Hello, I'm currently working on the last unit of my Cache level Early years Educator course. For one of the questions, I have been asked to summarise theoretical perspectives on reflection in relation to professional development and discuss my research with others. I have undertaken research on David Kolb and his perspective on 'The Experiential Learning Cycle', as well as John Dewey's 'Reflection as Active Inquiry'. I would love to hear any feedback and other professional perspectives on theories in relation to professional development. Thank you!
There are a variety of theoretical perspectives which discuss the significance of reflection within professional development. One key theory is arguably David Kolb and his perspective on 'The Experiential Learning Cycle'. This theoretical perspective is prevalent within reflection of practice. The principles of Kolb's Experiential Learning Cycle include his outlining of the process of learning as ongoing, involving direct experiences in order to gain genuine understanding. This suggests that a person will never be classed as being fully developed, rather constantly gaining new knowledge which they can use and reflect on to further develop their practice and individual professional development. The Experiential Learning Cycle explains learning through reflection by creating a sequential process of 4 steps:
1 - Concrete Experience - the application of a learning experience or activity.
2 - Reflective observation - objectively reviewing the events of the experience or activity.
3 - Abstract Conceptualisation - concluding the learning gained from the experience or activity, linking it to frameworks.
4 - Active Experimentation - creating a plan and/or implementing the learning gained from the experience or activity.
Kolb emphasises the significance of the sequential aspect of this 4 step process of reflection by declaring that the misuse or bypassing of any step within the process causes a breakdown in learning, resulting in ineffective reflection and undeveloped progress. Genuine professional development requires each step to be followed from start to finish. This theory is in alignment with Lev Vygotsky’s Sociocultural Theory, which also proclaims that children's learning is an ongoing process in which direct experiences with environments and subjects facilitate genuine understanding.
Another theoretical perspective which is prevalent within reflection in relation to professional development is John Dewey's 'Reflection as Active Inquiry'. This theoretical perspective describes the application of an experience or learning activity as a meaningless process when it is performed alone. Dewey suggests that it is the reflective account following this experience or learning activity as the most significant aspect and the component which we gain genuine learning from. This theory, often viewed as a highly effective tool based on extensive experience and research, suggests that reflection on experiences requires a set of 3 specific attitudes to obtain deepened learning:
1 - open mindedness - receptiveness to listen to others' viewpoints.
2 - responsibility - taking and understanding accountability for the outcomes of practice.
3 - wholeheartedness - genuine passion and commitment to learning and professional development.
These conscious attitudes enable "reflective actions", a term used by Dewey to describe practice which is active, consistent and intentional based on this reflective practice. This is in direct contrast with "routine actions", a term used by Dewey to describe habitual and traditional practice. The Reflection as Active Inquiry emphasises the professional development gained from reflective actions and views routine actions as passive and unadaptable to modern changing circumstances.
