Critical Reflection and Development Towards Becoming a Reflective Practitioner- TutorsIndia.com for my dissertation writing help
                     Demonstrate Understanding  
and Knowledge of Key 
Theories  of Critical 
Reflection and  Development 
Towards Becoming  a 
Reflective Practitioner
An Academic presentation by
Dr. Nancy Agens, Head, Technical Operations, Tutors 
India  Group www.tutorsindia.com
Email: [email protected]
Today's 
DOUiTsLINcEussion
In brief  Atkins and Murphy Model 
Introductio of  ReflectionCPM
n Becoming a Reflective Practitioner  
Defining Critical Reflection and Reflective Tools Used in Reflective Practice  
Practice  Effective Use of Critical Reflection Reflective Practitioners in Various 
Models of Reflection  Fields
Gibbs’s Reflective 
Cycle
In 
brief
You will find the best dissertation research  
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The significance of critical reflection and the ways in which an  
individual can become a reflective practitioner can be known.
Introductio
n Critical reflection and reflective practitioners are common terms  in which the term critical creates a deeper meaning to it and  
sound more intriguing.
Defining Critical Reflection and Reflective 
Practice
Research on reflectivepractice was mainly found from the works done by educational 
 philosophers such as John Dewey and Donald Schon.
Philosopher Dewey defined reflective practice as “the active, insistent and careful consideration  
of any belief or supposed form of knowledge 24 in the light of the grounds that support it.
An individual must have a questioning approach and question why things are the way they are  
and how they can be.
Effective Pedagogical thinkers are more aware of their actions asking  
the questions “What is my rational reaction to this, and why do I 
Use  of  feel or why do I behave like this? ''.
Critical  
Labosky indicates that it is by taking conscious control that  
Reflection pedagogical thinkers take a long-term view of how problems can 
 be solved and remain open to learning.
Reflective learning model of Boud includes three stages that are
Models interrelated and cyclic in nature.
of  During the first step called' returning to the moment,' the student 
Reflectio  are recommended to document the sequence of events that  
happened during the encounter.
Bnoud's 
Reflective  In the second stage, called ' attending to feelings, ' the student  
Learning explains the event's positive and negative reaction and emotion.
Model
Contd
..
The third level called ' re-evaluating the experience ' consists of 
 four stages: affiliation, inclusion, clarification, and  
appropriation.
These three stages constitute the reflective cycle.
Fig 1. 
Reflectiv
e  Cycle
Gibbs’s Reflective 
Cycle
Gibb’s reflective process in 1988, indicated that after an event, reflection takes place.
The reflective cycle focuses on learning from experiences through the incorporation of feelings, 
 thoughts and recommendations for future actions.
(Gibbs, 1988) describes how the reflective cycle is applied to a variety of educational methods 
 including case studies, games, role-plays, and other experiments.
(Gibbs, 1988) compares the process of reflections to a formal debriefing.
Fig 2. 
Gibbs’s  
Reflective 
Cycle
Atkins and Murphy Model of 
Reflection
The model which more embodies the empowerment process is that of Atkins, who 
 introduced a concept of reflection.
The concept of reflection aims at describing the situation including thoughts and 
 feelings, analyzing feelings and knowledge relevant to their current situation.
Fig 3. Murphy  
Model of 
Reflection
Self-awareness and reflection in the practice have been  
Becoming a described as the foundation of professional development.
Reflective  
Practitioner The ability to engage in reflection has been found to 
 develop proficiency and prevent exhaustion.
1. Self-Awareness
It is a process of getting to know oneself, although the 
 understanding of what reflective practice is varies  
considerably within different disciplines.
Becoming a Description requires remembering and recollecting
Reflective  relevant incidents.
Practitioner
In a group discussion, written in a clinical guideline,  
2. journal article or book, the description could be verbalized 
Description  in order to allow for learning through reflection.
Becoming a This process involves looking at existing knowledge,  
Reflective  challenging assumptions, imagining possibilities and 
Practitioner  exploring them.
3. Critical A critical analysis often requires an assessment of how 
Analysis  relevant knowledge is to a particular situation.
Becoming a This is the process of incorporating new knowledge 
Reflective   or experience into our' personal knowledge 
Practitioner base.'
This expertise is used to solve problems in a  
4. creative manner and to predict the possible results.
Synthesis
Evaluation is defined as making judgments about 
Becoming a 
 something's worth.
Reflective  
Practitioner
It can also be defined as' the value of something to 
5.  judge or evaluate.'
Evaluation
Both the synthesis and the evaluation are essential 
 to developing a new perspective.
It is important to identifying the methods employed to engage in 
 reflective practice.
Tools 
Used  in   Serious accidents, reflective diaries and monitoring are the 
 most widely used methods for reflective practice.
   
The definition and interpretation of critical events enable  
Reflectiv practitioners to understand the wider contextual problems and 
e   thus encourage critical thinking.
Practice
Reflective Practitioners in Various 
Fields
Teaching reflective skills in education has grown steadily in prominence, as it became more evident 
 from strong beginnings in professions.
Reflective teaching skills are appearing throughout the curriculum, with different types of students 
 being asked to compile reflective papers, studies, journals, records, diaries, or portfolios.
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