Reflection
Under Supervision
Dr. Lamia Ismail
Professor of Nursing Administration
Prepared By
Reda Abd Elzaher Mahmoud
Goal:
To provide our participants with knowledge, skills and positive attitude
toward Reflection.
Objectives:
At the end of this presentation each participant will be able to:
1. Define Reflection.
2. Identify importance of reflection.
3. Recognize limitation of Reflection.
4. Explain categories that we reflect on.
5. Enumerate types of Reflection.
6. Apply reflection model.
7. Identify reflective teacher education.
8. Recognize Strategies for promoting teaching reflection.
9. Gain positive attitude toward reflection.
Out lines:
1. Definition of Reflection.
2. Importance of reflection.
3. Limitation of Reflection.
4. Categories that we reflect on.
5. Types of Reflection.
6. Reflection model.
7. Reflective teacher education.
8. Strategies for promoting teaching reflection.
Definitions:
Reflection:
It is a process of exploring and examining ourselves, our
perspectives, attributes, experiences and actions / interactions.
It helps us gain insight and see how to move forward.
It is the way that we learn from an experience in order to understand
and develop practice.
Reflection is an exploration and explanation of events – not just a
description.
Reflection often involves revealing anxieties, errors and weaknesses,
as well as strengths and successes.
It is usually necessary to select just the most significant parts of the
event or idea on which you’re reflecting.
Importance of reflection:
One of the best methods to learn.
Increased learning from an experience or situation.
Promotion of deep learning.
Identification of personal and professional
strengths and areas for improvement.
Identification of educational needs.
Encouragement of self-motivation and self-directed learning.
improvements of personal and clinical confidence.
Acquisition of new knowledge and skills.
Improve professional judgment.
Learn from successes and mistakes to enhance development.
Plan for future situations and therefore respond more positively to
change.
Limitation of reflective practice:
Not all practitioners may understand the reflective process.
May feel uncomfortable challenging and evaluating own practice.
Could be time consuming.
May have confusion as to which situations/experiences to reflect upon.
May not be adequate to resolve clinical problems.
Types of reflection:
1. Reflection-on-action
This type of reflection involves a stepping back from the situation, meaning
that it happens at some time after the situation has occurred. Therefore it
demands a time commitment – something that is often a challenge. Despite
this, it has an important place in professional development.
2. Reflection-in-action
This is the reflection that takes place while you are involved in the situation.
Reflection-in-action involves using analysis of observation, listening and/or
touch or ‘feel’ to problem solve.
It therefore sounds a lot like clinical reasoning – where reflection differs is
that the problem-solving leads to a change in the practitioner’s view of self,
values and beliefs.
Reflection can be done individually, as well as in groups.
Individual reflection: is a dialogue, one has with oneself in written form.
In group reflection: one’s reflections are also shared with the others.
Reflection undertaken in a group has a number of advantages, such as:
• it provides an opportunity to listen to the reactions and observations of others
• colleagues may provide different perspectives by sharing their own
experiences, asking questions, and commenting upon the reflections you
had.
Gibbs model of reflection:
Reflective teaching- learning:
It is an approach which ‘intended to prepare teachers and learner to
become more thoughtful.
Reflective Teaching-learning emphasize adopting participatory
teaching-learning approach in the classroom, which help students
and teachers develop reflective thinking and questioning skills.
Kaur (2014) suggests that student-teachers who are educated in a,
‘culture of reflection’ will be more likely to become reflective
practitioners, in their later professional practice.
Reflective teaching:
Reflective teaching is a process where teachers reflect on their own
teaching practices and learn from their own experiences.
This type of reflection allows teachers to see what works well in their
classrooms and what needs improvement. Reflective teaching also
helps teachers to understand the impact that their teaching has on
students.
Early professional development of teachers requires useful
reflection on practice.
Reflection can be done through keeping a daily diary, audio or
video recording, essay writing, drawing, and talking with peers.
Reflection can follow a peer discussion.
Reflective teaching help to evaluate and improve the quality of
teaching.
Strategies for Promoting reflective teaching:
reflective Diary, Peer Observation, Talking/ Questioning Writing
Student feedback/ Reading.
After each lesson you write in a notebook about what happened.
You may also describe your own reactions and feelings and those you
observed on the part of the students. You are likely to begin to pose
questions about what you have observed.
Invite a colleague to come into your class to collect information about
your lesson this may be with a simple observation task or through note
taking. This will help to identify the areas which required to be
reflected upon. For example, you might ask your colleague to focus on
which students contribute most in the lesson, what different patterns of
interaction occur or how you deal with errors. They also suggest how
to overcome mistakes committed during teaching.
You can also ask your students what they think about what goes on in
the classroom. Their opinions and perceptions can add a different and
valuable perspective.
This can be done with simple questionnaires or learning diaries.
Application of reflective teaching:
For example,
in my teaching diary, I will often take notes about how I reacted to certain events.
I’ll note my reaction as well as things I did well, ways I effectively self-regulated,
and things I did poorly. If I’m taking notes on an answer to a student’s question, I
might note that something I did well was “give a clear answer” but an area for
improvement might be “I failed to follow-up later in the day to check my student’s
comprehension”.
Incidentally, teaching diaries can be extremely useful for performance reviews.
Bring your teaching diary into the performance review and go over it with your
line manager. They will be super impressed with your reflective practice!
Conclusion:
There are many ways to incorporate reflective practice into your teaching. By
taking the time to reflect on your teaching, you can identify areas where you can
improve and make changes to your practice. This will help you to become a more
effective teacher and better meet the needs of your students. Through reflective
practice, you can also develop a stronger sense of who you are as a teacher and
what your personal teaching philosophy is.
