Main Article Content
Abstract
The concept of reflective practice focuses on the idea of lifelong learning, where a practitioner analyses his own experiences in order to learn from them. According to education, reflective practice refers to the process of studying their own teaching methods and determining the best outcomes by educators and students. At the beginning, the article focuses on the definition of terms such as reflectivity and reflective learning. Subsequently, this article presents six models of reflective learning. There are the Schön?s model, the Borton?s model, the Experimental Learning Cycle by Greenaway, The Kolb Cycle, the Gibb?s model and the Johnson?s model.
Keywords
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References
- BORTON T., 1970, Reach, Teach and Touch, McGraw Hill, London.
- CARPER B., 1978, Fundamental ways of knowing in nursing, Advances in Nursing Science, No. 1.
- DEWEY J., 1938, Experience and Education, Collier Books, New York.
- FISH D., TEINN S., 1997, Quality Clinical Supervision in the Healt Professions: Principled Approaches to Practice, Butterworth Heinemann, Oxford.
- GIBBS G., 1988, Learning by doing: A guide to teaching and learning methods, Oxford Further Education Unit, Oxford.
- GOLEMAN D., 1997, Inteligencja emocjonalna, Media Rodzina, Poznań.
- JOHNS C., 2000, Becoming a Reflective Practitioner, Blackwell Science, Oxford.
- KOLB D.A., 1984, Experiential Learning, Experience as the source of learning and development, Prentice Hall, Englewood Cliffs.
- LEITCH R., DAY C., 2000, Action research and reflective practice: Towards a holistic view, Educational Action Research, No. 8 (1).
- LEWIN K., 1951, Field theory in social science; selected theoretical papers, Harper & Row, New York.
- MEZIROW J., 1998, On critical reflection, Adult Education Quarterly, No. 48.
- MOON J., 1999, Reflection in Learning and Professional Development, Kogan Page, London.
- MOON J., 2004, Reflection and Employability, Learning and Employability Series, University of Exeter.
- NEILL A.S., 1994, Nowa Summerhill, Zysk i S-ka, Poznań.
- NOWAK K. (red.), 2002, Leksykon złotych myśli, Książka i Wiedza, Warszawa.
- PIAGET J., 1966, Narodziny inteligencji dziecka, PWN, Warszawa.
- PLATZER H., SNELLING J., BLAKE D., 1997, Promoting reflective practitioners in nursing: a review of theoretical models and research into the use of diaries and journals to facilitate reflection, Teaching in Higher Education, No. 2.
- SCHÖN D.A., 1983, The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.
- SCHÖN D.A., 1987, Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Profession, Jossey-Bass Publishers, Oxford.
- SPALDING N.J., 1998, Reflection in Professional Development: A Personal Experience, B.J. of Therapy and Rehabilitation, No. 7.
- TICKLE L., 1994, The Induction of New Teachers: Reflective Professional Practice, Castell.
- Źródła internetowe
- GREENAWAY R., http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm, pobrano wrzesień 2011.
- NEILL J., http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm, pobrano wrzesień 2011.
- RUSHTON A., 2005, Formative assessment: a key to deep learning? (Electronic version). Medical Teacher 27(6), 2005.
- SMITH M.K., http://www.infed.org/biblio/b-explrn.htm, pobrano wrzesień 2011.
References
BORTON T., 1970, Reach, Teach and Touch, McGraw Hill, London.
CARPER B., 1978, Fundamental ways of knowing in nursing, Advances in Nursing Science, No. 1.
DEWEY J., 1938, Experience and Education, Collier Books, New York.
FISH D., TEINN S., 1997, Quality Clinical Supervision in the Healt Professions: Principled Approaches to Practice, Butterworth Heinemann, Oxford.
GIBBS G., 1988, Learning by doing: A guide to teaching and learning methods, Oxford Further Education Unit, Oxford.
GOLEMAN D., 1997, Inteligencja emocjonalna, Media Rodzina, Poznań.
JOHNS C., 2000, Becoming a Reflective Practitioner, Blackwell Science, Oxford.
KOLB D.A., 1984, Experiential Learning, Experience as the source of learning and development, Prentice Hall, Englewood Cliffs.
LEITCH R., DAY C., 2000, Action research and reflective practice: Towards a holistic view, Educational Action Research, No. 8 (1).
LEWIN K., 1951, Field theory in social science; selected theoretical papers, Harper & Row, New York.
MEZIROW J., 1998, On critical reflection, Adult Education Quarterly, No. 48.
MOON J., 1999, Reflection in Learning and Professional Development, Kogan Page, London.
MOON J., 2004, Reflection and Employability, Learning and Employability Series, University of Exeter.
NEILL A.S., 1994, Nowa Summerhill, Zysk i S-ka, Poznań.
NOWAK K. (red.), 2002, Leksykon złotych myśli, Książka i Wiedza, Warszawa.
PIAGET J., 1966, Narodziny inteligencji dziecka, PWN, Warszawa.
PLATZER H., SNELLING J., BLAKE D., 1997, Promoting reflective practitioners in nursing: a review of theoretical models and research into the use of diaries and journals to facilitate reflection, Teaching in Higher Education, No. 2.
SCHÖN D.A., 1983, The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.
SCHÖN D.A., 1987, Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Profession, Jossey-Bass Publishers, Oxford.
SPALDING N.J., 1998, Reflection in Professional Development: A Personal Experience, B.J. of Therapy and Rehabilitation, No. 7.
TICKLE L., 1994, The Induction of New Teachers: Reflective Professional Practice, Castell.
Źródła internetowe
GREENAWAY R., http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm, pobrano wrzesień 2011.
NEILL J., http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm, pobrano wrzesień 2011.
RUSHTON A., 2005, Formative assessment: a key to deep learning? (Electronic version). Medical Teacher 27(6), 2005.
SMITH M.K., http://www.infed.org/biblio/b-explrn.htm, pobrano wrzesień 2011.