Rolfe s reflective practice

How might the Reflective model be applied in a performance management situation? Teachers[ edit ] The concept of reflective practice is now widely employed in the field of teacher education and teacher professional development and many programmes of initial teacher education claim to espouse it.

Reflection on a significant incident from practice This essay demonstrates an understanding of views on the art and science of reflection and the issue Note your reflections and discuss them with your colleagues. The company was doing so well that they took another woodcutter and every day the two would go into the forest and cut down trees.

It is argued that, through the process of reflection, teachers are held accountable to the standards of practice for teaching, such as those in Ontario: The references used may be made clearer with a different or consistent style of citation and footnoting.

Reflective practitioners move practice forward — By role modelling new ideas, by aiming to improve each time they work, by encouraging peers to develop the same practice.

Proposed actions following the activity What are the implications of what I have described or analysed? How did they vary?

This prompted a lot of soul-searching and some reorganisation of staff roles and responsibilities to enable me to focus on high-impact strategies — getting in classrooms and working with teachers — to use coaching to improve the quality of teaching.

He was appointed to the school in During this stage you should ask yourself what you could have done differently. Reflective learning organizations have invested in coaching programs for their emerging and established leaders.

Reflective model according to Rolfe et al.

So what does this mean for my leadership or teaching practice? What can be concluded about your own specific, unique, personal situation? How would you structure a coaching session to improve performance? Be open to learning new skills and techniques. Reflection provides both individuals, small groups and teams with the opportunity to establish connections between new and existing knowledge and to deepen their level of understanding through self-discovery and learning through active experimentation.

Description of the activity or event What happened? January Learn how and when to remove this template message For students to acquire necessary skills in reflection, their teachers need to be able to teach and model reflective practice see above ; similarly, teachers themselves need to have been taught reflective practice during their initial teacher education, and to continue to develop their reflective skills throughout their career.

However, Mary Ryan has noted that students are often asked to "reflect" without being taught how to do so, [40] or without being taught that different types of reflection are possible; they may not even receive a clear definition or rationale for reflective practice. Analysis of the event How did I feel at the time?

Now what broader issues need to be considered if this action is to be successful? Reflecting on different approaches to teaching, and reshaping the understanding of past and current experiences, can lead to improvement in teaching practices.

What are the outcomes and benefits of the use of mentoring and coaching for individual, team and organisation and ultimately for pupils?Supporting reflective practice and writing reflective commentaries Engaging in reflective practice is associated with the improvement of quality of health care, Supporting reflective practice using the Rolfe et al () framework On this programme we ask you to adopt Rolfes et al () model, given its suitability in.

Article Reflective practice: where now? Gary Rolfe Reflective practice was originally conceived as a radical critique of technical rationality, and was based on the premise that knowledge generated by practitioners reflecting on their own experiences is of at least equal value to knowledge derived by academics from.

Critical Reflection In Practice (2nd Edition) Generating Knowledge for Care Author(s): Gary Rolfe, Dawn Freshwater. GARY ROLFE is Professor of Nursing within the College of Human and Health Sciences at Swansea University, UK.

He teaches reflective practice and practice development and has published extensively on philosophical aspects of. Models of Reflection If Reflective Practice is to become anything more than random navel gazing, it is advisable that the reflective (teaching) practitioner employs a particular process or model.

Rolfe et al.’s () reflective model Rolfe et al.’s () reflective model is based upon three simple questions: What? So what?

Learning through Reflection

Now what? Below is a list of questions that you may choose to answer in response to the three elements. This is a description of how Rolfe's model of reflection should be used in order to improve practice and learning. Reflective model according to Rolfe et al.

Posted: Aug.Mod: Reflective model according to Kolb This is a brief description of Kolb's reflective model.

Rolfe s reflective practice
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