Jun 18, · Reflection, learning and education. What constitutes reflection – and what significance does it have for educators? The contributions of Dewey, Schön and Boud et. al. assessed.. Contents: Dewey – and How We Think · Boud et. al. – reflection: turning experience into learning · Schön – reflection in and on action · further reading. When considering reflection we cannot escape the Education Reflection Research Papers delve into an order placed on a summarization of the information that has been learned throughout the semester and organize it into a paper. In a final page paper, summarize your key insights about qualitative research from the course, and ideas of how you may use ideas from the course in your future work. Format for Qualitative Inquiry in Education Apr 01, · Education Is the Key to Success: Reflection Essay. The quote, “Education is the key to success” is a quote that we all have heard of. To me this is nothing short of truth and I am determined to go an extra mile to acquire an education. Having crossed borders from China to the United States, it is evident of my quest for achieving academic excellence and make a change to the society and the 10/10()
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Contents : Dewey — and How We Think · Boud et. When considering reflection we cannot escape the figure of Dewey. How We Think ; has made a unique impact on education.
His thinking still runs through the work of key writers such as Boud et al and Schön ; While there are a number of questions about the model he put forward, it does provide education reflection paper good starting point for looking at some of the elements of the reflective process. He set out five phases or aspects.
These states of thinking are as follows:. An intellectualization of the difficulty or perplexity that has been felt directly experienced into a problem to be solved. The use of one suggestion after another as a leading idea, or hypothesis, to initiate and guide observation and other operations in collection of factual material. The mental elaboration of the idea, or supposition as an idea or supposition reasoning, in the sense in which reasoning is education reflection paper part, not the whole, of inference.
In this we get a feel of education reflection paper. In every case of reflective activity, a person finds himself confronted with a given, present situation from which he has to arrive at, or conclude to, something that is not present. This process of arriving at an idea of what is absent on the basis of what is at education reflection paper is inference.
What is present carries or bears the mind over to the idea and ultimately the acceptance of something else. Dewey First, these five elements can be approached in education reflection paper rather linear and mechanistic way. It can be used as a plan for action. In practice, education reflection paper of the phases may telescope, some may be passed over ibid: No set rules may be laid down.
This was a crucial insight. Yet Dewey still left a hostage to fortune by using terms like stage and phase. This leaves a sense of sequence. He still seems in half a mind to offer a set method. Second, there is not a real grasp of reflection as an interactive or dialogical process.
To some extent this is mitigated by his stress on active experimentation, education reflection paper. There is room for feedback. But doubts remain. I suspect this is part of a larger problem. It may be that he was limited by the language of his time.
Last, education reflection paper Dewey does attend to the place of emotions, for example with regard to the doubts that trigger reflection — it is limited. This is a odd given what he had to say elsewhere about the intellect and emotions e. Today, with the benefit of insights from psychoanalytical traditions, we can now trace out some key, emotional aspects see Salzberger-Wittenberg et al The great strength of the work of Boud, Keogh and Walker is that they address emotions.
This way of approaching reflection has the advantage of connecting with common modes of working e. we are often encouraged to attend to these domains in the process of supervision and journal writing, education reflection paper. However, there is a tendency to focus on reflection-on-action see below. In the case of the former, education reflection paper. The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique.
He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation. Schön To do this we do not closely follow established ideas and techniques — textbook schemes.
We have to think things through, for every case is unique. However, we can draw on what has gone before. We can link this with reflection-on-action. This is done later. Workers may write up recordings, talk things thro ugh with a supervisor and so on more of this in the next chapter. The act of reflecting-on-action enables us to spend time exploring why we acted as we did, what was happening in a group and so on.
In so doing we develop sets of questions and ideas about our activities and practice. In each instance, the practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique.
He reflects on the phenomena before him, and on the prior understandings which have been implicit in his behavior. He carries out an experiment which serves to generate both a new understanding of the phenomena and a change in the situation…, education reflection paper. He does not keep means and ends separate, but defines them interactively as he frames a problematic situation. He does not separate thinking from doing… Because his experimenting is a kind of action, implementation is built into his inquiry.
This distinction has been the subject of some debate education reflection paper Eraut and Usher et al There have been no psychological elaborations of the psychological realities of reflection in action Russell and Munby In this section I have focused on those writers examining the reflective process. These texts need to be augmented with those in the section on adult learninglearning and experiential learning.
Argyris, M. and Schön, D. Increasing professional effectivenessSan Francisco: Jossey-Bass. Writing and professional development. London: Sage. Popular text that explores how practitioners can critically engage with their actions and feelings, education reflection paper. Boud, D. et al eds.
Turning experience into learningLondon: Kogan Page. Good collection of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb, education reflection paper. Clift, R. and Pugach, M. Encouraging Reflective Practice in Education. An analysis of issues and programsNew York: Teachers College Press. By far the best of the crop of books that appeared around reflective practice programs in teaching.
Dewey, Education reflection paper. Classic and highly influential discussion of thinking. Lave, J. and Wenger, E. Legitimate peripheral participationCambridge: University of Cambridge Press. Significant exploration of learning as participation in communities of practice. Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
Chapters on legitimate peripheral participation; practice, person, social world; specific communities of practice. Lipman, M. Looks to classrooms as communities of enquiry. Part one is concerned with education for thinking the ref lective model of educational practice; the craft of thinking; cognition ; part two examines seeking standards for classroom thinking; part three, thinking: the forge of meaning; and part four, education reflection paper nature and uses of the community of inquiry includes thinking in community and the political significance of the inquiring community, education reflection paper.
Newman, F. and Holzman, L. A new developmental way of knowingLondon: Routledge. Schön, D. How professionals think in actionLondon: Temple Smith. Influential book that examines professional knowledge, professional contexts and reflection-in-action. Examines the move from technical rationality to reflection-in-action and examines the process involved in various instances of professional judgement.
Development of the thinking in the book with sections on understanding the need for artistry in professional education; the architectural studio as educational model for reflection-in-action; how the reflective practicum works; and implications for improving professional education.
For a useful critique see M. Eraut [] Developing Professional Knowledge and CompetenceLondon: Falmer; and R. Usher et al Adult Education and the Postmodern ChallengeLondon: Routledge. The idea of reflection-in-action is explored in M. Smith Local Educationeducation reflection paper, Buckingham: Open University Press.
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Apr 01, · Education Is the Key to Success: Reflection Essay. The quote, “Education is the key to success” is a quote that we all have heard of. To me this is nothing short of truth and I am determined to go an extra mile to acquire an education. Having crossed borders from China to the United States, it is evident of my quest for achieving academic excellence and make a change to the society and the 10/10() Education Reflection Paper. The below paper discusses issues prevalent in our current education system and the social and economic consequences of its current structuring. Some of the main points highlighted are the present structure of education system and the difference in the way working class and middle class students experience schooling The purpose of reflective writing in Education. Reflective writing encourages you to make observations about your experiences and beliefs – for instance, your own past experiences as a learner, or your observations from teaching rounds – and link these with the theoretical learning in your subject. It encourages you to think about what you have learned and how you have learned it
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