Definitions of reflection, professional learning and reflective practice vary. Critical reflection and its role in reflective practice is not always understood. For a guide to these definitions, please work through the Reflective Practice resource:Reflective Practice: What is it really? by Dr Bronwyn Hegarty.
Case Study: Emilia
She believes she is a reflective practitioner.
Even so, Emilia still feels the need to explore some definitions, and find one that suits her. She may even develop her own. Presently, she does not believes that she uses critical reflection as well as she could, and how she could use it to change her practice.
In the following sections we'll look at what dispositions (characteristics) Emilia will need to develop to engage in critical reflection
Case Study: Brett
Thinking and keeping thoughts in his head, is not regarded by Brett as very useful. So he likes to record his thoughts and learn from them.
He is interested in using reflection for his professional learning and needs to explore what this means and how to do this. He also wants to try some different tools to integrate reflection into his everyday practice.
In the following sections we'll look at what sorts of tools Brett could use for his professional learning.
- Describe the definitions of reflection, professional learning and reflective practice that you identify with in your teaching context, and explain why you have chosen these. (It is okay to develop your own definitions.)
- What does critical reflection mean in your context?
- Think about an example, where you have used critical reflection or might use it to change practice - your own or others.