas
review, research and re-theorising are aligned to reflection-on-action. Associated with
the five forms of reflection that were outlined by Griffiths and Tann, Pollard’s
framework provides reflective traits that have been aligned to the different forms of
reflection providing a more focused approach to each section. Finally the Gibbs
model of reflection was also implanted into my reflection approach, however it
wouldn’t be applicable to the research and re-theorising, as it would be too
emotionally involved and in-depth. Nevertheless it highly relates to rapid reflection,
repair and review, this is due to direct relation to the learning experience where an in-
depth reflection can often be effective for the continuous improvement of the teacher
and the learning experience.
Reflection on Personal Teaching
When reflecting on my personal teaching throughout the duration of this course, I will
be adopting the aforementioned model that incorporates Pollard’s framework,
Griffiths and Tann model, and the Gibbs model. Thus resulting in a detailed reflection

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framework suitable for my subject specialism. The reflection process in this journal
will be a systematic approach covering all teaching experiences, running through all
aspects of the framework.
Rapid Reflection
During the Micro-teach an issue that required rapid reflection arose. Learners were
asked to rank the top twelve brands in terms of brand equity this was completed in the
form of a group hand-out. Prior to starting the activity the learners were given a
description of what brand equity is. However as the majority of the learners hadn’t
studied Marketing and Branding previously, confusion arose in terms of the activity.
In hindsight a more in-depth description of what brand equity is would have made the
activity clearer, or possibly provide an activity that wasn’t as complicated. This
hindsight can be related to the framework as open-mindedness. During this I felt that
learners became confused, and that the activity might have been too complicated.
However during the group activity I spoke with those groups having problems and
made the task simple and clear. This situation can also be related to the repair aspect
of the framework, and this repair was conducted by simplifying the task for the
learners.
Another example of rapid reflection was during my placement at Churchgate
Academy, the session was an Access to Business group. Many of the learners had
limited experiences of organised education. Therefore the concentration level of
learners was generally quite low. I conducted a session in the morning in regards to
globalisation, however learners seemed distracted, I asked the question to the group
and they suggested working on their assignments in the classroom was beneficial, this
can be considered rapid reflection as the afternoon session was adjusted in accordance
with what benefited the learners the most.
Repair Reflection
Repairing situations and understanding reflection on repair is vital in ensuring the
development of the professional skills of teaching. One situation that repairing was
essential in ensuring the success of the session was during a BA (Hons) Top-up Brand
Identity session, the learners were partaking in their final year of their degree. During
the session I was conducting a group activity, during this learners were reluctant to
feedback in a presentation format to the rest of the group. Therefore repairing the
situation meant that learners could feedback but from their tables, thus reducing the
formality. If I were to complete this task again I would have just let the learners
feedback in whichever way they felt comfortable and this repair situation would not
have arose. Another repair reflection occurred after a situation early in my teaching
experience, it was during the Access to Business induction day at Churchgate
Academy. I was given the responsibility to undertake the teaching activity during the
session; I had a number of induction activities that included individual work and
group activities. However learners were hesitant to participate in-group work due to
not knowing any other learners. Upon reflection of these activities possibly slowly
embedding the induction activities would have encouraged the learners to participate
freely and comfortably with the group work.

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Reviewing Reflection
When reviewing sessions in a reflective manner, one of the most beneficial
experiences was during the micro-teach at University Campus Oldham; this provided
myself with the opportunity to teach peers and colleagues. During this session the
main focus of review was towards when learners were asked to analysis a BMW i8
advert in relation to the Customer-based Brand Equity Model. Prior to the advert a
description of the model was provided along with a handout for each individual
learner, however the handout was not provided until the start of the advert. One issue
highlighted was the small text on the slides for the model, making it difficult for
learners at the back of the classroom to read. In terms of feelings, I could tell that
certain learners
were slightly lost and confused during the analysis period of the activity, this was due
to not be able to read and understand the model. Evaluating the activity, making the
slide in question readable would be an improvement, but also providing the learners
with the handouts prior to the advert would have enabled them to make notes and
comments on the handout therefore being more engaged during the analysis/
discussion period.
During the BA (Hons) Top-Up an observation was undertaken by my mentor at
Churchgate Academy, one development point highlighted was my communication
with learners. It was highlighted that pauses and using ‘erm’ during my speech
slightly disrupted the flow of the session. This felt slightly confusing, as it was
something I hadn’t personally noticed. With evaluation and analysis of this
development point I realised was due to thinking of examples during the session
making the theory relatable to the learners. The action plan outlined crosses over into
the research section of reflection, as I would look to build a library of examples that
can be related to theories, therefore increasing the flow of the session.
Another major review of reflective practice undertaken by myself was after a session
with an Access to Business group. The classroom had computer facilities for each
learner and an ‘old style’ classroom layout. To suit the facilities I incorporated
computer based activities for the learners which were successful, however what I did
not plan for was the distraction the computers can have on other aspects of the
session. I felt that this was slightly naive but is something that I will take into account
for future sessions. If I were to complete this session again I would either adjust the
session into a whole computer based session, or devise a way to lock computers for
the learners when they are not required for the purpose of the activities.
Research and Re-theorising Reflection
Research within the professional teaching society is considered a vital activity,
although reflection on how teachers research is imperative. Combining research and
re-theorising provides a framework to analyse a specific subject area and adjust the
theory in accordance with learners’ requirements, could provide a more in-depth and
critical approach towards theoretical viewpoints, or simplifying theories.
Whilst teaching Business Strategy to Access to Business learners, I often found
learners where becoming confused with the amount of theoretical standpoints
academic writers provided, with Business Strategy being a broad subject area.

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Therefore simplifying and focusing theories provided a successful re-theorising
process for the learners, enabling them to discuss the topic effectively.
I encountered a contrasting experience during a BA (Hons) Top-Up session when
looking at social media branding during a Brand Identity module. The majority of
learners were avid users of social media and had strong subject knowledge. With
social media being somewhat of a new revelation to the marketing world, theories
became out-dated quickly and technology advanced. Therefore the learners and
myself adopted a critical approach to the various theories and often re-theorising them
making them more effective and relevant in today’s society.
Challenging Reflection
Morrow (2009) suggests that reflection helps consolidate and assess teaching in their
discipline, yet, there are also drawbacks of such techniques, including becoming
overly self-critical and the infinite regress of reflection on action. Alongside the
possibility of over self-criticism, another negative associated with reflection is the
reactive nature behind reflection in its basic form.
However the reflective model used for my subject specialism of Business and
Marketing, combines the reactive reflective practice such as: reviewing, researching
and re-theorising. Further more aspects of rapid reflection and repair provide a
proactive approach to reflective practice enabling the teacher to react faster to
changes in the classroom environment and react positively for the benefit of the
learners.
Deizmann and Watters (2007) raised concerns that practitioners have difficulty
stepping out of their pre-existing mind sets to challenge pre-conceived beliefs and to
seek evidence that affirms or refutes the assumptions underpinning their practice.
These concerns highlighted raise valid concerns about personal reflective practice, as
the majority of reflection is subjective, therefore cannot be considered truly accurate
due to individual bias. Reflection can be seen as commutative mirroring of situations
without analysing them, whereas reflexive practice takes into consideration the fact
that personal observation is affecting what you are observing. Therefore being aware
that personal bias has an affect on the situation with perfect objectivity not being
apparent.
Conclusion
Reflective practice can enable teachers to learn from experiences about themselves,
their teaching, wider society and culture. It provides strategies to bring things into the
open, and searching questions not often asked. It provides a relatively confidential
process of ways to explore experiences otherwise difficult to communicate and
analyse. It also challenges personal assumptions, ideological illusions, social biases
and inequalities. During this journey as a student teacher, reflective practice has
enabled my teaching skills to accelerate faster and more effectively, providing written
or mental notes for improvement in future activities. Without reflection being an
aspect of development, issues would have arisen continually without any change in
my approach.

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The reflective journal provides an accurate framework that will be used throughout
my teaching experiences. Combining three theories together provides a rounded
approach to reflection ensuring all forms of reflection are covered.
References
Biggs, J. (2003) Teaching for Quality Learning at University: What the Student Does,
2nd ed, SRHE & Open University Press, Berkshire.
Carr, W. & Kemmis, S. (1986). Becoming critical: Education, knowledge and action
research. Lewes: Falmer/Deakin University Press.
Diezmann, C, M. & Watters, J, J. (2007) Structuring Reflection as a Tool in
Qualitative Evaluation. Queensland University of Technology, Australia.
Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods.
London: Further Education Unit.
Griffiths, M. & Tann, S. (1992) Using reflective practice to link personal and public
theories, in Journal of Education for Teaching, 18(1), 69-84.
Habermas, J. (1975). Legitimation Crisis. Boston. Beacon Press.
Kettle, B. & Sellars, N. (1996) The development of student teachers practical theory
of teaching, Teaching and Teacher Education, 12(1), 1-24.
Morrow, E. (2009). Teaching critical reflection in healthcare professional education.
School of Nursing and Midwifery. London. King’s College London.
Pollard, A., Collins, J., Simco, N., Swaffield, s., Warin, J., and Warwick, P. (2005)
Reflective Teaching: 2
nd
. edition. London: Continuum.
Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action,
Temple Smith, London.
Schön, D. (1987). Educating the Reflective Practitioner. San Francisco: Jossey Bass.