QUESTION
What are different Reflective Models of Professional Development
Course: Critical thinking and reflective practices
Course code 8611
Level: B.Ed Solved Assignment
ANSWER
REFLECTIVE MODELS OF PROFESSIONAL DEVELOPMENT
Rolfe's Model of Professional Development
What (Describe the situation) So
What? (Theory and Knowledge Building) Now What? (How to Improve the Situation)
(Rolfe, 2001) 89 Explanation of the Model: The first step in the model is the
action that has been taken in a particular situation. After taking the
action, comes the second stage - So what? Now the situation and the action will
be reviewed in light of the theory and literature available. The last stage
is the most important stage not only for the action taken but also for the
actions to be taken. This stage will bring improvement in the process of
decision-making and in the action as well. This model is loosely based on SWOT
Analysis. It basically tells us the following in simple words.
• What worked well?
• Why?
• What did not work well?
• Why not?
• What will I do the same next
time?
• What will I do differently next time?
Peter's Four-Step Data Model Peters (1991, pp. 91-95) describes a
process called DATA that consists of four steps:
• Describe
• Analyze
• Theorize
• Act First, the problem, task, or incident that the tutor desires to change is described. The tutor identifies the context in which current practice takes place and the reasons for changing it. Next, through analysis, factors that contribute to current practice are identified. An important part of this stage is to identify the assumptions, underlying beliefs, rules, and motives governing teaching and learning. The third step of the DATA process involves theorizing about alternative ways of approaching teaching by taking the theory derived from the previous step and developing it into a new one. Finally, the tutor will try out a new theory. (Peter, 1991) 4.3.3 Brookfield 4 Critical Lenses Model Brookfield (1995) suggests that we employ four “critical lenses” through which to view and reflect upon our practice. These are:
• our own view (which he refers to as autobiography);
• that of our students; • that of our fellow professionals;
• and the various theoretical perspectives propounded in educational literature.
Even though teachers’ personal experience runs the risk of being dismissed as “merely anecdotal”, Brookfield, whilst conceding that “all experience is inherently idiosyncratic”, asserts that our autobiographies are “one of the most important sources of insight into teaching to which we have access.” (Brookfield 1995) 90 Examining our own experiences as learners as well as teachers helps us “to uncover our most deeply embedded allegiances and motivations as teachers.” (Brookfield 1995)
However, in considering any
particular learning experience, tutors should not merely be asking what
"worked well" for themselves (often constrained to considerations of
classroom and lesson management) but should also be asking whether or not the
learning experience was a profitable one for their students (about
achievement of learning outcomes). Additionally, tutors should consider whether
the learning experience was inclusive and motivational. “This is why, in my
opinion, the most fundamental meta criterion for judging whether or not good
teaching is happening is the extent to which teachers deliberately and
systematically try to get inside students’ heads and see classrooms and
learning from their point of view.” (Brookfield, 1995) Talking to colleagues
about what happens in our classroom (all too rare an occurrence) may help to
throw new light on our experiences; not necessarily because it provides a
solution but because it may help us to realize that what we thought were our
own idiosyncratic failings are in fact shared by others who work in similar
settings. Similarly, “Studying theory can help us realize that what we thought
were signs of our personal failings as teachers can actually be interpreted as
the inevitable consequences of certain economic, social and political
processes.” (Brookfield, 1995)
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