Week 17 - Reflective Practice
In this blog entry, I will attempt to clearly outline my current level of critical reflection using three steps as defined by Jay and Johnson (2002).
Descriptive Stage
We’ve all heard our colleagues lament over the lack of time to fit everything in and
I am no exception. I’ve been trying to set time aside all last year to critically reflect
on my practice at both a classroom and leadership level to the point where I have
reminders on my phone that say “Reflect now!” (and still I manage to ignore these).
The majority of my reflection occurs ad hoc, akin to Schon’s theory of
reflection-in-action (1983, cited in Finlay, 2008), as I mentally adjust my next
movements based on observable data.
I believe reflection is an essential component of our profession, not an add-on
(Robertson, 2016). To ensure this is given priority, I need to find a way to make it
feature more regularly. This is the first time I have attempted blogging as a way to
share my reflective thinking and, fingers crossed, this may actually be the thing
that keeps me honest.
I am no exception. I’ve been trying to set time aside all last year to critically reflect
on my practice at both a classroom and leadership level to the point where I have
reminders on my phone that say “Reflect now!” (and still I manage to ignore these).
The majority of my reflection occurs ad hoc, akin to Schon’s theory of
reflection-in-action (1983, cited in Finlay, 2008), as I mentally adjust my next
movements based on observable data.
I believe reflection is an essential component of our profession, not an add-on
(Robertson, 2016). To ensure this is given priority, I need to find a way to make it
feature more regularly. This is the first time I have attempted blogging as a way to
share my reflective thinking and, fingers crossed, this may actually be the thing
that keeps me honest.
Comparative Stage
My anecdotal notes each day, alongside student voice and peer-to-peer conversations,
inform my choices for future learning, however, much of this is based on what I
currently know; I need to actively seek opposing views to challenge my thinking
and push my own boundaries (Benade, 2015). My work on coaching, over the past
15 months, has afforded me the privilege of observing teacher practice more
frequently; this provides opportunity to reflect on my own practice as I watch
others in action, and consider what I would do in each situation, and why
(Robertson, 2016).
Coaching conversations that follow observations require me to unpack the
assumptions and values that sit alongside the choices I make and I am not always
able to articulate these as freely as I would like. This suggests I need to engage in
more research to both justify and refute the choices I make, and understand
why these are preferable over other alternatives.
inform my choices for future learning, however, much of this is based on what I
currently know; I need to actively seek opposing views to challenge my thinking
and push my own boundaries (Benade, 2015). My work on coaching, over the past
15 months, has afforded me the privilege of observing teacher practice more
frequently; this provides opportunity to reflect on my own practice as I watch
others in action, and consider what I would do in each situation, and why
(Robertson, 2016).
Coaching conversations that follow observations require me to unpack the
assumptions and values that sit alongside the choices I make and I am not always
able to articulate these as freely as I would like. This suggests I need to engage in
more research to both justify and refute the choices I make, and understand
why these are preferable over other alternatives.
Critical Reflection
My reflective practice as it stands is predominantly introspective in nature, however,
to push myself into the realm of ‘mutual collaboration’ or ‘social critique’ I need to
seek out colleagues whose opinions differ from mine and engage in ongoing
dialogue around wider leadership issues (Finlay, 2008). Moving forward, my aim is
to set a regular reflection time to ensure this becomes an embedded habit.
Furthermore, utilising an existing forum of my teacher inquiry group to reflect on
elements of our practice, unpack research and discuss the wider implications for
our context would be an effective way to build upon my current reflective practice
from one educator in isolation to a shared approach that benefits us all.
References
Benade, L. (2015). Teaching as Inquiry: Well Intentioned, but Fundamentally
to push myself into the realm of ‘mutual collaboration’ or ‘social critique’ I need to
seek out colleagues whose opinions differ from mine and engage in ongoing
dialogue around wider leadership issues (Finlay, 2008). Moving forward, my aim is
to set a regular reflection time to ensure this becomes an embedded habit.
Furthermore, utilising an existing forum of my teacher inquiry group to reflect on
elements of our practice, unpack research and discuss the wider implications for
our context would be an effective way to build upon my current reflective practice
from one educator in isolation to a shared approach that benefits us all.
References
Benade, L. (2015). Teaching as Inquiry: Well Intentioned, but Fundamentally
Flawed. New Zealand Journal of Educational Studies, 50(1), 107-120.
Finlay, L. (2008). Reflecting on reflective practice. Practice-based Professional Learning Centre, Open University. Retrieved from http://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
Jay, J.K. and Johnson, K.L. (2002). Capturing complexity: a typology of reflective
practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Robertson, J. (2016). Coaching Leadership: Building Educational Leadership Capacity Through Partnership. NZCER Press.practice for teacher education. Teaching and Teacher Education, 18, 73-85.
Firstly I love your blog arrangement. I also think that you have put in a lot of thought and honesty into your reflection. Great, i think that is what life is about, we all need to reflect into our practices both at school and at home, as a family member, to see what is working and what should be changed. Thanks for sharing.
ReplyDeleteThanks, Kamala. I agree - it's definitely a lifelong skill we all need. Sometimes it can be hard to see what's right in front of our noses until we take the time to unpack it properly.
DeleteI completely relate to your comparative stage - my future choices for learning (students and often my own!) are driven by what I currently know. Benade's work has inspired me also to seek differing views to my own in order to challenge what I do and why, but also expose me to a new world of opportunities. I love your honesty as you challenge your current thinking and plan for how to move forward.
ReplyDelete