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Reflective Practice: By: Redom O. Candelaria

This document discusses reflective practice and provides definitions from various authors. Reflective practice is defined as a complex, methodical process that requires conscious thought and a commitment to making changes based on new understanding. It allows educators to understand and make sense of their work through inner dialogue and experience. Common elements in the definitions include inquiry-oriented processes aimed at improvement. Collective reflection can enhance practice, increase awareness, recognize dilemmas, offer new perspectives, and lead to adjustments. Trusting relationships and thought/inquiry are essential conditions for effective reflective practice.

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Dhom Ortiz Candelaria
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76 views12 pages

Reflective Practice: By: Redom O. Candelaria

This document discusses reflective practice and provides definitions from various authors. Reflective practice is defined as a complex, methodical process that requires conscious thought and a commitment to making changes based on new understanding. It allows educators to understand and make sense of their work through inner dialogue and experience. Common elements in the definitions include inquiry-oriented processes aimed at improvement. Collective reflection can enhance practice, increase awareness, recognize dilemmas, offer new perspectives, and lead to adjustments. Trusting relationships and thought/inquiry are essential conditions for effective reflective practice.

Uploaded by

Dhom Ortiz Candelaria
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Reflective

Practice
By:

Redom O. Candelaria
“What is Reflective Practice?”
The Definitions

Barr, Sommers, Ghore & It is a complex process that requires high levels of
Montie conscious thought as well as a commitment to
(2001, p.4) making changes based on new understanding of how
to practice.

Brubaches, Case & Regan Reflective Practice provides a way to understand and
(1994, p.36) make sense of the world.

Campbell-Jones and Reflective Practice is inner dialogue with oneself


Campbell-Jones whereby a person calls forth experiences, beliefs and
(2002, p.134) perceptions.
The Definitions
Clarke (1995) Costa & Reflective educators are decision makers who
Gramston (1998) develop thoughtful plans to move new
understandings into action so that meaningful
improvements result for students.
Halton & Smith (1995, p.40) Deliberate thinking about action with a view to its
improvement.
Jay & Johnson (2002, p.75) Reflection is a process, both individual and
collaborative, involving experience and
uncertainty. It is comprised of identifying
questions and key elements of a matter that has
emerged as significant, then taking one’s thoughts
into dialogue with oneself and with others.
Killian & Todnem (1991) Reflection-on-action, reflection-in-action and
reflection-for-action.
The Definitions

Lasley (1992, p.24) The capacity of a teacher to think creatively,


imaginatively and in time, self-critically about
classroom practice.

Resko, Roskies and Vukelich Reflective Practice is the dialogue that should
(2002) both inform and transform knowledge and action.

Vaughan (1990, p.ix) Reflective Practice is as much a state of mind as it


is a set of activities.

Kenneth Wolf Reflection is what allows us to learn from our


experiences: it is an assessment of where we have
been and where we want to go next.
Common denominators in the definitions:
 Methodical processes
 Inquiry orientation
 Improvement as a goal
Collective Reflection contributes to:
 enhanced educational practice;

 greater awareness of collective practice;

 increased recognition of professional dilemmas;

 different ways of thinking about dilemmas; and

 making adjustments in practice.


Collective Reflection contributes to:
 increased student learning;

 increased personal and collective capacity to learn and


improve;

 restoredbalance and perspective –a time out for


reflection and change;

 renewed clarity of self, personal, and professional


growth; and

 empowerment.
Two Essential Conditions for
Reflective Practice

 Trusting relationships

 Thought and inquiry


Next Level Of Work
Reflective Questions
Why Reflect?
 Reflection helps learners to:
 understand what they already know (individual)
 identify what they need to know in order to
advance understanding of the subject (contextual)
 make sense of new information and feedback in
the context of their own experience (relational)
 guide choices for further learning (developmental)
https://www.sagepub.com/sites/default/files/up
m-binaries/6828_york_barr_ch_1.pdf

https://www.researchgate.net/publication/23174
6299_The_language_teacher's_development

https://www.literacyhow.org/wp-
content/uploads/2020/06/Cognitive-Coaching-
Research.pdf

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