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

Effective Reflection Supervision and Assessment in the Work Place

Reflection is not an 'add-on' piece to your learning process, portfolio, or teaching practice. It is integral to the complex process of becoming an educator. Successful reflection enables self-awareness, personal and professional growth and improved teaching practices.

Reflection may be accomplished individually and collectively. You will have opportunities to reflect on your experiences and teaching with others, such as, peers, other mentors, supervisors and university lecturers. Each will bring a unique perspective to your understanding of yourself developing as an effective work-based supervisor.

Ultimately, self-reflection and dialogue with others will result in insights as to:

1. how and why you think the way you do about teaching, learning and assessment
2. what actions you took, what choices you made
3. the meaning of your actions and choices
4. what learning and growth has occurred
5. how you can change your practices in the future
6. what you believe is the social value of education
7. what you believe is your role as a professional and educator