EDU1121: REFLECTIVE PRACTICE Dr Dorothy Andrews October 2002

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EDU1121 REFLECTIVE PRACTICEDr Dorothy
AndrewsOctober 2002
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Reflective Practice

• Bolton, G. (2001).
• is a process of learning and developing through
  examining our own practice, opening our practice
  to scrutiny by others, and studying texts from a
  wider sphere.
• is an educative process often undertaken with a
  tutor critical friend. It is a critical process
  where practitioners question and challenge
  their action, or have their action challenge to
  come to higher levels of knowing.

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Reflective Practice a process of professional
learning and development

• Teachers for Future Schools
• Technical Development Vs Reflective Inquiry
• Expectations of the Profession
• Becoming a reflective practitioner exploration
  of self
• Tools for reflection

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Teacher-Educators of the Future

• Self managed professional
• Collaborative worker
• Life-long learner
• Reflective thinker
• Support a transformative curriculum

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Transformative Curriculum

• Thinking centered subject learning using
  constructivist activities
• Use of multiliterate expressive outcomes
• Reliance on personally tailored performance-based
  test (OBE)
• Learning diversified, lifelong, inquiry
  responsibilities
• Learning informed, democratic citizenship related
  to equity, civility and diversity
• E.g.. The New Basics

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Transformative Self Learning

• is to challenge set assumptions, beliefs and
  values and to participate in a professional
  learning community or a community of learners
  (Senge 1994).)

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Learners actively construct their experience
meaning is constructed from our world view or
mental model (Senge,1994) the learners personal
foundation of experience.Learning is a holistic
process it is not constrained by time or
placeLearning is socially and culturally
constructed constructed meaning is influenced
by context and culture.Learning is influenced
by the socio-emotional context in which it occurs

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Teacher in the Future

• Reflective Thinker reflecting on experience
  (Dewey 1963, Schon 1983)
• Reflection examine critically assumptions,
  values, beliefs become transformational, i.e.
  challenge what is and move to what might be.

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Move from Technical to Reflective practice

• Move from Technical Approach to teacher
  development
• Hunter 1982 7 steps for teacher effectiveness
• Anticipatory set, objective, input, modeling,
  checking for understanding, guided/monitored
  practice, independent practice
• Reflection seen as technical review and
  evaluation on competency in terms of feedback.

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Reflective Practitioner Schon (1983)

• Reflection on and in practice reflective
  inquiry (critical) to understand the
  underpinnings of ones practice (i.e.
  assumptions, beliefs and values) there is a need
  to examine these in the light of practice.

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Reflective Practice

• needs to be collaborative often we cannot see
  what we know
• professional thoughtfulness views teaching as an
  art and there is no clearcut formulae, right
  answers
• teacher narrative teachers sharing with one
  another to deepen understanding of practice and
  encourage creative decision making.
• continue to learn how to teach through reflection
  on action teachers are life-long learners

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Expectations of the Profession

• Teacher Charter Federal Government
• Professional Standards for Teachers website Ed
  Qld
• http//education.qld.gov/ learning_ent/ldf/standa
  rds/teachers.html
• BTR Professional Qualification and Updating

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Professional Standards

• Standard12 Commit to professional practice 2
  standards
• Reflect critically on your practice
• Contribute to learning community and other
  professional networks

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Developing the Reflective practitioner

• Viewing Self the Teacher Framework (Andrews
  1998)
• Developing the practitioner stages in skill
  development (Benner 1984)

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VIEWING SELF A MODEL OF HUMAN ACTION
  CONTEXT     PUBLIC
KNOWLEDGE PERSONAL PRACTICAL
KNOWLEDGE     REFLECTION    
  PRACTICE WORLD VIEW   CONTEXT  
(Andrews, 1999 - Adapted from Butler
1994157)  
 
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Expertise experience (Practical Knowledge
PK). PK has 6 areas 1.graded qualitative
distinctions, that is, grasp of the situation is
related to context - able to perceive or have a
feel for the situation 2.common meanings -
professional understanding/jargon 3.assumptions
and expectations, sets (predisposition to act)
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4. paradigm cases and personal knowledge -
precondition for perceiving a situation, based on
theory, principles, prior experience - formulated
into a pattern or paradigm) 5.maximums - cryptic
instructions showing deep understanding 6.unplanne
d practices - new knowledge
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Patricia Benner (1984) From Novice to Expert.
Model of Skill Acquisition - The Dreyfus Model
 
 
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Novice to Expert
      Performance Expert        
       
Novice
Experience/Time
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Patricia Benner Novice to Expert

• NOVICE Rule - governed behaviour to guide
  performance. No experience of situations,
  therefore taught context free rules
•  
• ADVANCED BEGINNER Demonstrate marginally
  acceptable performance - need situational support
•  
• COMPETENT Time/experience - conscious deliberate
  planning by person
•  
• PROFICIENT Perceives situation as a whole rather
  than aspects - performance guided by maxims -
  learnt from experience
•  
• EXPERT No longer relies on analytic principle
  (rule, guidelines, maximums) to connect
  understanding to a situation to use appropriate
  action I just know. Will use analytical tools
  for foreign situation.
•  
• Experience refinement of preconceived notions
  and theory through encounters with many practical
  situations that add sticks of differences to
  theory -

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Exploring Self in Context - Parameters

• PK - Public Knowledge formal Kn, policy,
  research, theories etc
• PPK Personal Practical Knowledge
  understandings obtained through lived experience
• World View assumption, beliefs, values mental
  map of how the world operates
• Context Field of Action

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Teachers Practical Theory (Elbaz 1983)

• This includes
• q       Value beliefs and principles
• q       Rules
• q       Aims and goals,
• q       Tactics, strategies and actions
• q       Normal desirable states
• q       Student progress cues
• q       Teacher attributes
• q       Contextual variables, conditions
• q       Images, metaphors
• q       Pedagogical content knowledge

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Exploring Self

• Personality Profile
• Learning Style
• Assumptions/Beliefs
• Preferred Style philosophy of teaching

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IS/ES TYPES IN/EN
TYPES

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PERSONAL STYLE Pick a letter from each group Am
I Group 1 Where do I focus my Attention?
EXTRAVERSION OR INTROVERSION E focus on the
outer world of people and things energized by
what goes on in the outer world and prefer to
communicate more by talking than writing and need
to experience the world focus on the outer world
of people and things energized by what goes on
in the outer world and prefer to communicate more
by talking than writing and need to experience
the world in order to understand it and hence
like action and variety I focus more on their
inner world and are more interested and
comfortable in working quietly and without
interruption. They like to understand the world
before experiencing it and need time to reflect
before acting.  
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Group 2 How do you Acquire information and find
out about things? Sensing or (N)Intuition S
focus on the reality of the situation and accept
and work with what is given and hence are more
realistic and practical. Good at remembering and
working with a great deal of numbers and facts,
like to use proven procedures and are careful
with detail N shows you the meanings,
relationships and possibilities that go beyond
the information from your senses. They look at
the big picture and try to grasp overall patterns
and are expert at seeing new possibilities and
value imagination and experience.  
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Group 3 How do you make decisions? Thinking
and Feeling T makes decisions objectively, on
the basis of cause and effect, by analyzing and
weighing evidence. Focus on logical consequences
of any choice or action and seek objective truths
good at analyzing what is wrong with
something F make decisions based on
person-centered values. When deciding they
consider how important the choices are to
themselves and others. They like dealing with
people and tend to become sympathetic,
appreciative and tactful value harmony and work
to make it happen
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Group 4 How do your orient to the outer world?
Judging and Perceiving J those who prefer to
live in an planned, orderly way wanting to
regulate life and control it. Want to make
decision, come to a closure and carry on, like
structure, like organization and like things
settled. P Those who prefer to live in a
flexible, spontaneous way, gathering information
and keeping options open They seek to understand
life rather than control it and prefer to stay
open to experience.
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EXPLORING SELF

• LEARNIG STYLE INVENTORY
• PHILOSOPHY OF TEACHING

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Tools for Reflection

• Journal Keeping Posner, Holly
• Observation Hopkins, Hook, Senge (Ladder of
  Inference)
• Action research Kemmis and McTaggart

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Mental Models Ladder of Inference Senge,
1994, P243.
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The Professional Journal

• It is a research method about our professional
  practice.
• It allows us the opportunity to reflect on our
  involvement as subjects of research in which we
  are also the observer.
• It allows us to step back from the action to
  record out impressions, feelings and thoughts.

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Professional Journal

• The journal is then used to recall the action but
  also as a measure of the changes that have
  occurred in our understanding.
• It is a medium for thinking, a medium for action
  research and action learning.

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Recording Personal Documentation

• a. Logs record a factual account of an episode
  are structured descriptive and objective
• b. Diaries records a personal account
  unstructured thoughts, feelings. etc
• c. Journals comprehensive, descriptive
  document, records procedures, happenings, events,
  and notes.

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The writing process has two purposes

• writing to reflect reflect, write, reflect on
  writing, write
• writing to clarify our thoughts, feelings, etc

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What to write about?

• work roles and responsibilities
• Students
• collegial interaction and professional
  development

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Writing reflectively about your practice
(learning from experience)

• a. learning about yourself- life history writing,
  life history timeline, using artifacts
• b. reconstructing stories
• c. portraits of people and experiences

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Writing about practice

• exploring professional collegial aspects of
  practice
• What defines your successful practice
• What are critical exemplars.
• Why are you doing this
• How do I work with others to improve professional
  practice,

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POSNER INCIDENT ANALYSIS

• Episode Analysis
• Write reflectively about the episode
• Analyse issues
• Check assumptions
• Research, planning and action

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This can be done through

•         a. Interviewing
•         b. Case studies
•         c. Action research
•         d. Clinical supervision or critical
  colleagues peer review
• e. Critical friend assisting in
  reflecting on action

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Learning from your Writing reflecting on your
reflections

• Analysis of writing
• Select themes that emerge
• Topics and how they change over time
• Philosophical underpinning
• Patterns

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References
Anderson, L. and Burns, A. (1989) Research in
Classrooms the study of teachers, teaching and
instruction. Oxford Pergamon Press. Andrews, D.
(1999). School Change and Development The
Influence of a Reflective Individual. PhD
Thesis University of Queensland. Beare, H.
(2001). Creating the Future School. London
Routledge Falmer. Benner, P. (1984). From Novice
to Expert. California Addison-Wesley Publishing
Co Ltd. Bolton, G. (2001). Reflective Practice,
London, Sage Boud, D., Cohen, R. and Walker, D.
(1993). Using Experience for Learning.
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(1994). Reflected Action The Developmental
process. Queensland University of
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(1995). Teachers Professional Knowledge
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R.D. (2000). Transformative Curriculum
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Education Queensland. (2001). Professional
Standards for Teachers. http//education.qld.gov.a
u/learning_ent/ldf/standards/teachers.html Elbaz,
F. (1983). Teacher Thinking A study of
Practical Knowledge. London Croom
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