Reflective Practitioner
Kementerian Pelajaran Malaysia
KAMPUS IPOH, 31150 HULU KINTA
PERAK DARUL RIDZUAN
TUGASAN PROJEK
Professional Development
(PD 3101)
Nama : Siti Nabila Yusof
Program : B. Ed TESL
Unit : Tesl A
Nama Pensyarah : Mr. Ruban Paul Durai
A ‘reflective practitioner’ is a person who applies a ‘reflective practice’ into his her professional field for the sake of the professional development although we cannot deny that the purposes can also be for the sake of getting higher income and obtaining fame. The literature of reflective practice is widely discussed regardless of different professional fields especially in the aspects of the definition of the term ‘reflective practice’ itself, the methods or means to achieve a stage of becoming a reflective practitioner, and the relations of how reflective practice can be incorporated into particular professional fields. This literature is given such attention because it can bring great advantages to the development of many professional fields. This is not to claim that ‘unreflective practice’ does not have any advantages, instead doing a reflective practice may give more advantages rather than not doing it (Wallace, 1991: 54). Therefore, this essay will discuss in details the reflective practice theory in the teaching profession in comparison with the other professional development models and then the activities that can be carried out in order for teachers to become a reflective practitioner in the next five years time in light of the extended professional roles of the teacher and ethical dimensions of teaching in Malaysian context. The reflective models which will be focused in this essay will be Schon, Kolb and Wallace’s.
The ‘reflective practice’ model term was proposed or introduced by Schon in 1983. He has divided a reflection process into two different ways which are ‘reflection in-action’ and ‘reflection on-action’ (Finlay, 2008). The difference between these two ways of reflection is the
KAMPUS IPOH, 31150 HULU KINTA
PERAK DARUL RIDZUAN
TUGASAN PROJEK
Professional Development
(PD 3101)
Nama : Siti Nabila Yusof
Program : B. Ed TESL
Unit : Tesl A
Nama Pensyarah : Mr. Ruban Paul Durai
A ‘reflective practitioner’ is a person who applies a ‘reflective practice’ into his her professional field for the sake of the professional development although we cannot deny that the purposes can also be for the sake of getting higher income and obtaining fame. The literature of reflective practice is widely discussed regardless of different professional fields especially in the aspects of the definition of the term ‘reflective practice’ itself, the methods or means to achieve a stage of becoming a reflective practitioner, and the relations of how reflective practice can be incorporated into particular professional fields. This literature is given such attention because it can bring great advantages to the development of many professional fields. This is not to claim that ‘unreflective practice’ does not have any advantages, instead doing a reflective practice may give more advantages rather than not doing it (Wallace, 1991: 54). Therefore, this essay will discuss in details the reflective practice theory in the teaching profession in comparison with the other professional development models and then the activities that can be carried out in order for teachers to become a reflective practitioner in the next five years time in light of the extended professional roles of the teacher and ethical dimensions of teaching in Malaysian context. The reflective models which will be focused in this essay will be Schon, Kolb and Wallace’s.
The ‘reflective practice’ model term was proposed or introduced by Schon in 1983. He has divided a reflection process into two different ways which are ‘reflection in-action’ and ‘reflection on-action’ (Finlay, 2008). The difference between these two ways of reflection is the