Reflect on and Improve Own Practice in Learning and Development
The aim of this unit is to interpret: Evaluation approaches to reflective practice
Why L&D practitioners must engage in reflective practice and continue CPD. Analyse own values, beliefs and attitudes and the impact on their practice. Engaging in Reflective practice is associated with the improvement of the quality of care, stimulating personal, professional growth and the closing gap between theory between theory and practice. J Dewey was among the first to consider the questions of psychology and the theory of knowledge, I liked Brookfield (1998) as his concept explained discussing and talking and contemplating through the learner’s eyes. The appeal of the use of reflective practice is that as teaching and learning are complex, and there is not one right approach, reflecting on different versions of teaching, and reshaping past and current experiences will lead to improvement. Schön’s (1983) reflection–in-action assists practitioners in making the professional knowledge that they will gain from their experience in the classroom an explicit part of their decision-making. Research base practices strongly supports the importance of the teacher/ facilitator being a highly trained, reflective professional. The importance of reflecting on what you are doing, as part of the learning process, has also been empathised by many investigators, for example the second stage of Kolb’s (1984) learning cycle, reflective observation. Reflective observation can be an important tool in practice based professional learning settings where individuals learning from their own professional experiences, rather than from formal teaching or knowledge transfer, maybe the most important source of personal professional development and improvement....
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