What does it mean to be a reflective practitioner in education?

What does it mean to be a reflective practitioner in education?

A reflective practitioner builds and examines knowledge about learners, the culture and curricula of schooling, and the contexts in which teaching and learning occur; such a practice assists an educator to simultaneously renew, invigorate, and maximize the teaching process.

What skills do reflective practitioners need to develop?

In order to become a reflective practitioner, the individual needs to acquire the skills of reflective practice, which are: 1. Self awareness An essential component of reflection is self awareness or the ability to analyse feelings.

What elements do you need for reflective writing?

However, regardless of which model or approach you use, several elements are generally present in reflective writing….The structure of reflective writing

  • Description – What happened?
  • Analysis – Why did it happen? What were you feeling?
  • Outcomes or Action – What did you learn?

What is reflective practice or reflective thinking?

What is Reflective Practice? Reflective practice is, in its simplest form, thinking about or reflecting on what you do. It is closely linked to the concept of learning from experience, in that you think about what you did, and what happened, and decide from that what you would do differently next time.

Why being a reflective practitioner is important?

Being a reflective practitioner benefits people using health and care services by: supporting individual professionals in multi-disciplinary team work. fostering improvements in practice and services. assuring the public that health and care professionals are continuously learning and seeking to improve.

What is a critically reflective practitioner?

Critically reflective practice is a process of inquiry involving practitioners in trying to discover, and research, the assumptions that frame how they work.

What does Dewey say about reflective practice?

Reflection is a deliberate and active process. It is about thinking to learn. In Dewey’s words it is an “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 leads” (Dewey 1933 pg. 118).