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REFLECTIVE PRACTICE

I present myself as a reflective practitioner who possesses the capacity to reflect in, through, and on practice in order to achieve personal and professional growth. As a reflective practitioner, I am actively concerned with the aims and consequences of teaching and the effectiveness of teaching. Reflective practice is a cyclical process in which one leads through successive cycles of action and reflection, enabling the teacher to revise and refine specific aspects of their practice, leading to higher-quality teaching.. Through a rigorous analysis of my approaches to planning, teaching and assessment, and an awareness of the social context of educational practice, I can engage with and reflect on my teaching to ensure it has impact in terms of student learning and professional growth.  

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"The reflexive, learning dimesnion for artist-teachers as they interrogate and problematise their own positions as teachers and artists; an epistemology of practice as artist-teachers maintain a critical stance towards their practice" (Hall, 2010)

BROOKFIELD'S MODEL OF REFELCTION

Using Brookfield’s Model of Reflection allows me to gather the evidence required to make informed and critical evaluations of my practice.

SELF

Establishing a concern that merits inquiry as a starting point.

COLLEAGUES

Initiating professional conversations with colleagues. 

STUDENTS

Considering the perspectives of students in the classroom.

THEORY

Consulting with theoretical perspectives on identified concerns

EXAMPLES

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