Critical Reflective Practice Across Disciplines

This assignment delves into the concept of reflective practice across different fields, including education, social work, nursing, and more. It examines the standards of best practice for simulation debriefing, critical change management, and the design of reflective practice programs. The document also explores theories and frameworks for teaching and assessing reflective learning in higher education, highlighting the relevance of language teacher cognition in applied linguistics research. With a focus on developing critically reflective practice, this assignment is essential for students seeking to understand the importance of reflection in various professional contexts.

Applying Critical reflective
practice

Part A: Research Aims and Literature Review
Aim and Context
The main aim of this research is increasing professionalism within myself for working in
corporate world. Professionalism is the way of improving oneself in better and effective manner.
This can impact past, present and future need of individuals to face challenges and work on it.
For exploring myself, I should improve myself by following professionalism for development of
particular attributes and useful in professional environment and informal professional identity.
The main context of respective research is that of building self image, understanding own
self, critical reflective practice, continuing own journey through self development with help of
professionalism. Though there are some issues to this context regarding how I see myself and
ways of overcoming these objectives in best possible manner. All these are discussed in next
section of research work.
Using Asselin and Fain (2013) as framework combine these two forms of self awareness
and creative expression which will allow me for accessing variety of data to develop and
discover my own reflection for professionalism. In this research, I will also use Johari Window
tool for helping to understand myself and my relationship with others in professionalism,
educational and academic setting.
Theoretical Direction
Research of reflective practices by Collin, Karsenti and Komis (2013) depict that despite
of various definitions and models used for understanding and analysing reflection, it is
considered to be procedure, personal to ones, and professionalism which reflect models which
can be built by individuals that is based on what they to get desired results to be done and what
works best for them. The writer points out that there are various criteria which researchers should
meet when reflecting for accepting by academics. According to Brookfield (2017) reflective
practices was initially used by the ways through which dealing can issues among professional
practices, but it was altered through professionalism and writers for using as tool for developing
new and experienced professionals like.
For developing artistic, imagination should be there among employees and managers to
foster artistic vision which emphasises organisational, creative and thinking within abilities of
manager for meeting business expectations. This research is using various types of forms for
1

developing professionalism, various method and other seminars to develop oneself in better and
effective manner in order to achieve set goals and objectives. Using various approaches for
professionalism, I will be able to explore myself in better and effective manner which will be
discussed in next section.
Coulson and Harvey (2013) supports various ideas for reflection which is important, in
particular for affirming own identity in exploring professionalism within me. Professionalism is
developed by using critical reflection which can change or affirm underlying values, beliefs,
attitudes, assumptions for better performance where I can manage to meet my own expectations
for generating sense of meaning within corporation. The personal experience also helps in
developing professionalism which can trigger transformation from leading to individual and
using way of looking oneself in better and effective manner Decker and et. Al., (2013) provide
various interpretation in developing professionalism through professional learning and discuss
with complexity which should be improved and avoiding unexpected responses to instability of
business. The teaching, learning and other approaches helps learner to develop professionalism
within them to work in organisation and learn from previous experiences for clarifying own
learning. Through approach, doubts and issues can be cleared and provide more critical thinking
to users for being self aware regarding own skills and knowledge for development of
professionalism.
Fook (2016) argue that learners especially all types of individual should often attempt in
accomplishing their desired or predicted or imagined future along with pressures from their
situation arise in business such as work pressure, stress and others. This can be high I cannot
work as per set goal and objectives. Before development of professionalism, I found myself
floating in life with any goal and dream which requires days to know about my need and
requirement for life. Before professionalism develops within me, I was not able to complete
given task in professional manner as it can help me to develop myself in better and effective
manner. There were things which were going on my mind before completion of such task.
There are different models and approaches which can be used by me for enhancing and
developing my professionalism for identifying constructions. This framework helps in
development of professionalism within organisation and occupation identities. This can be used
as guide or idea for generating thought and allows an individual for relating self image within
2

organisation in order to achieve goals and objectives of firm for better understanding and
learning.
Bibliography
Asselin, M. E. and Fain, J. A., 2013. Effect of reflective practice education on self-reflection,
insight, and reflective thinking among experienced nurses: A pilot study. Journal for
nurses in professional development. 29(3). pp.111-119.
Brookfield, S. D., 2017. Becoming a critically reflective teacher. John Wiley & Sons.
Collin, S., Karsenti, T. and Komis, V., 2013. Reflective practice in initial teacher training:
Critiques and perspectives. Reflective practice. 14(1). pp.104-117.
Coulson, D. and Harvey, M., 2013. Scaffolding student reflection for experience-based learning:
A framework. Teaching in Higher Education. 18(4). pp.401-413.
Decker, S. and et. Al., 2013. Standards of best practice: Simulation standard VI: The debriefing
process. Clinical Simulation in Nursing. 9(6). pp.S26-S29.
Fook, J., 2016. Social work: A critical approach to practice. Sage.
Knott, C. and Scragg, T. eds., 2016. Reflective practice in social work. Learning Matters.
Kubanyiova, M. and Feryok, A., 2015. Language teacher cognition in applied linguistics
research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance.
The Modern Language Journal. 99(3). pp.435-449.
Moon, J. A., 2013. Reflection in learning and professional development: Theory and practice.
Routledge.
Parrish, D. R. and Crookes, K., 2014. Designing and implementing reflective practice programs–
key principles and considerations. Nurse education in practice. 14(3). pp.265-270.
Ryan, M. and Ryan, M., 2013. Theorising a model for teaching and assessing reflective learning
in higher education. Higher Education Research & Development. 32(2). pp.244-257.
Santamaría, L. J., 2014. Critical change for the greater good: Multicultural perceptions in
educational leadership toward social justice and equity. Educational Administration
Quarterly. 50(3). pp.347-391.
Smith, T. L and et. al., 2015. Demystifying reflective practice: Using the DATA model to
enhance evaluators’ professional activities. Evaluation and program planning. 52.
pp.142-147.
Stoszkowski, J. and Collins, D., 2014. Communities of practice, social learning and networks:
Exploiting the social side of coach development. Sport, education and society. 19(6).
pp.773-788.
Thompson, N. and Pascal, J., 2012. Developing critically reflective practice. Reflective practice.
13(2). pp.311-325.
Tsingos, C., Bosnic-Anticevich, S. and Smith, L., 2014. Reflective practice and its implications
for pharmacy education. American Journal of Pharmaceutical Education. 78(1). p.18.
Wald, H. S. and et. Al., 2012. Fostering and evaluating reflective capacity in medical education:
developing the REFLECT rubric for assessing reflective writing. Academic Medicine.
87(1). pp.41-50.
3

Part B: Reflections on Research Methods and Data Analysis
Methodology
This research is based upon reflexive practices which should be used by individuals for
developing their professionalism. This can helps in constructing my knowledge and building me
image. Here, auto-ethnography is also used for knowing about deeper understanding unknown
that can helps me in learning more knowledge and skills more deeper level. For critical analysis
of myself, I have to transform and inspire myself (). With use of poetics that can allow for
making sense of oneself and using methods for exploring myself and becoming reflexive
practitioners. This reflects how the individuals use their skills and knowledge for developing
themselves in better and effective manner. The self analysis can help me to develop myself in
better and effective manner to achieve set outcomes. With professionalism, I can develop myself
in better and effective manner so that I can achieve my own set objectives. This can be said as
my method to express my own culture and traditions for understanding my own world for change
management.
Personal Data and Selection Method
For developing professionalism, the personal data used by me are:
 I took data and information from my company manager
 I took data and information from my family members.
These personal data and selection method helped me a lot to know more about me and
professionalism in company where I am working and helps me in improving. Similarly, my
family members also guided me to improve my skills in effective and efficient manner.
Critical Evaluation of Research Design
It is very important for me to understand myself in better manner. For that I have used
Johari Window model which helps in developing personal development and self awareness
among myself. This model can help me in enhancement and understanding communication
among people. It is also known as disclosure and feedback model of personal development and
self awareness. This is using for enhancing perception of individuals on others. As it is based
upon two concepts that is trust can be gain through information from others and learning from
feedback. There are four window which identify personal information, motivation and feeling
about oneself that is known or unknown.
4

According to Ryan and Ryan (2013) this model has four windows where two represent
self and other are part of unknown to myself. Each of them have their own features. The first is
open or self which means information about emotions, skills, attitudes, feelings, view and
behaviour of others. In this window, I can know about others regarding other feeling. The second
is blind self or blind spot where information about myself is known in group which is unaware to
me. Each and every people have own perception about me. This is important window as
individual does not know about themselves and other make perception of it. The third window is
hidden and façade where information which is known to me is kept with me and unknown from
others. It can be related with personal information about anything. It includes past experiences,
secrets, feelings and fears. This window helps in keeping other secrets and information as private
which can affect relationship. The hidden parts should be reduced by moving information to all
open areas. The last is unknown area where information is unaware to me and others. It can be
related with feelings, talents, information and capabilities and others. In this the information is
hidden until I disclose my qualities and capabilities to others. The best way is open
communication for decreasing unknown area.
This model is very effective for each and every people to improve themselves. Here, each
and every window has their own role and functions for people. The people who can learn this
model can easily know about one and others and can improve themselves in better and effective
manner. Through this theory, it helps in creating self awareness about individuals and personal
development of one. As I have used this model to know more about myself and my strengths and
weaknesses and focus on improving it.
Bibliography
Asselin, M. E. and Fain, J. A., 2013. Effect of reflective practice education on self-reflection,
insight, and reflective thinking among experienced nurses: A pilot study. Journal for
nurses in professional development. 29(3). pp.111-119.
Brookfield, S. D., 2017. Becoming a critically reflective teacher. John Wiley & Sons.
Collin, S., Karsenti, T. and Komis, V., 2013. Reflective practice in initial teacher training:
Critiques and perspectives. Reflective practice. 14(1). pp.104-117.
Coulson, D. and Harvey, M., 2013. Scaffolding student reflection for experience-based learning:
A framework. Teaching in Higher Education. 18(4). pp.401-413.
Decker, S. and et. Al., 2013. Standards of best practice: Simulation standard VI: The debriefing
process. Clinical Simulation in Nursing. 9(6). pp.S26-S29.
Fook, J., 2016. Social work: A critical approach to practice. Sage.
Knott, C. and Scragg, T. eds., 2016. Reflective practice in social work. Learning Matters.
5

Kubanyiova, M. and Feryok, A., 2015. Language teacher cognition in applied linguistics
research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance.
The Modern Language Journal. 99(3). pp.435-449.
Moon, J. A., 2013. Reflection in learning and professional development: Theory and practice.
Routledge.
Parrish, D. R. and Crookes, K., 2014. Designing and implementing reflective practice programs–
key principles and considerations. Nurse education in practice. 14(3). pp.265-270.
Ryan, M. and Ryan, M., 2013. Theorising a model for teaching and assessing reflective learning
in higher education. Higher Education Research & Development. 32(2). pp.244-257.
Santamaría, L. J., 2014. Critical change for the greater good: Multicultural perceptions in
educational leadership toward social justice and equity. Educational Administration
Quarterly. 50(3). pp.347-391.
Smith, T. L and et. al., 2015. Demystifying reflective practice: Using the DATA model to
enhance evaluators’ professional activities. Evaluation and program planning. 52.
pp.142-147.
Stoszkowski, J. and Collins, D., 2014. Communities of practice, social learning and networks:
Exploiting the social side of coach development. Sport, education and society. 19(6).
pp.773-788.
Thompson, N. and Pascal, J., 2012. Developing critically reflective practice. Reflective practice.
13(2). pp.311-325.
Tsingos, C., Bosnic-Anticevich, S. and Smith, L., 2014. Reflective practice and its implications
for pharmacy education. American Journal of Pharmaceutical Education. 78(1). p.18.
Wald, H. S. and et. Al., 2012. Fostering and evaluating reflective capacity in medical education:
developing the REFLECT rubric for assessing reflective writing. Academic Medicine.
87(1). pp.41-50.
Part C: The Reflexive Practitioner Storyboard
Critical Incident Analysis
This is the third part of reflective writing where storyboard is presented. It was a story of
2017 when in was pursuing my masters in bachelors administration from university (Asselin and
Fain, 2013). When I had completed my first year I was told my teachers and professional to do
two months internship from any recognised firm or company. Here, it was very difficult for me
to search two months internship though I put my efforts and set in university placement to get
better one. After giving five to six interviews at different companies, I finally selected as intern
in financial institutions firm. It was for two months where I got an opportunity to learn
something new from corporate world. It was my first day at office; I reached on it, as I was
totally unaware about my project. I knew that I was selected as mutual funds interns for two
months. The branch manager took my interview on very first regarding my qualification,
hometown and others and I replied very politely and calmly and he also made me comfort. After
taking my interview, he told my work where I have to go through video of mutual funds and call
6

customers on daily basis to show that video for and taking their feedback about mutual funds.
After that he told me about office and made me introduce to each and every members working
there and told them to assist me if required.
I sat on place and started login my id where I got problem in doing logging so my senior
helped and taught me regarding how to login in and log out. After that I did the same and my
manager provides me three days training about my project (Brookfield, 2017). He told me all
about mutual funds, types of mutual funds, return on investment and others. During training
period there were lots of queries which come across me and I cleared it from my manager and he
provide me guideline and help me a lot. The first three days were busy on training and learning
session. On fourth day, I have to focus on completing my target as well as my project work. The
target provided by company is that I should take one hundred positive feedbacks of mutual funds
from consumers. Though the task was tough and time was limited but I tried my best to complete
it. The list of customers was provided on daily basis by organisation where I need to call to them
and arrange meeting with them to take feedback. On that day, I did not make arrange meeting
with any clients. Thus, I was very nervous and fear that how could I complete such project.
My manager called me and helps me regarding how to talk with people and convert your
call into meeting. The guidance provided by him helped me a lot and on next day I made many
calls but out of those three converted into meeting. At that time, I realised due to lack of
communication and pitch I did not make any meeting on that day. This was my sixty days task
which I need to complete. The day by day I keep on improving myself for developing
professionalism within myself. Whenever any issues arise in front of me, I took help of my
managers and seniors to get out of it. This was best platform to develop my communication skills
and improve myself. Each day I learned something new which was helpful for me in my career
to achieve goals and objectives. Even I was participated in each and every activity which were
conducted in office during my internship time. Those activities helped me a lot to build my
confident level and improve my communication skills. When I called consumer for mutual funds
they did not bother much about it so I change my way of speaking and tone to change people’s
mind and convert it into meeting. I meet many types of people during my internship period.
Some were really interested in investing in mutual funds and some helped me to complete my
project. As some of them have good knowledge about it which is more than me so even I learned
from them to develop myself.
7

As the time passes I also learned many new things from office and their consumers to
improve myself. This internship helped me a lots to develop my interest areas and built my skills.
I gave my best during my internship to improve myself. As I continued towards my work and
focus on completing it timely. At end of internship, I completed my given target which is beyond
the given number (Coulson and Harvey, 2013). It was all together one hundred and fifty which is
outstanding performance. It was unexpected from my manager that I would complete their
expectation but I proved everyone. This was biggest achievement for me because I worked hard
for given project and internship to learn something new. During completion of project, I realised
that I need to improve myself a lot to survive in corporate world and competitive market.
Therefore, I focused on my skill improvement as it is part of life to get success and reach to
peak. I also came to know about perception of other people for me and focus on improving it. It
is very important for me to develop professionalism within me to perform any types of work and
task. Thus, in this I tried my best to develop myself.
This is the first time where I wrote about my story where I expressed my feelings,
emotion, and others. It also helps me in improving my writing skills. This internship has an
effective role in my life to proof myself good in front of me. After completion of internship when
I came back to my college, my teachers asked me about my feeling regarding project and I said it
was best and I improved myself a lot. When my teacher asked me about project, I replied it very
effectively and efficiently to them and they also learned from me and making plan for investment
in mutual funds. When I was presenting my project they also appreciated me that I have
improved a lot in my communication skills, presentation skills, way of speaking and others. In
order to survive and growth in competitive world, it is very important to have skills, knowledge
and talent to proof yourself best from others. In order to improve yourself it is very important to
learn and enhance your skills and knowledge. Thus, in this way, I continuously improved myself
to achieve high growth and success.
Bibliography
Asselin, M. E. and Fain, J. A., 2013. Effect of reflective practice education on self-reflection,
insight, and reflective thinking among experienced nurses: A pilot study. Journal for
nurses in professional development. 29(3). pp.111-119.
Brookfield, S. D., 2017. Becoming a critically reflective teacher. John Wiley & Sons.
Collin, S., Karsenti, T. and Komis, V., 2013. Reflective practice in initial teacher training:
Critiques and perspectives. Reflective practice. 14(1). pp.104-117.
8

Coulson, D. and Harvey, M., 2013. Scaffolding student reflection for experience-based learning:
A framework. Teaching in Higher Education. 18(4). pp.401-413.
Decker, S. and et. Al., 2013. Standards of best practice: Simulation standard VI: The debriefing
process. Clinical Simulation in Nursing. 9(6). pp.S26-S29.
Fook, J., 2016. Social work: A critical approach to practice. Sage.
Knott, C. and Scragg, T. eds., 2016. Reflective practice in social work. Learning Matters.
Kubanyiova, M. and Feryok, A., 2015. Language teacher cognition in applied linguistics
research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance.
The Modern Language Journal. 99(3). pp.435-449.
Moon, J. A., 2013. Reflection in learning and professional development: Theory and practice.
Routledge.
Parrish, D. R. and Crookes, K., 2014. Designing and implementing reflective practice programs–
key principles and considerations. Nurse education in practice. 14(3). pp.265-270.
Ryan, M. and Ryan, M., 2013. Theorising a model for teaching and assessing reflective learning
in higher education. Higher Education Research & Development. 32(2). pp.244-257.
Santamaría, L. J., 2014. Critical change for the greater good: Multicultural perceptions in
educational leadership toward social justice and equity. Educational Administration
Quarterly. 50(3). pp.347-391.
Smith, T. L and et. al., 2015. Demystifying reflective practice: Using the DATA model to
enhance evaluators’ professional activities. Evaluation and program planning. 52.
pp.142-147.
Stoszkowski, J. and Collins, D., 2014. Communities of practice, social learning and networks:
Exploiting the social side of coach development. Sport, education and society. 19(6).
pp.773-788.
Thompson, N. and Pascal, J., 2012. Developing critically reflective practice. Reflective practice.
13(2). pp.311-325.
Tsingos, C., Bosnic-Anticevich, S. and Smith, L., 2014. Reflective practice and its implications
for pharmacy education. American Journal of Pharmaceutical Education. 78(1). p.18.
Wald, H. S. and et. Al., 2012. Fostering and evaluating reflective capacity in medical education:
developing the REFLECT rubric for assessing reflective writing. Academic Medicine.
87(1). pp.41-50.
9