This week, I have learnt much more about the role of reflective practice in Higher Education. The two readings from Moon and Scales et al. were very useful in helping me to assimilate my own ideas on what reflection is, against my experiences of teaching and learning practice.
The idea that reflective practice provides some form of outlet for emotion is a particularly interesting one. It can be all too easy to have very strong emotional feelings in the time after a teaching session has finished, be they positive or negative, and as Moon points out, funnelling this emotion into the art of reflection, is far more appropriate than letting it infiltrate other areas which may not be as appropriate. Similarly, reflection should not be considered an ‘add-on’, instead, it should inform all aspects of teaching and learning practice in order to facilitate improvement and personal growth. In this way, I believe reflection is always a positive thing allowing you to see negatives in a new light and learn from them and take comfort in the positives that can be identified. All of this can be linked to the idea of ’embracing change’ as suggested by Scales et al. where reflection can only be successful when it takes place in all areas ‘in action, on action and for action’. You must be open to what reflective practice will tell you and use this for ‘development and meaningful conscious action’. All of this should be done with due consideration of emotional intelligence.