Thursday, July 8, 2010
http://www.addthis.com/bookmark.php?v=250&username=uvenus
http://www.addthis.com/bookmark.php?v=250&username=uvenus
Hi
I found your posting interesting. Many cultures respect age yet in the USA, age seems not to be the factor but experice seems to be the issue. I have been a praticing nurse for 30 years in the USA. I recently recieved my Master in teaching and I have been trying to find work only to be told that I am not "experenced" as a educator so they will not hire me till I find some one who will be willing to give me the experience. Yet in my own profession am respected for my nursing experience and have been given admistrative jobs . I think perhps the acdema world in the USA should respect education instead of experience. Experience will always come . Think of the worth while things you could have been doing as a young teacher starting out if those in charge had reconized your knowlege instead of your lack of experience .
Hi
I found your posting interesting. Many cultures respect age yet in the USA, age seems not to be the factor but experice seems to be the issue. I have been a praticing nurse for 30 years in the USA. I recently recieved my Master in teaching and I have been trying to find work only to be told that I am not "experenced" as a educator so they will not hire me till I find some one who will be willing to give me the experience. Yet in my own profession am respected for my nursing experience and have been given admistrative jobs . I think perhps the acdema world in the USA should respect education instead of experience. Experience will always come . Think of the worth while things you could have been doing as a young teacher starting out if those in charge had reconized your knowlege instead of your lack of experience .
Friday, April 3, 2009
Reflective Learning Theory
Reflective Theory best explains why adults learn because it allows individuals to make judgments based on experiences and prior knowledge. It is practice knowledge based. It allows us to use data from our past and the present experiences. It allows for a higher–level of thinking process. It is used by practitioners to examine beliefs, goals, and practices to help them improve learning for their students (Merriam, 2007).
There are several elements of reflective practice. Reflective practice requires slowing down to consider multiple views. One should always keep an open mind. Reflective practice requires active process of thinking about thinking, that would include analysis, synthesis, and metacognition in order to achieve a broader content for understanding (Merriam, 2007).
Finally, beliefs, goals, and practices must be considered. Beliefs are formed by our experiences and influence our behavior while goals are our desired outcome (Merriam, 2007).
In our text by Merriam, Welling and Austin stated that reflective thinking could be filtered though the practitioner’s belief and value systems of practice which results in five orientations toward reflective practice: the immediate, the technical, the deliberative, the dialectic, and the transpersonal. Their views of reflective practice were a different way of looking at the reflective practice theory. They felt that the practitioners should realize their own orientation as well as to respect the orientation of others (Merriam, 2007).
There are two basic process that have been identified in the reflective practice: reflective –on-action and reflective –inaction. Reflection-on-action involves evaluation of the action after it has all ready happened. In our reevaluation of the action, we decide what we would have done differently, and then we try it out. In our text by Merriam, Kolb’s allows for a process of continued change and growth. Merriam text stated that Keogh, and Walker added to Kolb model by stating that we must first attend to our own feelings created by our experiences in order for the reflective process to be effective. They also added more descriptions of the four cognitive processes (integration, validation and appropriation) that may contribute to the process (Merriam, 2007).
Merriam text stated that Osterman and Kottkamp set reflection practice into a framework. They viewed reflective practice cycle as one of helping the practitioner become aware of and act on, their findings between their beliefs and what they actual did do. In this process, individuals contrast the two to find out their own theories-in-use (Merriam, 2007).
Reflection-in-action is defined as “what we are doing while we are doing it” (Schon, 1987,p.26). According to him it is triggered by surprise. It is when what we are thinking and doing no longer works and we must do something else on the spot to achieve our goal. It is thinking on our feet to solve a situation. He felt that this practice went beyond stable rules by developing new methods of reasoning and helped to find new ways to respond to problems (Merriam, 2007).
Both of these processes, reflective –on-action and reflective –in-action, are used by educators who are reflective in their practice to build on their expertise (Merriam, 2007).
References
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass
Schön, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
There are several elements of reflective practice. Reflective practice requires slowing down to consider multiple views. One should always keep an open mind. Reflective practice requires active process of thinking about thinking, that would include analysis, synthesis, and metacognition in order to achieve a broader content for understanding (Merriam, 2007).
Finally, beliefs, goals, and practices must be considered. Beliefs are formed by our experiences and influence our behavior while goals are our desired outcome (Merriam, 2007).
In our text by Merriam, Welling and Austin stated that reflective thinking could be filtered though the practitioner’s belief and value systems of practice which results in five orientations toward reflective practice: the immediate, the technical, the deliberative, the dialectic, and the transpersonal. Their views of reflective practice were a different way of looking at the reflective practice theory. They felt that the practitioners should realize their own orientation as well as to respect the orientation of others (Merriam, 2007).
There are two basic process that have been identified in the reflective practice: reflective –on-action and reflective –inaction. Reflection-on-action involves evaluation of the action after it has all ready happened. In our reevaluation of the action, we decide what we would have done differently, and then we try it out. In our text by Merriam, Kolb’s allows for a process of continued change and growth. Merriam text stated that Keogh, and Walker added to Kolb model by stating that we must first attend to our own feelings created by our experiences in order for the reflective process to be effective. They also added more descriptions of the four cognitive processes (integration, validation and appropriation) that may contribute to the process (Merriam, 2007).
Merriam text stated that Osterman and Kottkamp set reflection practice into a framework. They viewed reflective practice cycle as one of helping the practitioner become aware of and act on, their findings between their beliefs and what they actual did do. In this process, individuals contrast the two to find out their own theories-in-use (Merriam, 2007).
Reflection-in-action is defined as “what we are doing while we are doing it” (Schon, 1987,p.26). According to him it is triggered by surprise. It is when what we are thinking and doing no longer works and we must do something else on the spot to achieve our goal. It is thinking on our feet to solve a situation. He felt that this practice went beyond stable rules by developing new methods of reasoning and helped to find new ways to respond to problems (Merriam, 2007).
Both of these processes, reflective –on-action and reflective –in-action, are used by educators who are reflective in their practice to build on their expertise (Merriam, 2007).
References
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey Bass
Schön, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
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