Critical reflection practice Essay

IntroductionThe area of exact reflectiveness is generally tacit to be a difficult and contested terrain, that appears to be attractive on paper but is complex to put into action. Educators say this is an important capability for students to get as it contributes to greater depth of understanding and learnedness (Boud, Cohen, & Walker, 1993 Lay & McGuire, 2010 Moon, 2006 Wolf, 2010).The wide range of approaches to little reflection suggests the focus of learning is placed on proficiency rather than the broader purpose and outcomes of critical reflection. particular reflection should not be a prescriptive activity (Moon, 2006) but guidelines should enable the student to suffer their get style. This paper begins a conversation on the challenging topicof critical reflection in reconciling instruction.Defining Critical ReflectionThere appears to be lack of a clear understanding of critical reflection, as it is a contested term reflecting the ideology of the user. Depending on ones perspective critical reflection can be unders aliked 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 considerations.Critical reflection is widely recognised as a key component in the learning processes of individuals and is advocated in many areas of professional invest (Brookfield, 2009 Jarvis, 2010 Leijen, Valtna, Leijen, & Pedaste, 2011), especially within programmes where there is rich learning possible through and through specific experiences (Harvey et al., 2010).The terms reflection, critical reflection, reflective practice, reflective intellection and reflexivity have similar meanings and application in nurtureal literature, as well as, use interchangeably (Black & Plowright, 2010 Rogers, 2001). Authors consider that not all reflection is critical reflection and critical reflection whitethornbe at h igher, more complicated level that challenges the scholarly person and the educator (Harvey et al., 2010 Hatton & Smith, 1994).Further unpacking is required to clearly identify the true nature of critical reflection. Fook (2006) suggests work needs to be done from a common dry land of understanding so the practice of critical reflection maybe refined and improved.Mezirow (1990) considers critical reflection as a precursor to transformative learning, which may lead to changes in personal 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 valuement of ego and social systems (Smith, 2011). Dewey (1938) states that while we cannot learn or be taught to think, we do have to learn how to think well and especially to acquire the practice of reflection.To use acquaintance critically we do not accept the si tuation at face value. Thisrequires the ability to look beneath the surface to see what may define the situation, resulting in critical depth to understanding. In addition, the ability to examine the bigger picture and view the situation more holisticallydevelops critical breadth. These enable us to develop a fuller understanding of experiences so we are better equipped to manage similar future situations (S. Thompson & Thompson, 2008). This ability to think critically is developed everyplace term (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 care education, teaching, management, and research, as it encourages practitioners to take up insight into their own professionalism through their experiences.These programmes generally require some form of fieldwork to be closely integrated with academic study. Consequently there is wide discrepancy in the tec hniques 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). mystifys of critical reflectionThis vast area in the literature, which look fors models 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 based on a philosophical approach, may be considered to assist students develop an understanding of critical reflection. These have been briefly outlined in prorogue 1.0 to help visualize the relationship between the models and frameworks. The framework chosen to guide students reflections may be determined by the expectations of the learning outcom es.Some models of reflection may not encourage critical reflection. Models may guide the process of reflection but should not impose a prescription of what reflection is. It is not necessity to follow a model and some practitioners choose not to. There is some criticism of models that reduce reflection to levels but this approach maybe serviceable 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 confidence 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 past andpresent experiences. Pragmaticapproach.Gibbs modelA cyclic generic framework. Ageneral and nonspecific approach toreflection. Novices may fin d it toovague requiring further guidance.Stephensons frameworkA detailed set of cue questions.Focuses on consequences of actionsand examines practice knowledge.Habermass model of criticalBased on 3 areas of knowledgereflectiontechnical, practical and emancipatory.Critical possible action 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 applied to each phase.Kolbs model of reflexiveAttempts to integrate thinking andlearningpractice. Experiential learningapproach.Bortons frameworkSimplified model using 3 questionsWhat? So what? Now what? Veryeasy to remember.Rolfes frameworkExpanded Bortons framework. Addedquestions to each step. morose the laststep back to form reflexive cycle.Generic, easily adapted to suit mostsituations.* Adapted from Rolfe et al ( 2011).Critical reflection in joint educationAccording to Martin and Fleming (2010) cooperative education is more than work experience but a recognised pedagogical approach to learning. Critical reflection is an native component of the pedagogy of cooperative education and other forms of work integrated learning. The process of critical reflection needs to be facilitated with structured strategies within the hang that encourage engagement in reflection.It is important to create a culture where reflection is valued as a learning tool and it is safe to be honest. Practice 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 widespreadassumption that reflection has positive outcomes for student learning.Cooperative educat ion 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 sense of themselves, their learning experience and preparation for the future. The importance of the social context (Fook, White & Gardner, 2006) of reflection should be considered, as personal reflection is part of the broader context of the organization culture and structure (Thompson & Pascal, 2012). The industry context i s 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 include 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 critic al reflection in learning and the development of a theoretical basis in cooperative education. There is increasing interest in the concept of critical reflection (Boud & Walker, 1998) in work-integrated education and research (Brookfield, 2009).ReferencesBlack, P. E., & Plowright, D. (2010). 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Higher Education Research & Development, 29(5), 589-602.Copyright 2012 Patricia LucasThe Author assign to the Australian Collaborative Education interlocking (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 copyright statement is reproduced.The author(s) to a fault 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 prohibited without the express permission of the author(s).