REFLECTIVE PRACTICE


Finlay (2008) stated that to be a powerful tool to examine and transform practice, critical reflection needed to be refined and grown.

After completing the reflective practice survey and considering the 5 levels of reflection as defined by Zeichner & Liston (1996), my current reflective practice is at the Rapid Reflection and Repair level. I need to shift to Research and Retheorizing and Reformulating to refine and grow my practice.
Firstly, I selected a suitable model of reflection to augment the quality of my reflective practice. Finlay (2008) discusses a variety of reflective practice models; Gibbs’ Reflective Cycle (1988), The three-stage model of Boud, Keogh and Walker (1985) and John’s Model of Structured Reflection (2006). I have selected Jay and Johnson’s (2002) model as the three intertwined dimensions of; descriptive, comparative and critical reflection are more consistent with the Spiral Model of Inquiry where it cycles through:

scanning – focussing – developing a hunch – new learning – taking action
(Halbert & Kaser, Spirals of Inquiry, 2013).


Finlay (2008) quantified that models like that of Jay and Johnson (2002) are useful as they recognise different levels of reflection. I can see the deeper spiraling questions that are an integral part of the Jay and Johnson (2002) model easy to apply to my reflective practice learning journey.



COMMUNITIES OF PRACTICE

Wenger (2002) defines a community of practice as a group of people who share a passion for something they know how to do and who interact regularly to learn how to do it better. The purpose is to create, expand and share knowledge and to develop individual capabilities.

There are three essential elements that define a Community of Practice over a community.  The  
  • Domain of Knowledge – which defines a set of issues.                                                             
  • The Community – the people who care about this domain.                                                         
  • The Practice – The shared practice community members are developing to be effective in the domain. (Wenger et al. 2002)

The shared domain of interest that I identify with the Community of Practice at my school, is that of collectively inspiring and supporting all learners to reach their highest potential.

As a CoP, my colleagues frequently come together as professionals. Learning is for us, “an evolving, continuously renewed set of relations” (Lave and Wenger 1991, p. 50). We have regular staff and team meetings, with these always having an element of professional development. In these meetings, we often exchange ideas and share knowledge. Professional dialogue and relationships are an integral part of ‘who we are’. My personal professional up skilling, through Mind Lab, Write That Essay courses, attending the Oral Language Book workshop and working with a literacy ‘guru’ in the area, has given me many opportunities to share my new learning with our CoP. Our staff also actively contribute to the CoP by voluntarily:

  •  Holding workshops (from using the NZ Math website to programming robots and sharing art ideas)
  • Sharing links and activities through email.
  • Organising key professionals to share their knowledge with us.
  •  Discussing ideas that many help with some of the challenges our colleagues have with their ākonga.
  • ‘Chewing the fat’ by the photocopier, as sometimes it is helpful to verbalise our tacit knowledge.

I feel a strong sense of connectedness with our CoP. I belong and have an affinity with my colleagues. My role would be ‘an active member’ where I often share pedagogical aims and practices to enhance children’s learning and wellbeing. I will keep a focus on moving the Reflection Indicators to Research and Retheorizing and Reformulating (Zeichner & Liston 1996) and apply the Jay and Johnson (2002) model against the concepts of a CoP as outlined by Wenger (2002).  With this approach in place, I will have a solid base on which to critically define, and grow my practice for the betterment of my students, their whanau and myself.

Interestingly, in 2000, Wenger, E. C., & Snyder, W. M. (2000) stated that CoP are the new frontier. Now we are considering COOLs (Communities of Online Learning). 
Derek’s Blog is an interesting read.
http://blog.core-ed.org/derek/category/communities-of-practice







REFERENCES
‘Derek’s Blog’, retrieved from:
http://blog.core-ed.org/derek/category/communities-of-practice

Halbert, J., & Kaser, L. (2013). Spirals of inquiry. Vancouver, BC: BC Principals and Vice Principals Association.

Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and teacher education, 18(1), 73-85.

Knox, B. (2009, December 4). Cultivating Communities of Practice: Making Them Grow.[video file]. Retrieved from https://www.youtube.com/watch?v=lhMPRZnRFkk

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Wenger, E. C., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard business review, 78(1), 139-146.

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press

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