reflective practice


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reflective practice

A process in the UK which facilitates learning from experience, widely regarded as a mature learning format, in which a doctor trainee teases the actions and consequences from the Gestalt of a clinical or diagnostic experience. In reflective practice, one asks what happened, examines one’s initial responses and how those responses might be modified in similar actions in the future.
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Updated, this edition includes information on changes in early years policy, new chapters on postmodernist theories in education and education for sustainable development, and a renewed emphasis on reflective practice.
Schon, 1987 and Zeichner and Liston, (2004) have argued that refection is essentially an individual process, while Heather and Amy(2012) Osterman and Kotkamp, (2004) and Ghaye, (2011) have taken reflection as a social process and divided reflective practice into two major types; individual and group reflective practices.
Overall objective: To acquire theoretical knowledge and a methodology of reflective practice concerning the function, The missions and the responsibilities of the tutor of the proximity of the students specialized educators.
Keywords: Medical students, Reflection, Reflective practice.
Mark Hickman and Peter Stokes take us back to the workplace in their paper "Sights and Insights: Vocational Outdoor Students' Learning Through and About Reflective Practice in the Workplace.
On that basis, it would seem useful for each individual to find their own interpretation of that balance through reflective practice.
The popularized work of Schon (1983, 1987), which emphasized the notion of reflection in and on action, has greatly contributed to the adoption of the concept of reflective practice by the teacher education community (e.
Gwen Sherwood, PhD, RN, FAAN, ANEF, and Sara Horton-Deutsch, PhD, RN, PMHCNS, FAAN, ANEF, both leading experts in reflective practice and Quality Safety and Education for Nurses (QSEN), hope to make quality and safety adjustments less complex for nurses and nursing students with their new book Reflective Organizations: On the Front Lines of QSEN & Reflective Practice Implementation.
Mixed methods using survey and interview data explore reflective practice in the lives of alumni from three multi-term community engagement programs.
Much of the writing in the area of reflective practice is demonstrative of the ways that reflection is important for effective and competent practice (Furr & Carroll, 2003).
It is therefore important that early childhood education practitioners are equipped with the capabilities to engage in reflective practice, allowing them to extend their professional knowledge, skills and competences (DEEWR, 2009).
This guide for practitioners, educators, trainees, and students in art therapy presents the principles of experiential learning and reflective practice in an art therapy context and also explores professional and ethical issues with an international perspective.