A Comparison between Independent and Shared Reflective Practices in the Teaching Profession

In education, ‘a teacher must reflect systematically on the effectiveness of lessons and approaches to teaching' (Department for Education, 2013, p.11), as outlined in the Teachers' Standards (Department for Education, 2013). As a result, by actively engaging with continuous self-reflection, teachers will evaluate their performance for improvement; and encourage 'a steady increase in the quality of the education provided' (Pollard, 2014, p.68).

Furthermore, reflective practiceaids professional development, whereby teachers promote the 'integrity' (Department for Education, 2013, p.10) of their professionwith an '[open mind, responsible and wholehearted]' attitude (Dewey, 1933, cited in Pollard et al., 2014, p.81). In practice, reflection can be a shared or independent;either or, it informs profound conclusions that result in 'useful outcomes' (Moon, 1999, cited inRead, 2012, p.183).

As 'facilitators for learning', teachers should motivate pupils to reason and succeed, whilst encouraging independence and acknowledging any social, practical and emotionalbarriers to learning. Berlak and Berlak (1981, cited in Pollard et al., 2014 p.70) highlight the dilemmas teachers might face when trying to accomplish this. They studied the challenges present in treating each pupil as a 'whole person' versus treating each child as a 'pupil' in the 'micro' society of the classroom; for example, maintaining a professional relationship with pupils as a 'whole' versus being approachable (Berlak and Berlak, 1981, cited in Pollard et al., 2014 p.70).

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Ideally, to resolve this, teachers would practice reflection to inform their 'professional judgement [and] assess the most appropriate course of action' (Berlak and Berlak, 1981, cited in Pollard et al., 2014, p.71).

Elaine Cox discusses how the use of a model might prove beneficial in helping professionals to practice reflection and form a deeper understanding about '[their] work processes and [themselves]' (2005, p.460). However, thedifficulty arises in knowing which model to choose in aiding reflective practice. John Dewey proposes that, as reflective professionals, teachers ‘engage in constant self-appraisal and development', hereby suggesting continuity in practice (Dewey, 1933, cited in Pollard et al., 2014, p.71).

David Kolbexploresthe conceptof continuity further by outlining a four stage 'cyclical' learning frame, in which professionals progress from experiencing a predicament and reflecting on this, before forming conclusions and applying their experience into a new context (Kolb, 1975, cited in Cooper, 1986, p.37).

Nevertheless, there is much criticism about Kolb and the emphasis he places upon experiential learning. Martin and Caplesuggest Kolb's definition of 'experience' asambiguous and doubt if some experiences are more 'valuable [...] than others', (1994, p.17), fundamentally questioning their effectiveness. Following this, Cox concluded how some experiences indeed were not significant enough to form part of a professional's reflection (Cox, 2005, p.470).

However, experience can still form the foundation for reflective practice (Miller and Boud, 1996, cited in Ghaye and Ghaye, 1998, p.81). Boud, Keogh and Walker (1985, p.27) suggest how experience provides professionals the opportunity to practice reflection. Ghaye and Ghaye, further develop this idea that without experience professionals strain their potential for improvement (1998, p.80).

However, disputing Kolb's model as solitary, a professional could experience several predicaments involving simultaneous reflections. Jerome Bruner, who argues that 'any subject can be taught effectively [...] to any child at any stage of development', first introduced the concept of a 'reflective spiral' (1960, p.33). If professionals apply their previous knowledge to a new repetition of the cycle we can assume they begin at a position of profound insight, proposing the process of reflective practice as ‘a career-long spiral of professional development and capability' (Pollard, 2014, p.68).In my opinion, thisconcept of a spiralacknowledges a professional's 'stage of development' stronger, by representing a visual growth in improvement, contrary to the cyclical form (Read, 2012, cited in Cooper, 2012, p.191).

Andrew Read suggests approaching the reflective spiral 'meta-reflectively' by 'helicoptering' (2012, cited in Cooper, 2012, p.191). In this sense, professionals can look upon reflective practice and ‘[identify] themes and patterns';as a result, professionals will acknowledge their development in the understanding of teaching and learning wholly(Read, 2012, cited in Cooper, 2012, p.191). Linda Finlay, discusses how as a professional's career progresses, a variety of models might be applied (2008, p.10).

Therefore, Newly Qualified Teachers (NQTs)may find Kolb's reflective cycle more appropriate as they build upon their skills and knowledge.In my opinion, Read's approach is to be implemented at a later stage of the profession, when multiple reflections are being practiced and by helicoptering' professionals can reveal their development as skilled practitioners.

Kolb encourages ‘immediate experience' at the heart of self-reflection (1983, p.10). For example, in the event of inclusion, professionals might come to realise their choices contributed to ineffective differentiation, therefore providing the opportunity for self- reflection and improvement. As a result, in this instance, professionals will develop an informed position for future planning.

Contrary to Kolb, Donald Schön discusses the concept of 'reflection-in-action' (Schön, 1983, cited in Pollard, 2014, p.70). In this sense, professionals respond to‘surprise' events, engaging with previous experience to inform their actions (Schön, 1983, cited in Pollard, 2014, p.71). However, in my opinion, such reflection can only take place when professionals progress in their career and develop a bank of experiences to act from.

In addition, consistent with the Teachers' Standards (Department of Education, 2013, p.13), Pollard emphasises how reflection improves if practiced collaboratively (2014, p.84).

Assuming this, we can understand professionals adopt a social constructivist approach; and by interacting with colleaguestheir reflection almost mirrors to that of a pupil's learning experience (Vygotsky, 1978, cited in Pollard, 2015, p.20). Lawrence Stenhouse extends this notion and supports the importance of professionals sharing practice in 'an open and honest way' (Stenhouse, 1975, cited in Pollard, 2015, p.41). Furthermore, Russ Vince suggests that without collaborative reflection professionals ‘[miss the] potential for learning' (1998, p.309). In this sense, conversation is primary to reflective practice and meeting the profession's minimum requirements as outlined in the Teachers' Standards.

Furthermore, the importance of 'emotional intelligence' is also pivotal to reflective practice (Scales, 2008, p.26). Daniel Goleman first encouraged the concept of emotion, suggesting it developed a professional's self-critique and improved practice (1995, cited in Scales, 2008, p.26). This concept of emotion is highlighted in Graham Gibbs' six-stage reflective cycle (1988, Scales, 2008, p.25). Unlike Kolb, Gibbs invites professionals to uncover their initial instincts before and after the event.

In this sense, by understanding a professional's surprise or disappointment, the practice of self-reflection is strengthened. However, in my opinion, Gibbs' reflective model does not offer the opportunity for previous experience to be considered in making deeper reflections. Therefore, like Kolb, this model might better suit to the early stages of a professional's career. In addition, there is no apparent suggestion of change or development in Gibbs' model; therefore we cannot measure a professional's improvement through reflective practice.

Significantly, through reflective practice professionals might question the common behaviours of the Government and the National Curriculum, or their place of employment, in this instance, a School and its Senior Leadership Team (SLT). As professionals reflect, develop and improve, it is highly likely they will challenge what is outlined in the statutory and or non-statutory framework of the National Curriculum. Richard Pring extends this notion further by suggesting ‘a clash between the 'official curriculum' and the 'teacher- researcher" (2000, cited in Pollard, 2015, p.45). In my opinion, as a result of this 'clash', professionals will distance themselves from reflection and sharing practice, limitingthe opportunity for development and improvement (Pring, 2000, cited in Pollard, 2015, p.45).

Furthermore, the Office for Standards in Education claim how 'the raw results [of pupils] are all that matter to [...] their future' (2008, cited in Pollard, 2015, p.147). In this sense, professionals might prioritise improving pupil achievement as opposed to reflection; and evaluating the most effective teaching and learning methods in the classroom. This dilemma is further highlighted by the concept of performance-related pay (Quinlan, 2015).

Considering a professional's salary is dependant on pupil progress, we can assume they are likely to focus upon pupil attainment than self-reflection. However, in my opinion, pupils can only make progression if professionals have practiced reflection, which in turn informs successful learning. Hereby, we can conclude the role of reflection as significant to both professionals' and pupils' improvement.

Conclusively, reflective practice is pivotal to a professional's development and improvement. Equally, through reflection, professionals engage in successful guidance, encouraging 'pupils to reflect on the progress they have made and their emerging needs' (Department of Education, 2013, p.10), as outlined in the Teachers' Standards. Consistent with this, the role of reflection invites professionals to be active practitioners. As researched, there is no model that encompasses all the features of reflection, however, they encourage the same purpose; andby continuously revising methods of teaching and learning, professionals promote a higher quality of education.

Indeed, reflective practice allows both professionals and pupils to continuously develop and improve amongst the rapid change in Education. In my opinion, both independent and shared reflective practice is crucial to the effective development of active professionals; essentially, it promotes quality teaching and learning in the classroom.

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