Critical reflection practice Essay

penetrationThe ara of little mirror image is by and large unders in additiond to be a exhausting and contested terrain, that appears to be attractive on paper scarcely is complex to spue into action. Educators say this is an important capability for students to groom as it contributes to greater depth of instinct and enculturation (Boud, Cohen, & vitamin A Walker, 1993 Lay & adenylic acid McGuire, 2010 Moon, 2006 Wolf, 2010).The wide range of approaches to lively verbalism suggests the focus of acquire is placed on technique rather than the broader purpose and outcomes of vital coefficient of considerateness. little materialisation should not be a prescriptive activity (Moon, 2006) but steerlines should enable the student to break away their witness style. This paper begins a conversation on the ch every(prenominal)enging topic of little consideration in concerted breeding.Defining slender noticethither appears to be omit of a clear correspondence of scathing consideration, as it is a contested full term reflecting the ideology of the giver. Depending on ones perspective censorious locution tr adenylic acid be understood to mean precise different things (Boyd & angstrom Fales, 1983 Brookfield, 2009 Gardner, 2009 Harvey, Coulson, Mackaway, & axerophthol WinchesterSeeto, 2010 Hatton & antiophthalmic factor Smith, 1995 Smith, 2011 van Woerkom, 2010) and varies deep down individuals and contexts. slender locution is widely recognised as a key component in the eruditeness swear outes of individuals and is advocated in umpteen another(prenominal) field of forces of headmaster put on (Brookfield, 2009 Jarvis, 2010 Leijen, Valtna, Leijen, & Pedaste, 2011), especially in spite of appearance programmes where in that location is rich accomplishment possible by means of specific fucks (Harvey et al., 2010).The terms admonition, diminutive locution, pondering get along, musing mobiliseing and reflexivity curb uni skeleton meanings and application in bringing upal lit, as well(p) as, employ interchangeably (Black & Plowright, 2010 Rogers, 2001). Authors consider that not all censure is captious reprehension and diminutive rebuke whitethornbe at higher, more than(prenominal) complicated level that contests the learner and the pedagog (Harvey et al., 2010 Hatton & Smith, 1994).Further unpacking is deald to understandably identify the true nature of fine blame. Fook (2006) suggests cash in ones chips of necessity to be do from a common grounding of understanding so the coif of critical reflection whitethornbe refined and improved.Mezirow (1990) considers critical reflection as a precursor to transformative training, which may lead to changes in own(prenominal) understandings and potentially behaviour. Students quite a little use critical reflection dresss for engaging in metacognition (Eames & Coll, 2010). It is associated with a number of skill out comes including improved thinking, teaching and assessment of self and social systems (Smith, 2011). Dewey (1938) states that objet dart we cannot learn or be taught to think, we do have to learn how to think well and especially to acquire the practice of reflection.To use knowledge critically we do not accept the situation at administration value. This requires the ability to look on a lower floor the surface to see what may deflect the situation, resulting in critical depth to understanding. In addition, the ability to examine the bigger motion picture and view the situation more holisticallydevelops critical breadth. These enable us to develop a fuller understanding of experiences so we are rectify equipped to manage similar future situations (S. Thompson & Thompson, 2008). This ability to think critically is developed over sequence (Crowe & OMalley, 2006) by dint of counsellor and support. decisive reflection is advocated in many areas of professional victimi sation and practice, including the all areas of wellness care education, t severallying, management, and research, as it sanctions practitioners to gain brainwave into their own professionalism through their experiences.These programmes generally require some form of fieldwork to be tight meldd with academician study. Consequently at that place is wide variation in the techniques and approaches employ in the practice of critical reflection. Approaches may range from informal discussions to highly coordinate formats. Guidelines in the literature on how to determine, serve and assess critical reflection in practice appear to be particular(a) (Leijen et al., 2011 Smith, 2011).Models of critical reflectionThis vast area in the literature, which explores positions of critical reflection, lacks clarity. There seems to be similarities within and across the various applications from many fields or disciplines of education that may have little or no areas of overlap (Fook & Gar dner 2007). Many feignings of reflection based on a philosophic approach, may be considered to assist students develop an understanding of critical reflection. These have been in short outlined in table 1.0 to assistant visualize the relationship in the midst of the standards and fabrics. The frame upwork chosen to guide students reflections may be determined by the expectations of the learning outcomes. virtually representatives of reflection may not get ahead critical reflection. Models may guide the process of reflection but should not chat a prescription of what reflection is. It is not essential to follow a set and some practitioners choose not to. There is some criticism of models that reduce reflection to levels but this approach maybe useful for teaching what the focus of reflection entails. The student may choose whether or not to adopt a model to frame their reflection as a makeshift measure until confidence in the pensive activity is gained and understoo d.Table 1.0 trine models of critical reflection identifying two materials that provides guidance for reflecting within each model.Model of critical reflectionFrameworkGeneral commentsDeweys model of reflectiveKnowledge can be constructedlearningthrough active reflection on past andpresent experiences. mulishapproach.Gibbs modelA cyclical generic exemplar. Ageneral and nonspecific approach toreflection. Novices may find it toovague requiring further guidance.Stephensons frameworkA detailed set of hint questions.Focuses on consequences of actionsand examines practice knowledge.Habermass model of criticalBased on 3 areas of knowledgereflectiontechnical, practical and emancipatory.decisive theory approach.Taylors frameworkDescribes activities associated with 3types of reflection technical, practicaland emancipatory. Highly structured.Kims frameworkCalled critical reflective enquiry.Three phases of reflectiondescriptive, reflective,critical/emancipatory. Processes andproducts applie d to each phase.Kolbs model of reflexiveAttempts to integrate thinking andlearningpractice. Experiential learningapproach.Bortons frameworkSimplified model using 3 questionsWhat? So what? promptly what? Veryeasy to remember.Rolfes frameworkExpanded Bortons framework. Addedquestions to each step. glum the laststep back to form reflexive cycle.Generic, easily adapted to meet mostsituations.* Adapted from Rolfe et al (2011).Critical reflection in accommodating educationAccording to Martin and Fleming (2010) cooperative education is more than work experience but a recognised pedagogical approach to learning. Critical reflection is an essential component of the teaching method of cooperative education and other forms of work integrated learning. The process of critical reflection needs to be accelerated with structured strategies within the course that encourage engagement in reflection.It is important to create a culture where reflection is valued as a learning tool and it is safe to be honest. institutionalise and feedback on reflection end-to-end the program are important to enable the student to work up through their learning experience. Van Gyn (1996) suggests that reflective practice to parent student-learning outcomes requires an arrange partnership between the student, academic and industriousness supervisors. There is a widespread assumption that reflection has positive outcomes for student learning. joint education is student determined learning, which increases the need for the student to be self-motivated, proactive, organised and reflective. Critical reflection encourages students to be unforced and able to question, explore and critique ship canal of behaving and thinking as they engage in workplace experiences (Higgins, 2011) and into the future. Consequently the student is better able to understand and gain insights into his/her skills, competencies and knowledge. The use of critical reflection in cooperative education increases th e chances of the learning being germane(predicate) and meaningful to the student.Therefore the students engagement in reflection can assist them in making superstar of themselves, their learning experience and preparation for the future. The importance of the social context (Fook, White & Gardner, 2006) of reflection should be considered, as private reflection is part of the broader context of the constitution culture and structure (Thompson & Pascal, 2012). The industry context is complex and may challenge other dimensions of reflection, such as randy demands of the learning experience, power relationships and time constraints.The strategies that facilitate reflection should cater for the individual needs of the student, suit the learning environment and guide the development of students reflective skills (Martin & Fleming, 2010). Strategies may include learning contracts, reflective journals, progress reports, reports and oral presentations providing the student wit h many opportunities to practice critical reflection.ConclusionCritical reflection is used in education to encourage the integration of theory and practice tour enhancing student learning and self-confidence. However, an extensive literature search on the grapheme of reflection for learning through experience by Harvey et al (2010) concluded that the relationship between reflection and positive student learning outcomes was inconclusive.This suggests there is scope to explore the role of critical reflection in learning and the development of a theoretical basis in cooperative education. There is change magnitude interest in the supposition of critical reflection (Boud & Walker, 1998) in work-integrated education and research (Brookfield, 2009).ReferencesBlack, P. E., & Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. broody Practice, 11(2), 245-258. inside10.1080/14623941003665810 Boud, D., Cohen, R., & Walker, D. (19 93). Using experience for learning. Buckingham England Bristol, Pa. Society for Research into high educational activity and Open University Press. Boud, D., & Walker, D. (1998). Promoting reflection in professional courses The challenge of context. Studies in higher(prenominal) learning, 23(2), 191.Boyd, E. M., & Fales, A. W. (1983). Reflective learning. ledger of humanist Psychology, 23(2), 99-117. Brookfield, S. (2009). The concept of critical reflection promises and contradictions. European Journal of Social micturate, 12(3), 293-304.Crowe, M., & OMalley, J. (2006). pedagogics critical reflection skills for march on mental wellness nursing practice a deconstructive-reconstructive approach Article. Journal of mod Nursing, 56(1), 79-87. inside10.1111/j.1365-2648.2006.03982.xDewey, J. (1938). Experience and education. refreshful York Touchstone. Eames, C., & Coll, R. K. (2010). Cooperative education Integrating classroom and workplace learning. In S. Billett ( Ed.), learning through practice (pp. 180-196)Fook, J. (2006). Beyond reflective practice reworking the critical in critical reflection. presented at the meeting of the Professional Lifelong Learning Beyond Reflective Practice, Leeds.Fook, J., & Gardner, F. (2007). Practising critical reflection a resource vade mecum. maidenhead Open University Press.Fook, J., White, S., & Gardner, F. (2006). Critical reflection a review of contemporary literature and understandings. Critical reflection in health and social care, 3-20. Gardner, F. (2009). Affirming values using critical reflection to explore meaning and professional practice Article.Reflective Practice, 10(2), 179-190. doi10.1080/14623940902786198 Harvey, M., Coulson, D., Mackaway, J., & Winchester-Seeto, T. (2010). Aligning reflection in the cooperative education curriculum Macquarie University ResearchOnline. Asia-Pacific Journal of Cooperative Education, 11(3), 137-152.Hatton, N., & Smith, D. (1994, July 3-6, 1994) ). Facilitating expression Issues and Research. presented at the meeting of the company of the Australian Teacher Education Association (24th), Brisbane, Queensland, Australia.Hatton, N., & Smith, D. (1995). Reflection in teacher education Towards definition and implementation. training and Teacher Education, 11(1), 33-49.Higgins, D. (2011). Why reflect? Recognising the unite between learning and reflection. Reflective Practice, 12(5), 583-584. doi10.1080/14623943.2011.606693Jarvis, P. (2010). self-aggrandising education and lifelong learning theory and practice (4th ed.). New York Routledge. Larrivee, B. (2000). Transforming Teaching Practice Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. doi10.1080/713693162Lay, K., & McGuire, L. (2010). twist a Lens for Critical Reflection and Reflexivity in Social Work Education Article. Social Work Education, 29(5), 539-550. doi10.1080/02615470903159125 Leijen, A., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2011). How to determine the quality of studentss reflections? Studies in Higher Education, 1-15. doi10.1080/03075079.2010.504814 Martin, A., & Fleming, J. (2010). Cooperative education in outdoor(prenominal) education. Australian Journal of Outdoor Education, 14(1), 41-48.Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering critical reflection in adulthood, 1-20.Moon, J. A. (2006). Learning journals a handbook for reflective practice and professional development (2nd ed.). London New York Routledge.Rogers, R. R. (2001). Reflection in higher education A concept analysis.Innovative Higher Education, 26(1), 37-57.Rolfe, G., Freshwater, D., & Jasper, M. (2011). Critical reflection in practice (2nd ed.). Houndmills, Basingstoke, Hampshire New York, N.Y. Palgrave.Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211-223. Thompson, N., & Pascal, J. (2012). Developing critically reflective pract ice. Reflective Practice transnational and Multidisciplinary Perspectives(iFirst Article), 1-15. doi10.1080/14623943.2012.657795 Thompson, S., & Thompson, N. (2008). The critically reflective practitioner. Basingstoke England New York Palgrave Macmillan.Van Gyn, G. H. (1996). Reflective Practice The Needs of Professions and the Promise of Cooperative Education. Journal of Cooperative Education, 31(2-3), 103-131. van Woerkom, M. (2010). Critical Reflection as a Rationalistic Ideal. Adult Education Quarterly, 60(4), 339356. Wolf, K. (2010). Bridging the distance the use of blogs as reflective learning tools for placement students. Higher Education Research & Development, 29(5), 589-602.right of first publication 2012 Patricia LucasThe Author assign to the Australian cooperative Education engagement (ACEN Inc.) an educational non-profit institution, a nonexclusive manifest to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright financial statement is reproduced.The author(s) also grant a nonexclusive licence to the Australian Collaborative Education Network to publish this document on the ACEN website and in other formats for the Proceedings ACEN National Conference Melbourne / Geelong 2012. Any other use is out(p) without the express permission of the author(s).