This article by Finlay, "Reflecting on Reflective Practice" (Finlay, 2008), explores the ideas and debates around reflective practice, how it is currently used in professional practice and some suggestions for "effective reflective practice involving critical reflection for educators" (p.2).
Reflective practice is complex
Finlay acknowledges that there are many different meanings of reflective practice and that it means different things to different groups and in different contexts (p.2). She points out that reflective practice does not work if not applied effectively (p.10) and that it is hard to apply and teach it properly as there is a "lack or consensus and clarity" (p.7) around the concept of reflective practice and a number of different versions and models of reflective practice.
- Time poor - As a busy teacher with many added responsibilities it is often hard to find the time to reflect effectively. I have to balance my life/work balance and sadly the time to reflect often suffers.
- Ethical concerns/Pedalogical Concerns - This is not so much a concern for me but as a Tutor Teacher and Associate Teacher I often notice that reflections made by my trainees etc can sometimes be forced and contrived. I worry that they may not be getting as much out of these as they could be, and that the expectations of constant reflection can lead to apathy and indifference. As Finlay points out "when required of individuals through learning and assessment exercises, reflections can end up being superficial, strategic and guarded" (p.14).