Critical Reflection: Professional Portfolio Plan

1.0 Introduction and Rationale 

1.1 Introduction 

According to Confucius (475 B.C), learning without reflection is a waste of time, while reflection minus learning is dangerous. Hence, reflective learning is a student's ability to self-critique daily life approaches to improve future educational outcomes. The reflective practice seeks to enhance learner’s comprehension of different concepts through the process of learning and from experience (Finlay, 2008). In other words, reflective practice is a structured approach to thinking about self-practice, as to improve future practice (Osterman, 1990: 134; Galea, 2012: 246 ). Interestingly, all human activities are subject to reflective practice ascertain their relevance, impact and quality of their outcomes in their daily lives. Through reflective practice, individuals assess how they perceive their actions. Besides, through reflective practices, individuals learn through experiences of their activities and decisions. Self-practice plays an integral role in evaluating individual professional performance. Thus, reflection enables professionals to learn, understand, critically evaluate and interpret the quality of their daily actions.

Reflection remains an essential aspect of learning since it enables individuals to evaluate and track the level of their knowledge, theories and mental processes in a particular area of study. According to Harford and MacRuairc (2008 : 1885) reflection allows for continuous learning and development; by analyzing and evaluating a situation. Through reflective practice, it is possible for individuals to see what did and did not work, actions and behaviors that led to a desirable or undesirable outcome, as to change for future benefits. Hence, reflective practice is a process of continuous self-improvement. Reflection is also considered a significant practice in contemporary social work practice since it challenges employers and employees to reflect on the quality of their decisions and how they have influenced organizational processes.

On the contrary, reflexivity is a learner's ability to make comprehensive life choices, employ critical self-approach, and evaluate personal emotional roles in advancing behavioral effects in the social context. In this regard, Richardson (1992) states that “Being reflexive in the research process is, therefore, to acknowledge that ‘we are always on the corner somewhere” (p. 104). Through reflectivity, people can easily identify and acknowledge the limitations of a study or research. In the academic realm, reflectivity enables an individual to assess how the research was theoretically contextualized, the data gathered, data analysis process, interpretation of the results and how they are used to argue the findings of the research to build a new set of knowledge. Therefore, reflectivity is a process of thoughtful, conscious awareness of the researcher in the process of research (Finlay 2002: 532; Engward and Davis, 2015: 1530). Reflectivity is mainly an internal monologue leading to action for transformative practices in the classroom. Importantly, reflection becomes reflexivity when informed and intentional internal dialogue leads to changes in educational practices, expectations, and beliefs.

1.2 Rationale 

This study provides an intimate overview and extensive insight into crucial aspects, such as the in-depth meaning of reflective and reflexive learning. As mentioned earlier, reflective and reflexive learning is essential in ascertaining the level of understanding, appreciation and mastery of content to apply in real-life situations and or experiences. The rationale for this critical reflection will be insightfully discussing an extended literature review detailing theories to answer the specific research questions, aims and objectives of this portfolio plan. Additionally, the study seeks to critically compare reflectiveness and constructivism in student teaching and evaluate theories of reflective learning. Discerning between reflectiveness and constructivism enhances learners’ ability to develop a new body of knowledge for solving common challenges within their environment. Finally, the study will investigate the role of educators’ cultural and personal values in education. The study intends to establish if educators’ cultural and personal values directly influence learners’ academic performance and general education outcomes.

2.0 Research Aims and Research Questions 

2.1 Research Aims 

The fundamental research aim of this study is to discuss the role of reflectivity and reflexivity in enhancing continuous learning outcomes among learners. The study will apply various reflectivity and reflexivity theories to analyze how the two concepts enhance the quality of learning outcomes. Some of the key theories that will be applied include concrete experience, active experimentation ( Arghode et al., 2017: 594) , reflective observation (Stocker et al., 2014: 2) and abstract conceptualization. The four theoretical models will help in answering the defined research questions and explaining the findings of the study relevant to the study objectives. In addition, the study will explore the four theoretical models by examining how various education professionals discussed throughout the coursework, such as Donald Schon, David Kolb, David Boud, and Paulo Frauro, expressed their understanding of the theories above (Perusso et al., 2020: 1002). This approach will help in contextualizing the research findings and interpreting their relevance to learning outcomes in the end.

2.2 Research Questions 

The primary research questions that will guide this study include the following:

What is reflective learning? 

For this question, the research will explore various definitions of reflective learning by analyzing several previous studies at the same time. The study will identify how students use the self-critique approach to improve and achieve their educational goals and how reflection helps a learner make positive life choices ( Colomer et al., 2018: 3122) . Additionally, the research will check whether it is true that reflective learning helps to attain better educational outcomes by improving learner performance through the methodology section ( Fullana et al., 2014: 222) . Finally, the study will explain how reflective learning is associated with constructivism, besides exploring the differences and comparisons of the two approaches listed above in improving learner performances ( Aryani et al., 2017: 20; Makassar, N. and Makassar, H. 2017: 19). Notably, this research question forms the fundamental guides towards developing this critical reflection project.

What are the main theoretical models of reflective learning? 

This research project will use four main theoretical models to distinguish between reflective and reflexive learning and their contributions to improving learning outcomes. Also, the study will apply these models in defining and exploring personal and cultural values in education for educators and students. The four theoretical models are:

Concrete experience

Active experimentation ( Arghode et al., 2017:593) 

Reflective observation ( Stocker et al., 2014:1) 

Abstract conceptualization

What are the cultural and personal values in education for educators? 

This section will seek to explore and insightfully discuss the cultural and personal values in education for educators through facts backed by primary sources such as peer-reviewed journals, books, reports and academic periodicals. Importantly, this study is divided into two main categories. The first category will seek to explore and comprehensively discuss the personal values in education for educators while the second branch will address the role of elitists' cultural values in influencing learning outcomes and academic performance of the learners ( Nelson and Guerra, 2014: 68 ; Aronson and Laughter, 2016: 165; Santamaria, 2013: 348; Vossoughi et al., 2016; 206) . Finally, the study will incorporate a critical reflection of applying mentoring skills in a learner's practice ( Bruno and Dell’Aversana, 2018: 345) . This approach will help in defining the relevant teaching methodologies that support learner comprehension skills and abilities.

3.0 Methodology 

The study will use a qualitative approach by critically analyzing primary journals to answer the research aims and questions. The study will use peer-reviewed scholarly sources, academic periodicals, journals, reports published by reputable organizations, theses, and other relevant scientific sources from credible and reliable websites to discuss the key findings of the study. The inclusion criteria for the articles include articles published in the last ten years. The sources that explained the theoretical models for the study from different perspectives and articles that focused on reflectivity and reflexivity in enhancing learning outcomes in the education sector.

The researcher ensured that all articles used in the study were valid, reliable and relevant to the study to avoid instances of plagiarism. The research analysis will be conducted by checking how well selected sources have analyzed the issues or concepts discussed under the research questions section. All the articles used were referenced using the LJMU Harvard referencing guide. Finally, the study will examine the research findings and list the study limitations. The report will then conclude with recommendations and conclusion section.

3.1 Search Strategy 

All the articles referenced in the study were accessed through different databases such as Google Scholar, ScienceDirect, EBSCOhost and Emerald insights which provided peer-reviewed journals for the period between 2010 and 2020 on the research topic. Notably, the credibility, reliability and relevancy of the selected articles were ascertained by ensuring all literature reviews had in-text citations, which were then correctly referenced at the end of every journal.

4.0 Research Findings 

4.1 There are different Hierarchical Levels of Reflection 

The study established that reflective learning can be categorized into four hierarchies. The three main different levels of reflective learning range from descriptive accounts, differences in the level of mental processing and transformative or intensive reflection ( Ryan, M. and Ryan, M. 2013: 4). Through different levels, students can be motivated to be more productive and encourage more positive reflections. In the same line, reflectivity and reflectivity enhances learning outcomes if students respond to the 5Rs framework of learning namely Reporting, Responding, Relating, Reasoning and Reconstructing ( Ryan et al., 2013:4; Bain et al., 2002). The levels of comprehension and reflection increase steadily as learners gain more experience and knowledge. The complexity of reflective practice ranges from the description of, and personal response to, an issue or situation; to the use of theory and experience to explain, interrogate, and ultimately transform practice ( Ryan et al., 2013:4) . Therefore, educators have to lead and guide learners in their reflective and reflexivity practice to avoid instances of dilemmas in learning.

4.2 Professional or Academic Reflection Entails a Conscious and a well-stated Purpose 

The study established that to support learner outcomes, both professional and academic reflection demands that there must be a clearly states the purpose and conscious ( Ryan et al., 2013:5) . Reflective practices enhance learning outcomes since it is always aligned with the need to show growth in professional or academic development and growing knowledge in the specific area. This level of reflection is always characterized by a critical level of deep and active level of learning. In this regard, reflective and reflexivity practice is enshrined in a transformative approach to learning and it is always considered a pedagogy for knowledge growth and not knowledge transmission ( Ryan et al., 2013:5) . The learners are always the active participants and this sharpens their learning and professional comprehension skills, abilities and practices. This reflective practice aligns with the principles of the critical social theory which is concerned with emancipation in learning.

4.3 Reflective and Reflexive Longitudinal Education Programs Promote Learning Outcomes 

The study established that longitudinal education programs incorporated with mastery of skills supported learning outcomes, especially in medical schools. The ability of educators to inculcate longitudinal education programs foster the development of humanistic values among learners and this has a significant positive transformative effect on the learners ( Branch Jr, 2010:332) . However, educators need to combine both experiential and reflective practices and approaches to facilitate positive outcomes in learning ( Branch Jr, 2010:332) . Hence, longitudinal education programs contributed to a positive paradigm shift in professional values and attitudes in learning and student life.

5.0 Conclusions and Implications 

This study assesses the impact of reflectivity and reflexivity in promoting learning outcomes. The study used a qualitative approach to establish the research findings. The researcher used different databases such as google scholar, ScienceDirect, EBSCOhost and Emerald insights to find scholarly sources to discuss the study topic. The study concluded that reflectivity and reflexivity generally improve learning outcomes of learners. There is a need for educators to understand the levels of comprehension, skills and abilities of learners and support their learning. The implications of this study mean that there is a need for more research on the significance of reflectivity and reflexivity in enhancing student comprehension skills and abilities in learning. This approach will support quality education outcomes in the long-term.

Number of Words (1985) 

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