1.2. (e): Three practices which shall support my B867 reflective practice.
- The absorption of a concept into personal knowledge structures, relating the concept to the person’s other forms of knowledge and experience (Leung and Kember, 2003).
- Adopting a critical perspective by making ‘a ruthless and courageous examination and deconstruction of assumptions, norms, expectations, limitations, language, results and applications of one’s work’ (Boyce, 1996: 9).
- Critical reflection as a social act of collective empowerment if it is to move beyond personal to social transformation (McLaren and da Silva, 1993).
1.2. (f): Suggestions for effective reflective practice.
The following hyperlinked: Reflective online journal (Module B867) can effectively accommodate the 3 practices stated in 1.3 (b). This is because of its multi-platform capability (Video, Audio, Text etc) and its navigation ability to link to other online resources. In addition, the weblog also has multi-user functionality, which afford sharing and auditing facilities. Moreover, the: "Tutorial- recording", "Bibliography", "Additional resources" and "Acknowledgement" sections, support and inform all the reflective elements below:
Activity 1.2: Managing your reflective learning (90 minutes)
Week 1: Reflection 1.2: Part 1: Tutor Group Forum (TGF)
Week 1: Reflection 1.2: Part 2: Tutor Group Forum (TGF)
1.2. (g): Respond to Post 2: Matthew Powell 30 Apr 2021, 14:53 - on (TGF)
Matthew stated that: "Within my organisation reflection often comes after a critical incident, usually either an offence being challenged in court or a complaint. In both instances our assumptions are being challenged by an outsider. When this happens we tend to come together to informally discus the matter as a team, often at the beginning or end of a shift. We have to re-evaluate things from a new perspective. Do they have a valid point? Often the answer is no, but if the answer is yes we may alter our working practices to compensate."
"As an instructor and mentor to the new members of the team, I tend to use the example in future training to demonstrate how prior experiences have lead us to do things the way we do and what the consequences were when we used to do things differently."
Successfully illustration of (Mezirow, 1990) point on critical reflection.
Critical reflection (making an assessment of the validity of one’s assumptions, examining both sources and consequences) and critical self-reflection (reassessing the way one has posed problems and one’s orientation to perceiving, believing and acting).
By critiquing the presuppositions on which beliefs are built, critical reflection encourages learning at a deeper, transformative level.
Good point.
Regards
