Critical reflection practice Essay Example

nature of 'critical' reflection. It is suggested by Book (2006) that a shared understanding is needed to improve the practice of critical reflection. Muzzier (1990) views critical reflection as a precursor to transformative learning, which can bring about changes in personal understanding and behavior.

The text emphasizes the importance of critical reflection in various fields, such as healthcare education, teaching, management, and research. Students can engage in this practice for measurement purposes (Names & Cool, 2010). Critical thinking has several learning outcomes including improved winking, learning, and self-assessment (Smith, 2011). Dewey (1938) argues that while thinking cannot be directly taught, it is necessary to learn how to think well and develop the skill of reflection. To critically use knowledge, one must go beyond the surface and consider influencing factors for a deeper understanding (Smith & Thompson, 2008). Taking a holistic view and considering the bigger picture helps develop a broader critical perspective. This ability is cultivated over time with guidance and support (Crower & Maloney, 2006).

Critical reflection varies greatly depending on the field (Thompson & Thompson, 2008), but there is a lack of guidelines in determining,facilitating,and assessing it in practice according to Lei]en et al.,(2011)and Smith,(2011).

The literature on models of critical reflection is extensive but lacks clarity, with similarities and differences found in various disciplines (Book & Gardner 2007). Some models, based on a philosophical approach, aim to assist students in developing an understanding of critical reflection (refer to table 1.0). The chosen framework can guide students' reflections and align with desired learning outcomes. However, not all reflection models promote critical reflection. Models can provide guidance for the reflective process but should not dictate what

reflection should entail. Following a model is not necessary as some practitioners choose not to. While some models simplify reflection, they can still be valuable for teaching the focus of reflection. Students have the option to use a model for their reflection as a temporary measure until they become more confident and knowledgeable in reflective activities. Table 1.0 presents three models of critical reflection, each with its own framework that provides guidance for reflecting. Dew's model of reflective learning involves actively reflecting on past and present experiences to construct knowledge using a pragmatic approach. Gibbs' model is a cyclic generic framework that offers a general and nonspecific approach to reflection; however, novices may find it too vague without further guidance. Stephenson's framework consists of detailed cue questions that focus on examining the consequences of actions and practice knowledge.
The text discusses various frameworks and models of critical reflection in different areas of knowledge. Haberdasher's model, based on the critical theory approach, focuses on technical, practical, and emancipatory knowledge. Tailor's framework is highly structured and describes activities associated with technical, practical, and emancipatory reflection. Skim's framework, called critical reflective enquiry, consists of three phases: secretive, reflective, and critical/emancipatory. Kola's model integrates thinking and practice through experiential learning. Boron's simplified framework uses three questions for reflection: What? So what? Now what? It is easy to remember. Expanded from Boron's framework, the Role's framework incorporates questions into each step and adds a reflexive cycle at the end. Cooperative education is recognized as a pedagogical approach to learning that goes beyond mere work experience according to Martin and Fleming (2010). Critical reflection plays a vital role in this pedagogy as

well as in other forms of work integrated learning. To foster critical reflection within courses, it is important to have structured strategies that encourage active engagement in reflection.Creating a culture that values reflection and provides a safe space for honesty is crucial for student learning (van Gym, 1996). Throughout the program, practice and feedback on reflection are important to help students progress in their learning experience. Reflective practice requires an organized partnership between the student, academic staff, and industry supervisors to enhance outcomes (van Gym, 1996). Cooperative education emphasizes student-driven learning, making it even more essential for students to be self-motivated, proactive, organized, and reflective. Critical reflection encourages students to question and critique behaviors and thoughts in the workplace (Higgins, 2011). This allows students to better understand their skills, competencies, and knowledge. Using critical reflection in cooperative education makes the learning experience more relevant and meaningful. Through reflection, students can make sense of themselves and their future preparation. It is important to consider the social context of reflection as personal reflection is influenced by organizational culture (Thompson & Pascal Truckee , 2012).The industry context presents challenges to different aspects of reflection, including emotional demands, power relationships, and time constraints. Strategies that foster reflection should be tailored to individual student needs and the learning environment, guiding the development of reflective skills (Martin & Hemming, 2010). These strategies may involve learning contracts, Renville Journals, progress reports, written reports, and oral presentations to provide ample opportunities for critical reflection practice.

Critical reflection in education plays a role in integrating theory and practice to enhance student learning and self-confidence. However, a study by Harvey et al (2010) found inconclusive evidence

regarding the connection between reflection and positive student learning outcomes. This suggests an opportunity for further investigation into the role of critical reflection in cooperative education and the establishment of a theoretical foundation.