Becoming a reflective practitioner: an analysis of the education students’ reflections on their lived experiences
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Date
2023-01-16
Authors
Azka Ashfaq
Journal Title
Journal ISSN
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Publisher
UMT Lahore
Abstract
The purpose of this study was to explore the student’s reflections on “Becoming a reflective practitioner” course. The qualitative study using purposive criterion sampling included 10 students both male and female from the University of Management and Technology (UMT) Lahore. The participants were belonged to the same university. The participants were MPhil students of 3rd semester. All the participants were studying the same course. After the completion of their course all participants were present at the decided location at the same time that was suitable for them. Written reflection format and procedure was explained to every student. The data was collected through open-ended written reflections. These written reflections were reflected upon students’ perception and lived experiences of their course through Gibb’s reflective model. Students gave data and direction on which objectives they should aim for and which of those they have proactively fulfilled.
The results of my study showed that this course was beneficial for students in their personal and professional life. To some extent these students’ developed a comprehension of reflection and reflective practice, know about its qualities and utilized various types of reflection to reflect on their practices. The study suggested that having sufficient opportunity to reflect upon and write the reflections, holding responsive mind-set, being persuaded sof the value of reflective teaching and having confidence in change are factors concluded that these students’ commitment with reflection and reflective practice. The findings of this study showed that there was a need to increase the evaluation literacy of educators, arrange workshops and seminars on reflection that would guide teachers to be equipped with the latest assessment strategies and techniques.