A Reflective Practitioner
Author: Santosh Kumar Biswa,
Sr. Teacher, Damphu CS, Tsirang, Bhutan
A "reflective
practitioner" is a person who actively engages in self-reflection and critical
evaluation of their professional methods, experiences, and beliefs. This idea
is frequently related to professions that entail complicated decision-making
and interpersonal relationships, such as those in education, healthcare, and
social work. To improve professional performance and learning, reflective
practitioners engage in a constant cycle of observation, evaluation, and
modification. It invites people to reflect on their presumptions, values, and
biases in addition to encouraging task completion. Self-reflection, critical
analysis, learning from experience, soliciting criticism, and making
adjustments are important aspects of reflective practice. Reflective
professionals are aware that developing professionally necessitates curiosity,
openness, and learning from both positive and negative situations.
What does it mean to be a reflective
practitioner?
Being a reflective practitioner involves
engaging in a process of self-evaluation to improve outcomes and professional
practice. It involves actively reflecting on and evaluating one's deeds,
choices, and convictions within a particular professional setting, such as
teaching which requires evaluating instructional methods, classroom management,
assessments, and student interactions. Reflective practitioners aim to
comprehend how their actions affect both their personal development and the
experiences and results of those they serve. Reflection is more than just
looking back on the past. It requires a careful and purposeful analysis of
one's relationships, experiences, and teaching strategies. Since growth and
development are continual processes, reflective practitioners seek to
understand their strengths, limitations, and areas for progress. The capacity
to critically evaluate one's own practices is essential to being a reflective
practitioner. This entails challenging presumptions, prejudices, and prior
conceptions that could affect interactions and decision-making. To improve
their practice and better fulfill the needs of those they serve, reflective practitioners
work to push their own assumptions and engage in continuous learning (Cholifah
et al., 2020). Being reflective also necessitates a readiness to accept
criticism and different viewpoints. To develop a thorough understanding of
their activity, reflective practitioners solicit feedback from stakeholders
such as colleagues, learners, and other stakeholders. They appreciate the
chance to gain knowledge from others and regard criticism as fuel for
development.
Why should teachers be reflective?
There are various reasons why educators should
reflect. First and foremost, reflection is essential for professional
development. Teachers can better recognize their strengths, shortcomings, and
opportunities for progress by engaging in reflective practices. By identifying
successful strategies and improving those that aren't producing the desired
results, educators can promote ongoing professional development. A second
benefit of reflective practitioners is that they are better able to improve
student learning. Teachers can evaluate the impact on student learning outcomes
by carefully reflecting on their teaching strategies and methods. With the use
of this analysis, they are better able to plan lessons, modify their approaches
to suit the various requirements of their students, and give specialized
support to individuals or groups that may need it (Minott, 2009). Additionally,
by encouraging students to think critically and creatively, reflection fosters
the development of higher-order thinking skills (Akdemir, 2018). Teachers who
take the time to think about problems or difficulties in the classroom are
better able to identify the underlying causes, consider alternate strategies,
and create workable solutions. By participating in this process, teachers develop
their capacity to overcome challenges and improve the overall learning
environment for their students. Reflective educators are also more likely to
develop enduring bonds with their pupils, peers, and parents. Teachers can find
areas for growth and learn how to establish a welcoming and inclusive learning
environment by taking stock of their interactions and communication methods.
This self-awareness and intentional reflection enable teachers to establish
stronger connections with their students, foster a sense of belonging, and
collaborate effectively with colleagues and parents. Thus, by reflecting on
successes and challenges and seeking feedback, teachers can identify areas for
improvement. This includes analyzing pedagogical theories and learning from past
experiences. Making adjustments based on reflection promotes professional
growth, adapts teaching to student needs, and creates a positive learning
environment. Ultimately, being a reflective practitioner leads to enhanced
student learning outcomes and informed decision-making in teaching practices.
Describing myself about being a
reflective practitioner
I describe myself as a reflective practitioner
because I embody the essential character traits associated with this approach
to teaching. Constructivism, reflective practice, and transformative learning
are fundamental aspects of my practice, as I am constantly striving to
understand my strengths, weaknesses, and biases through self-awareness (Ash
& Clayton, 2004). This self-awareness empowers me to identify areas for
improvement and adjust my teaching methods accordingly. I approach my practice
with an open mind, readily challenging my assumptions, beliefs, and traditional
approaches. I actively seek out new ideas, alternative perspectives, and
feedback from my students, colleagues, and mentors. Critical thinking is a
cornerstone of my reflective practice, as I engage in deep analysis and
evaluation of my teaching methods and decisions. I carefully consider the
impact they have on student learning and continuously seek effective solutions
to the challenges that arise. I embrace humility and value the input of others,
recognizing that I have much to learn from my students, colleagues, and
mentors. Perseverance is ingrained in my reflective practice, as I am resilient
in the face of challenges and dedicated to continuous improvement (Jordan,
2014, April 3). I maintain a growth mindset, believing in my capacity to
develop and enhance my skills and abilities over time. Challenges are viewed as
opportunities for growth, and feedback is welcomed as a valuable tool for
improvement. Lastly, empathy is at the core of my teaching approach. I strive
to understand and cater to the diverse needs, backgrounds, and perspectives of
my students and colleagues. By fostering inclusive and supportive learning
environments, I aim to cultivate positive relationships and facilitate student
growth. Overall, I embrace the principles of reflective practice and
continually strive to enhance my teaching effectiveness and promote positive
student outcomes.
References
Akdemir, E. (2018). Investigating The Reflective
Thinking Skills of Students for Problem-Solving. The Turkish Online Journal
of Educational Technology. Special Issue for INTE-ITICAM-IDEC.
https://files.eric.ed.gov/fulltext/ED595226.pdf
Ash, S. L., & Clayton, P. H. (2004). The
articulated learning: An approach to guided reflection and assessment. Innovative
Higher Education, 29 (2), 137-154. https://scholarworks.iupui.edu/bitstream/handle/1805/9644/The%20Articulated%20Learning%20-%20An%20Approach%20to%20Guided%20Reflection%20and%20Assessment%20-%20Ash%20and%20Clayton.pdf;sequence=1
Cholifah, A. N., Asib, A., & Suparno, S. (2020,
March 28). Reflective Teacher Journal to Develop Teacher’s Professionalism. ELS
Journal on Interdisciplinary Studies in Humanities, 3(1), 22–30.
https://doi.org/10.34050/els-jish.v3i1.9517
Jordan, M. (2014, April 3). Daily Quote and
Reflection: Using Perseverance to Overcome Obstacles and Negative Thinking. Growth
Mindset: Be a Life-long Learner. Retrieved
fromhttps://thewick.wordpress.com/2014/04/03/daily-quote-and-reflection-overcoming-misguided-thoughts-challenge-and-perseverance/
Minott, M. (2009). The role of reflection in the
differentiated instructional process. College Quarterly, 12(1).
http://collegequarterly.ca/2009-vol12-num01-winter/minott.html
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