concepe "reflection-in-actiont is " invoked to refer to the activ ane d non-propositiona processel bsy which ne w knowing-in-action is developed-a matte tro which the paper returns later.

The model is very comprehensive and facilitates the touching on the several important elements (Johns 1995).The model was basically designed for the healthcare environment and involves the use of 5 cue questions that are usually further divided into smaller focuses to promote the very detailed reflection (Kim 1999). Reflection-on-action is looking back on and learning from experience or action in order to affect future action. Due to the ever-changing context of healthcare and the continual growth of medical knowledge, there is a high level of demand on healthcare professionals' expertise. There is an unbiased analysis of the other available alternatives or choices that could have been chosen by the practitioner.

The model is designed in such a way that it is carried out through the act of sharing with a mentor or a colleague and this enables the experience attained by the practitioner to become relevant and invaluable knowledge at faster rate which would be better than if the practitioner had depended on reflection alone.The model highlights the importance of having an experienced practitioner and one who has the ability to access information and where possible should be able to put in practise after the information has been acquired (Atkins & Murphy 1994).The model takes the approaches of ‘looking in’ and ‘looking out’ of the environments within and around him/her. This involves understanding the various sources of information or knowledge that might have influenced the making of the decision.This step involves analysing the source made and the manner in which it was executed. Reflection-on-action refers to the retrospective contemplation of practice undertaken in order to uncover the knowledge used in practical situations, by analysing and interpreting the information recalled (Fitzgerald, 1994). Reflection-in-action on the other hand refers to thinking about what one is doing whilst one is doing it; it is typically stimulated by surprise, by something which puzzled the practitioner concerned (Greenwood, 1993). The most popular ones are: Gibbs (1988) Finally the question attempts to analyse the potential consequences that accompany some of the choices that are available.The questions under this cue aim at illustrating the feelings possessed by the practitioner at the end of the experience. He/she is also expected to consider and distinguish between that which did well and that which did not.The practitioner at this stage has to break down the event into component parts. Andrea Gelfuso and Danielle Dennis, in a report on a formative experiment with student teachers, suggested that teaching how to reflect requires teacher educators to possess and deploy specific competences.Many writers advocate for teacher educators themselves to act as models of reflective practice.Tom Russell, in a reflective article looking back on 35 years as teacher educator, concurred that teacher educators rarely model reflective practice, fail to link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher education with "a muddled and negative view of what reflection is and how it might contribute to their professional learning".Reflective practice "is a term that carries diverse meaning"Reflective practice is viewed as an important strategy for health professionals who embrace lifelong learning. Managing a team of people requires a delicate balance between people skills and technical expertise, and success in this type of role does not come easily. Reflection-on-action refers to the retrospective contemplation of practice undertaken in order to uncover the knowledge used in practical situations, by analysing and interpreting the information recalled (Fitzgerald, 1994). This will ensure that there is no loss of invaluable information. The practitioner is also expected to outline the background factors of the various experiences in what constitutes the context. Reflection on action, however, means thinking about the practice undertaken after the event and turning that information into knowledge. within action jus, at s it is articulate withid actionn Th.


This gives a chance for the separate exploration of parts thereby giving the practitioner chance to ask questions that are detailed and which would suffice the answers at the last stage.
It involves the turning of information into knowledge by use of a post mortem done cognitively. Soon thereafter, other researchers such as action research, case studies, video-recording or supervised practicum experiences), but that "there is little research evidence to show that this [aim] is actually being achieved".The implication of all this is that teacher educators must also be highly skilled in reflective practice. COPYRIGHT © 2013-2020 PAYPERVIDS. Reflective learning organizations have invested in Reflective practice can help any individual to develop personally, and is useful for professions other than those discussed above. This gives the practitioner a chance to redesign what is being done while it is being done and is therefore associated by experienced practitioners (Schon 1983).In this essay reflection on action is dwelt upon and there is the comparison between two models of reflective practise namely Gibbs model for reflection and Johns model of refection.This involves the use of several steps in order to achieve successful reflection in practice.The practitioner at this stage has to describe in detail the event on which he or she is reflecting.


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