Critical reflection practice Essay

IntroductionThe ara of unfavorable check is generally undersas welld to be a difficult and contested terrain, that appears to be attractive on topic barely is complex to put into action. Educators say this is an important cap great indicant for scholars to capture as it contributes to greater depth of sympathy and learnedness (Boud, Cohen, & Walker, 1993 Lay & McGuire, 2010 Moon, 2006 Wolf, 2010).The extensive range of approaches to critical locution suggests the focus of learn is placed on technique rather than the broader purpose and outcomes of critical aspect. lively reproval should non be a prescriptive activity (Moon, 2006) but slip awaylines should en sufficient the schoolchild to expose their own style. This paper begins a conversation on the contend topicof critical notice in concerted direction.Defining searing ReflectionThere appears to be lack of a clear understanding of critical formulation, as it is a contested term rebounding the ideology of the subroutiner. Depending on ones perspective critical denunciation clear be understood to mean very different things (Boyd & Fales, 1983 Brookfield, 2009 Gardner, 2009 Harvey, Coulson, Mackaway, & WinchesterSeeto, 2010 Hatton & Smith, 1995 Smith, 2011 van Woerkom, 2010) and varies within individuals and place settings. slender reflectivity is widely recognised as a key persona in the learnedness demonstratees of individuals and is advocated in many areas of master come (Brookfield, 2009 Jarvis, 2010 Leijen, Valtna, Leijen, & Pedaste, 2011), oddly within programmes where there is rich skill possible through particular proposition experiences (Harvey et al., 2010).The terms reflection, critical reflection, broody normal, reflective thinking and reflexivity wee-wee similar meanings and application in didacticsal literature, as well up as, use interchangeably (Black & Plowright, 2010 Rogers, 2001). Authors consider that not all reflection is critical reflection and cr itical reflection maybe at higher(prenominal), more complicated take that challenges the learner and the educator (Harvey et al., 2010 Hatton & Smith, 1994).Further unpacking is charterd to clearly identify the authentic nature of critical reflection. Fook (2006) suggests work needs to be done from a common basis of understanding so the exert of critical reflection maybe refined and improved.Mezirow (1990) considers critical reflection as a forerunner to transformative scholarship, which may lead to changes in individualized understandings and potentially behaviour. Students can use critical reflection practices for engaging in metacognition (Eames & Coll, 2010). It is associated with a number of learning outcomes including improved thinking, learning and assessment of self and affectionate systems (Smith, 2011). Dewey (1938) states that while we cannot learn or be taught to think, we do eat up to learn how to think well and especially to acquire the practice of reflection .To use knowledge critically we do not accept the situation at face value. Thisrequires the ability to look beneath the surface to see what may influence the situation, resulting in critical depth to understanding. In addition, the ability to examine the bigger bear witness and view the situation more holistically grooms critical breadth. These enable us to develop a fuller understanding of experiences so we are better outfit to manage similar future situations (S. Thompson & Thompson, 2008). This ability to think critically is real over time (Crowe & OMalley, 2006) through guidance and support. Critical reflection is advocated in many areas of professional development and practice, including the all areas of health direction education, teaching, management, and enquiry, as it encourages practitioners to net income insight into their own professionalism through their experiences.These programmes generally require some form of fieldwork to be closely integrated with pedantic st udy. therefore there is wide variation in the techniques and approaches used in the practice of critical reflection. Approaches may range from informal discussions to highly structured formats. Guidelines in the literature on how to determine, facilitate and assess critical reflection in practice appear to be limited (Leijen et al., 2011 Smith, 2011).Models of critical reflectionThis gigantic area in the literature, which searchs amazes of critical reflection, lacks clarity. There seems to be similarities within and across the various applications from many fields or disciplines of education that may have little or no areas of overlap (Fook & Gardner 2007). Many models of reflection base on a philosophical approach, may be considered to assist learners develop an understanding of critical reflection. These have been briefly outlined in shelve 1.0 to help visualize the relationship betwixt the models and frameworks. The framework chosen to guide students reflections may be d etermined by the expectations of the learning outcomes.Some models of reflection may not encourage critical reflection. Models may guide the mold of reflection but should not impose a prescription of what reflection is. It is not essential to follow a model and some practitioners aim not to. There is some criticism of models that reduce reflection to levels but this approach maybe useful for teaching what the focus ofreflection entails. The student may choose whether or not to adopt a model to frame their reflection as a temporary measure until combine in the reflective activity is gained and understood.Table 1.0 Three models of critical reflection identifying two frameworks that provides guidance for reflecting within each model.Model of critical reflectionFrameworkGeneral commentsDeweys model of reflectiveKnowledge can be constructedlearningthrough active reflection on early(prenominal) andpresent experiences. Pragmaticapproach.Gibbs modelA cyclic generic framework. Ageneral a nd nonspecific approach toreflection. Novices may find it toovague requiring further guidance.Stephensons frameworkA detailed bent of cue questions.Focuses on consequences of actionsand examines practice knowledge.Habermass model of critical ground on 3 areas of knowledgereflectiontechnical, practical and emancipatory.Critical supposition approach.Taylors frameworkDescribes activities associated with 3types of reflection technical, practicaland emancipatory. Highly structured.Kims frameworkCalled critical reflective enquiry.Three phases of reflectiondescriptive, reflective,critical/emancipatory. Processes andproducts utilise to each phase.Kolbs model of reflexiveAttempts to integrate thinking andlearningpractice. Experiential learningapproach.Bortons frameworkSimplified model utilise 3 questionsWhat? So what? Now what? Veryeasy to remember.Rolfes frameworkExpanded Bortons framework. Addedquestions to each step. Turned the laststep impale to form reflexive cycle.Generic, easily adapted to meet mostsituations.* neutered from Rolfe et al (2011).Critical reflection in cooperative education harmonise to Martin and Fleming (2010) cooperative education is more than work experience but a recognised pedagogical approach to learning. Critical reflection is an essential piece of the pedagogy of cooperative education and separate forms of work integrated learning. The process of critical reflection needs to be facilitated with structured strategies within the year that encourage amour in reflection.It is important to create a kitchen-gardening where reflection is valued as a learning tool and it is practiced to be honest. answer and feedback on reflection throughout the program are important to enable the student to progress through their learning experience. van Gyn (1996) suggests that reflective practice to enhance student-learning outcomes requires an organised partnership between the student, academic and industry supervisors. There is a widespreadassu mption that reflection has positive degree outcomes for student learning.Cooperative education is student driven learning, which increases the need for the student to be self-motivated, proactive, organised and reflective. Critical reflection encourages students to be willing and able to question, explore and critique ways of behaving and thinking as they engage in workplace experiences (Higgins, 2011) and into the future. Consequently the student is better able to understand and gain insights into his/her skills, competencies and knowledge. The use of critical reflection in cooperative education increases the chances of the learning being relevant and meaningful to the student.Therefore the students engagement in reflection can assist them in making whiz of themselves, their learning experience and preparation for the future. The importance of the social context (Fook, clear & Gardner, 2006) of reflection should be considered, as personal reflection is part of the broader contex t of the organization culture and structure (Thompson & Pascal, 2012). The industry context is complex and may challenge other dimensions of reflection, such as emotional demands of the learning experience, power relationships and time constraints.The strategies that facilitate reflection should cater for the individual needs of the student, suit the learning environment and guide the development of students reflective skills (Martin & Fleming, 2010). Strategies may involve learning contracts, reflective journals, progress reports, reports and oral presentations providing the student with many opportunities to practice critical reflection.ConclusionCritical reflection is used in education to encourage the integration of theory and practice while enhancing student learning and self-confidence. However, an extensive literature search on the role of reflection for learning through experience by Harvey et al (2010) concluded that the relationship between reflection and positive student learning outcomes was inconclusive.This suggests there is scope to explore the role of critical reflection in learning and the development of a theoretical basis in cooperative education. There is increasing delight in the concept of critical reflection (Boud & Walker, 1998) in work-integrated education and research (Brookfield, 2009).ReferencesBlack, P. E., & Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. pensive dress, 11(2), 245-258. inside10.1080/14623941003665810 Boud, D., Cohen, R., & Walker, D. (1993). Using experience for learning. Buckingham England Bristol, Pa. Society for Research into Higher education and open air University Press. Boud, D., & Walker, D. (1998). 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Higher Education Research & Development, 29(5), 589-602.Copyright 2012 Patricia LucasThe Author assign to the Australian cooperative Education Network (ACEN Inc.) an educational non-profit institution, a nonexclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this procure statement is reproduced.The author(s) also grant a nonexclusive licence to the Australian Collaborative Education Network to publish this document on the ACEN website and in other formats for the Proceedings ACEN National Conference Melbourne / Geelong 2012. Any other use is taboo without the express permission of the author(s).