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Discussion Topic

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According to Donald Schön, “Reflection practice is a dialogue of thinking and doing through which helps the writer to be more Skill full”. A working definition of reflective and valuation of the reflection practice for the editors and trainers has been discussed in the report.

Explanation

Discussion of Reflective practice

As per the writer, reflective practice is the process that enables the ability to reflect on one’s actions to engage in the process of continuous learning. Better understanding can be achieved by implementing the reflective practice. According to Donald Schön, reflective practice can increase concentration and it can also increase skills. Reflective practice is basically a learning process that can be developed from others’ mistakes. Any person can watch and learn from other’s working processes which may reduce their mistakes while doing their job. For example, a person is doing a job on Monday and he makes a mistake. After completing the day, the person found a time machine and traveled and got the opportunity to go back to Monday morning and he didn't repeat the mistake and got the work done right (Libguides, 2022). Time machines cannot exist in real life; however, the person can learn from other's mistakes so that he makes the right decision.

A “secondary teacher” can undertake activities to think about the experience and learn from past activities and develop an action plan for what the person can do in future teaching activities. According to the researcher, a better understanding of work can be achieved by implementing Reflective practice in the learning process and it can also increase the stability of the teaching profession. Gaining knowledge is the primary aspect and element of Reflective practice and it can improve skills and it will also increase the quality of the work. Working mistakes can be reduced by developing Reflective practice and it can also increase work efficiency for future works (Mextesol, 2022). There are three types of Reflective practice that most researchers prefer such as,Reflection-in-Action”, “Reflection-on-action”, and “Refraction-for-action”. Reflective practice is the most important aspect for educators and teachers which can increase their skill and learning structure.

Valuation of Reflective practice for Educators and Trainers

Reflective practice enables a teacher to learn from what happened to develop and improve future practice. Better awareness can be achieved by Reflective practice and it can increase the teaching ability of the teachers. “Better awareness”, “Knowledge of understanding”, “Teaching practice”, and “Skill & Competencies” are the primary key points of Reflective practice. Data analysis methods can also help the teacher to develop Reflective practice. Furthermore, Reflective practice allows the teachers to respond and adjust to issues (Education, 2022). Gaining knowledge is the primary aspect and element of Reflective practice and it can improve skills and it will also increase the quality of the work. Class issues are the most common issue that can be managed by developing Reflective practice. Beliefs and assumptions in learning and teaching can help the teacher and educator to promote a “Positive Learning Environment”.

Informative actions can be taken by the teacher if they implement Reflective practice in their learning process and after the learning, the teacher can develop the action in the teaching process. Better understanding can be achieved by implementing the reflective practice. Ensuring that future action is one of the key elements which can also reduce the learning risk and learning outcomes will increase over the period of time. Colleges and schools all over the world follow the Reflective practice to reduce teaching mistakes and increase learning outcomes. Technology development may increase the process of outcome that shows the benefits of Reflective practice and it can also reduce learning risk. According to Leshem & Trafford (2006), the capability and learning contraction of teachers can be increased by implementing Reflective practice. The Ability to learn and construct meaning might change the teaching quality and the teachers can teach their students based on their own life experiences.

Evidence

Potential element of Reflective practice

According to Donald Schön, a writer can be more skillful by developing Reflective practice in their learning process. Moreover, secondary teachers can understand the issues during the teaching and they might be overcome by ensuring Reflective practice in the teaching process. Now coming to the topic, a person can only be a good writer when they are good at reading, which suggests that a writer needs to read more to become a good writer. Learning outcomes depend on Reflective practice which can reduce the teaching risk. Analyzing the other’s mistakes is important and it gives a point of value and it makes a teacher and a writer more skillful. According to the “Narrative Empirical Synthesis”, synthesis brings together the results of empirical research which is a narrative form of an accessible overview (Hamel & Viau-Guay, 2019) Technology development may increase the process of outcome that shows the benefits of Reflective practice and it can also reduce learning risk. Mistake risks can also be reduced after developing Reflective practice. According to the “Education Resource Information Center”, scientific knowledge can also be gained by implementing Reflective practice in the learning outcomes of the teachers.

Benefits of the Reflection Practice

According to the “Teacher Education Programs Worldwide”, reflecting action has been implemented in every teaching institution and it can reduce mistakes and it can develop a quality teaching environment. The teaching environment may analyze past issues and mistakes and it gives a chance to learn from them. Learning from past mistakes is the primary element of reflecting on the action (Farrell & Kennedy, 2019). Secondary teachers all over the world benefit by ensuring reflection in their professional field. Secondary educators teach lower-class students and Reflective practice is a necessary part of teaching. Learning outcomes depend on Reflective practice which can reduce the teaching risk. Most schools all over the world follow the Reflective practice to reduce teaching mistakes and increase learning outcomes. Data collection and analysis is the process of Reflective practice, which can develop the learning inputs.

Quantitative and Qualitative data collection methods have been used to develop Reflective practice in the learning process and these data collection methods increase the evidence of the benefits of Reflective practice (Bruno & Dell, 2018). Quantitative data collection methods Surveys, Personal interviews data, Classroom audio recordings and many more. Richard’s written reflection also helps the teacher to get information regarding the teaching process and it can enhance the teaching process for the professors (Farrell & Kennedy, 2019). On the other hand, the Qualitative data analysis methods can also help the teacher to develop Reflective practice which includes Websites, Peel Articles, potential journals, and so on. These data analyzing models reduce the teaching risk and help the teacher to get verse segments of data that increase Reflective action in the teaching process.

Link

Application of the Reflective practice

According to Donald Schön, Reflective practice is the process that reduces mistake risk and can also increase teaching ability among teachers. Data analyzing techniques have been used in the previous chapter which suggests that Reflective practice is the most innovative and important aspect for every secondary teacher. The secondary teacher can increase their reflective action throughout the hearing process and it can also increase the quality of teaching and learning as well. Skill fullness of writers can be increased after implementing Reflective practice and it may reduce mistakes and it can also enhance professionalism. Teaching and writing ability may enhance over the period. Quantitative and Qualitative data analyzing methods have been used in the research which includes Classroom recording, Surveys, Interview data, and many more (Bruno & Dell, 2018). Moreover, most schools and universities applied the Reflective practice in their learning and teaching model to increase their quality of teaching which increases the evidence linked with Donald Schön’s statement. Improved skill in writing is important and it can be developed by adopting another's imagination and point of view. Analyzing the process of thinking is the key element of Reflective practice and it can increase over a period of time.

Learning outcomes depend on the reflection process of the particular person and it can enhance the teaching process. Educational fields can be analyzed by accepting new learning processes, which can reduce the mistakes from the learning outcomes. Learning outcomes are analyzed by the possessiveness of learning and quality of learning which is the main element of Reflective practice. “Knowledge of understanding”, “Better awareness”, “Teaching practice”, and “Skill & Competencies” were analyzed in the previous part and it may improve the quality of teaching. Educating, training, and Writing comes under Reflective Action, which has been mentioned in the topic sentence. Professional benefits have also been noticed after implementing Reflective practice and it can also improve learning practice all over the world. According to Hamblin & Crisp, (2022), coaches' and professors' development is important before implementing Reflective practice. Moreover, it is a challenging process and professors need to evaluate their own process of learning before teaching. Lastly, it is not adequate to resolve clinical problems. These are the professional and methodological processes of learning which enhance the learning outcome for the trainers’ educators, and teachers.

References

Bruno, A., &Dell’Aversana, G. (2018). Reflective practicum in higher education: the influence of the learning environment on the quality of learning. Assessment & Evaluation in Higher Education, 43(3), 345-358. Retrieved from: https://www.researchgate.net/profile/Andreina-Bruno/publication/317938919_Reflective_practicum_in_higher_education_the_influence_of_the_learning_environment_on_the_quality_of_learning/links/5b62eb42a6fdccf0b20782b8/Reflective-practicum-in-higher-education-the-influence-of-the-learning-environment-on-the-quality-of-learning.pdf, (Retrieved on:21st Sep 2022)

Education, (2022), Reflective practice, 2022, Retrieved from:https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and-accreditation/b-start-great-teachers/developing-focus/reflective-practice, (Retrieved on:21st Sep 2022)

Farrell, T. S., & Kennedy, B. (2019). Reflective practice framework for TESOL teachers: One teacher’s reflective journey. Reflective Practice, 20(1), 1-12.Retrieved from:http://www.reflectiveinquiry.ca/wp-content/uploads/2019/02/farrell-kennedy-2019-RP.pdf, (Retrieved on:21st Sep 2022)

Hamblin, M., & Crisp, P. (2022). Negative Focus, Self-Doubt, and Issues of ‘Tool Proficiency’: Beginner-Coaches’ Reflections on Reflective Practice. Physical Culture and Sport. Studies and Research. Retrieved from: https://sciendo.com/es/article/10.2478/pcssr-2022-0007, (Retrieved on:21st Sep 2022)

Hamel, C., & Viau-Guay, A. (2019). Using video to support teachers’ reflective practice: A literature review. Cogent Education, 6(1), 1673689.Retrieved from: https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2019.1673689, (Retrieved on:21st Sep 2022)

Leshem, S., & Trafford, V. N. (2006). Stories as mirrors: Reflective practice in teaching and learning. Reflective Practice, 7(1), 9-27. Retrieved from: https://www.academia.edu/download/29375132/pdf_file.pdf, (Retrieved on:21st Sep 2022)

Libguides, (2022), Reflective Practice Toolkit, 2022 Retrieved from:https://libguides.cam.ac.uk/reflectivepracticetoolkit/whatisreflectivepractice, (Retrieved on:21st Sep 2022)

Mextesol, (2022), Reflective Teaching as a Form of Professional Development, 2022, Retrieved from:http://www.mextesol.net/journal/index.php?page=journal&id_article=4433, (Retrieved on:21st Sep 2022)

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