Thursday, January 9, 2020

Reflective Practice And Professional Development - 921 Words

TL2125 Reflective Practice and Professional Development Assignment 1 This assignment will critically reflect on experiential learning episodes with further assistance from two critical friends, one who is a 20 year old male based in the outdoor sector and another from outside the outdoor sector who is 29years old also male but based outside the outdoor sector as his occupation is a university lecturer and corporal in the British army. it must be recognised that there may be a possibility that critical friends may be biased. Critical friends are an effective way to gain an outsiders analysis of an incident, Kosta and Kalick 1993 state that A critical friend as the name suggests is, a trusted person who asks provocative questions, provides data to be examined through another lens,and offers critique of a person s work as a friend. (Costa Kallick, 1993) My choice of critical friend has formed both my physical and social domains, critical friend (X) wil give an in-group perspective where as critical friend (Y) will give an out-group perspective, this then provides a varied perspective on the critical incident given. Both critical friends were suggested to use the 4 I model (Hickman 2013) to give them a basis on which to help aid there reflective analysis, critical friend (X) was selected due to there opposed cognitive thought process to myself,CF X is a female which this then allows for a very diverse account to one that I would give myself which will supply aShow MoreRelatedModule 7 – Reflective Practice and Professional Development Essay1243 Words   |  5 PagesCertificate in Education Module 7 – Reflective Practice and Professional Development Report to compare teaching roles In any organisation there must be some structure and it is this that leads to a selection of teaching and management roles within education. All roles are focused on the quality of service provided to not only the learners but to the community, our stakeholders, awarding bodies, funders and parents. 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Reflection has been defined as a way for individuals to â€Å"capture their experience, think about it, mull it over and evaluate† (Boud et al 1985: 19) Argyris and Schon (1974) suggest that practitioners often practice at less than effective levels because they follow routine. Johns (1995) implies that action can be taken through reflection to increase effectiveness in practice as reflection provides opportunities for self development as professionals and

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