Reflection on and in the Workplace for Work-based Supervisor - L Allin & C Turnock (2007)

Table of Contents

1. Reflection on and in the Workplace for Work-based Supervisors - L Allin & C Turnock (2007)
2. Introduction
3. Aim of unit
4. What is Reflection?
5. Types of Reflection
6. Definitions of Reflection
7. Becoming a Reflective Practitioner/Worker
8. Kolb's Learning Cycle
9. Time for Reflection
10. Keeping a Reflective Diary
11. Effective Reflection Supervision and Assessment in the Work Place
12. What is the Purpose of Reflection?
13. What Makes Good Evidence in a Work Based Portfolio?
14. Learning Through and from Reflection
15. Mentoring and Reflective Practice
16. Supervision
17. Summary
18. References

Time for Reflection

McClure (2005) continues to identify how important the time for reflection is. The work-based supervisor must make time for reflection so that it becomes part of your and the student's way of working. Reflection is an integral part of practice and students need time to develop this skill. It is not a process that can be rushed, but neither is it a process that has to occur at a particular time. Thus, the student can reflect on his/her journey to and from placement, or between activities or during lunch break. It is a good idea to encourage the student to sum up each day with a reflective comment in his/her diary, spending only a few minutes doing it. If the student knows that you expect them to reflect on their practice in this structured way, they will be more likely to keep and benefit from their reflective diary. You may also set them an example by keeping a reflective diary of your own professional practice or indeed your experiences as a work-based supervisor, thus demonstrating that learning is always ongoing!