Reflective Thinking in Education

In: People

Submitted By chloemiles
Words 2704
Pages 11
Reflective thinking, in distinction from other operations to which we apply the name of thought, involves (1) a state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates, and (2) an act of searching, hunting, inquiring to find material that will resolve the doubt, settle and dispose of the perplexity’. (Dewey, 1933 p.12)

Part 1: With this in mind, consider critically and analytically the purpose and value of reflection and reflective practice, supporting your discussion with relevant reading.

Chloe Carter-Miles
6th November 2012

Contents

Main Body of Text Page 3

References Page 11

Bibliography Page 13

Appendices Page 16

List of Appendices

Appendix 1 Kolb’s Cycle of Experiential Learning

Appendix 2 Gibbs Model of Reflection (1988)

Appendix 3 Moon’s Model of Reflection

Appendix 4 Blooms Taxonomy; original and revised

This essay will explore the purpose and value of reflective practice as a trainee teacher, and how it supports learning. Dewey (1916) defines education as ‘It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.’ The pertinent word to note in this quote is ‘experience’. Since Dewey highlighted the importance of reflective practice in the early part of the 20th Century, many other academics and practitioners have explored and written about it. Many different reflective models have been published, and they all have variations, however the one consistency among all of the models is that the process of reflection has to begin with an experience. Whilst reflective practise can be applied to all aspect of life, Dewey’s definition of education as being inherently based on experience highlights the intrinsic link between education (and by proxy, teaching) and reflective practice.

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