M307 Reflective Practice
Reflection is perceived as integral to the growth of the self and a notion that is fundamental to the development of emotional intelligence. Gaining knowledge about what constitutes ‘I’ can lead to transformational change at both an affective and cognitive level; uncovering the ‘why’ of an experience provides information that can be used towards informing future experiences.
Facilitating reflection in another individual within the personal tutor relationship requires understanding of the theoretical foundations of reflection as well as having the skill set to enable reflection in another to occur in a safe, compassionate, and empathic way.This micro-learning activity will support you in being able to explain what reflection is and its benefits to your students by exploring the theory that underpins reflection, and the skills required to offer guided discovery. It will help you to become an effective reflective practitioner who is able to facilitate guided reflection within your students, allowing each student to experience the practice of reflection as a discourse.
What will you learn from engaging in this activity?
At the conclusion of this micro-learning activity, you will:
- Position your reflective practice within the theoretical underpinnings of reflection and the reflective process, and as a result share this knowledge with your personal students.
- Be able to use knowledge generated from your own reflections to enhance your personal and professional practice.
- Know the premise of how to facilitate reflection in another person through reflective dialogue.
What key concepts will you understand as a result of engaging in this activity?
- Facilitating guided reflection can become a useful discourse within personal tutoring.
- “Reflection uncovers the ‘why’ of our experiences. It generates knowledge about what constitutes ‘I’, raising self-awareness, leading to potential transformational change and generating knowledge to inform future experiences” (Clarke, 2022:).
- The principal purpose of reflection through discourse, mindfulness, or writing is the generation of information that equates to knowledge. Knowledge specifically about who we are as people, so that we can then use this knowledge to enhance our self-awareness, because self-aware individuals can, should they so wish, also be emotionally intelligent people. The emotionally intelligent person can as a result be an emotionally intelligent healthcare practitioner, educator and, ultimately, the best version of themselves” (Clarke 2022:1).
What essential questions will this activity address?
- Do you perceive reflective dialogue to have a role within personal tutoring?
- Would you perceive yourself to be a reflective practitioner?
- What do you perceive are the qualities and skills required to facilitate reflection in another person?
Before you engage in this activity, we recommend that you have studied these UKAT Curriculum activities, or attained equivalent experience.
Framework Competencies Addressed
C3 Academic advising and tutoring approaches and strategies
P1 Create and support environments that consider the needs and perspectives of students, and respect individual learners