Schon's (1983) work 'The reflective practitioner: how professionals think in action.' identified two types of reflection: 'reflection-on-action (after-the-event thinking) and reflection-in-action (thinking-while doing) (Finlay, 2008, p.3) are easy to understand examples that a beginning reflective practitioner can apply when trying to come to terms with this practice.
When one stands in front of the class and delivers a new topic or one where they have little knowledge or expertise then applying Schon's reflection-on-action approach allows the practitioner to review how they delivered the topic, consider what went well, what needs to be improved (were there any gaps) and where to next with the learners. By reflecting on ones work in this manner will help the teacher to evolve their practice.
As your skills grow as a practitioner then you develop your skills in all areas and Schon's second concept reflection-in-action (thinking-while doing) becomes more intuitive. This can be because your knowledge of the topic area, students, confidence and experience, just to mention a few variables, enables you to better read your learner, their needs and the environment.
In Finlay's (2008) work she sites how Greenwood targeted Schon for downplaying the importance of reflection-before action. All teachers prepare through their planning and at the heart of this planning is the learner so reflection-before action is surely a consideration that we teachers should carry out in anticipation to providing a rich learning experience for all.
Model for Reflection
In Dawson's (2012) video presentation he introduces Boud, Keogh and Walker's (1985) triangular model of reflection. It's the simplicity of this model that makes it attractive for use. Furthermore this simplicity lends itself to be adapted especially when one becomes more proficient at the skill of being critically reflective.
Finlay (2008) introduces us to Johns' Model of Structured Reflection (1994) and notes that models like Johns' offers a comprehensive checklist. It is these checklist type questions that can be adapted into the Boud et al model to enrich the reflective information.
Conclusion
A Reflective Practitioner looks to anticipate the needs of their learners through their planning. Initially the teacher will find it easy to reflect on events that they experienced and the important features that need garnering included details about the event, how they felt before during and after delivering the experience and need to be brutally honest in how they delivered the experience trying to identify what worked well, what didn't, and what was learnt. As the teacher becomes more skilled at being reflective then they need to be able to apply this skill whilst they are providing and being a part of an experience.
Reference
Boud, D., Keogh, R. & Walker, D. (1985) Reflection: Turning Experience into Learning. London: Kogan Page
Dawson, F. (2012, October 10). Reflective practice.[video file]. Retrieved from https://www.youtube.com/watch?v=r1aYWbLj0U8
Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
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