Reflective Practice is not “Today was a Lovely Day’ It is so Much More

Reflective Practice is not "Today was a Lovely Day' It is so Much More

Description

Reflective practice is looking back on practices and asking ourselves; “Why do we do what we do? Are our pedagogical practices consistent with the Guiding Principles of the Education and Care National Law? (Section 3, 2012). What is working and what can we improve? Is the child the focus in this process?

The EYLF provides us with some opportunity to explore a definition and offers us this, ‘Critical reflection involves examining all aspects of events and experiences from different perspectives’ (EYLF, p.13). However, there is much confusion about what does it mean to be reflective and how do we go about it at a centre level.

People assume that to be reflective you need to have a diary in a staff room and invite people to write into this on a regular basis, however it is widely accepted that much of what we reflect on we do in private. So, what does this mean in a practical sense.

Reflective practice is both destabilising and liberating. It urges us to think deeply about who we are, what we do and how we might go about improving our practices. And it is clear to many that reflective practice is the process that keeps us thinking and moving forward from a quality perspective.

So, do you want to understand the power of reflection?

Do you want to explore what reflection looks like from a documentation perspective?

Do you want some ideas on how to get your team to be more reflective?

If so this inspiring session is for you and your colleagues.

 

This practical session will encourage participants to reflect on these questions:

  • Looking through a social justice lens, does your pedagogy benefit each child, particularly vulnerable children?
  • Is your pedagogical practice fair and equitable to ALL children and families?
  • Do you understand the difference between reflective practice and critical reflection?
  • Are you considering each child’s ‘belonging, being and becoming’ in your environments and practices?

 

Upon completion of this course, you will be able to:

  • Define what reflection looks like in practice
  • Assess the most powerful way to document reflectively in your setting
  • Implement documentation and reflection as a tool for change
  • Discuss ways to inspire your team to become better at reflective practice

 The Australian Professional Teaching Standards

Completing this course – Reflective Practice is NOT (6 hours) may be used as Teacher Identified Professional Development/Learning addressing: APTS 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.

  • APTS 6.3.2: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice

The National Quality Standard

This course aligns with:

  • QA 1: Educational program and practice
  • QA 4.2.1: Professional collaboration