Finlay (2008) states that reflective practice often “involves examining assumptions of everyday practice.” In a context where the phrase “this is the way we have always done it” is often used to justify lack of innovation, there is a need for me to critically examine why I feel change is necessary.
The article recognises that for busy professionals under increasingly more time pressures, “reflective practice is all too easily applied in bland, mechanical, unthinking ways,” (Finlay, 2008). I find my own reflections fall into this category often and I need to value and see the merit in setting aside time to reflect critically. Writing my reflections will help with this goal.
Innovation comes from discomfort and dissatisfaction for the status quo. Atkins and Murphy (1993 in Finlay, 2008) determine that there are three stages to the reflective process: an “awareness of uncomfortable feelings and thoughts” (aligned with Schon’s experience of surprise, puzzlement or confusion), “critical analysis of feelings and knowledge” and finally, the “development of a new perspective”. It is having the courage to critically examine these uncomfortable feelings and thoughts with the view to possible alteration of practice.
Brookfield’s (1995) ‘stance and dance’ is in agreement with Schon, and Atkins and Murphy. The article states a “reflective teacher’s stance towards teaching is one of inquiry and being open to further investigation.” The dance involves “experimentation and risk towards modifying practice.” As I further develop a growth mindset the more I begin to enjoy the dance and look forward to it. Teachers and schools are risk averse and taking risks takes courage and determination in doing the best for our learners.
- Are you using any model of reflection? Is there any model that you would like to adopt? Explain why you find it suitable.
In reflecting on my own reflective practice, I have come to the conclusion that my reflections are haphazard and not critical enough. I don’t follow a model of reflection and because of this, my reflections tend to be surface-level.
Models of Reflection from the Finlay (2008) article
Ghaye and Lillyman (1997, in Finlay, 2008) identified five different types of reflective models: structured, hierarchical, iterative, synthetic and holistic.
While Quinn (1988, 2000) believes all models involve three underlying processes (retrospection, self-evaluation and reorientation), each model ranges in level of prescription, explanation, criticality and reflexivity.
With this in mind, I need a model that will encourage me to think critically on my practice, be evidence based and provide support for me to follow through on changes needed. A prescriptive model would provide great scaffolding to begin with.
Models
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What is it?
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Will this model work for me?
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Gibbs Reflective Cycle
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Idea being “theory and practice enrich each other in an never-ending circle.” Originally conceived as ‘debriefing sequence’.
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Possibly. I like that it is cyclical and there are leading questions to guide reflection. A disadvantage would be that it is good in retrospect but would it push me forward to make change?
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Jay and Johnson
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Three dimensions: descriptive, comparative and critical reflection.
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I like the comparative section where I could look at different perspectives.
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Boud, Keogh and Walker
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Three stage model. First, reflect on an experience, second stage attends to feelings. The final stage is re-evaluation of the experience by looking at association, integration, validation and appropriation.
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I don’t think this model will have enough scaffolding for me if I am just beginning to use a reflective model.
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Johns Model of Structured Reflection
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Based on five questions
which help you to break down your experience and reflect on the process and outcomes.
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A very detailed model of reflection that would support me, but it may be too prescriptive in nature. One for me to look into though.
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Finlay (2008) reminds us that there are many models, but any model used “blindly or unthinkingly, can render practice more mechanical and externally subscribed.” In choosing a model, I read wider than Finlay’s (2008) article.
While further researching reflection models, I found Rolfe et al (2001) proposed a framework that uses Borton’s (1970) developmental model. With three cue words: What? So What? Now What?
While used in nursing, I like that this model is cyclical in nature and is simple and easy to remember. Online there are readily available supplementary questions that would help to guide my reflections. I could and would use this model in the classroom with learners. This model would be a good first step.
References:
Finlay, L. (2009) Reflecting on reflective practice. PBPL. Retrieved from http://www.open.ac.uk/opencetl/files/opencetl/file/ecms/web-content/Finlay-%282008%29-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
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