Becoming a critically reflective practitioner

Critical reflection as a core professional responsibility

Critical reflection is a professional requirement of both the learning and quality frameworks. It is one of the guiding pedagogical principles within the approved learning frameworks and is describes as a ‘meaning making process’ and one that ‘provides opportunities to strengthen their professional knowledge and skills to support continuous quality improvement in practice’ (p. 18 and 19).

It is also a core component of Quality area 1: Educational program and practice within the National Quality Framework (NQF) and of course one of 3 themes indicative of practice that exceeds the National Quality Standard.

Confusion over critical reflection

Critical reflection and assessment and planning are aspects of professional practice that early childhood teachers, educators and leaders’ professional practice that the sector struggles with. Data collated by ACECQA shows that the sector has continued to find Element 1.3.2: Critical reflection a challenge, having featured in the top 5 elements not met since the inception of the NQF.

Social media is also littered with questions about it. Such as, what questions to ask, what should be recorded, when and how it should be done and how to get all educators on board.  Could part of this confusion lie in the fact that there is a disconnect with the purpose of critical reflection, and that is to actually improve practice or is it that there just aren’t enough examples and/ or guidance available to support the development of critically practitioners? To show them ‘how to’ critical reflect to drive improvement.

Unpacking the how

So how do we become critically reflective practitioners? Well first and foremost we need to be committed to critical reflection as a daily practice, to genuinely wanting to be better and wanting to be better because being better means children are better off. That all children are more effectively included, that they experience more differentiated, appropriate and strengths-based teaching and learning approaches. That the learning that is planned for them is richer and more meaningful and based on evidence of what type of teaching has the biggest impact.

What this looks like in practice

Simply put it can and will look different for every practitioner, there is no set formula, it will vary according to what you are reflecting on and why. Some key strategies include:

• knowing your stuff- the learning frameworks, quality standards advice from recognised authorities and curriculum
• being committed to ongoing learning and what it means to deliver quality programs and teaching practices and keep getting better every day.
• embracing change and take a positive approach to improving, genuinely wanting to feel more confident and capable and know that you are making a difference.
• not making the process onerous- jot down a few things about what you are curious about, concerned about or just want to try out, think about what you’re doing and how it aligns with standards and write down some decisions and actions.

It definitely is not something that requires a set format or simply a description of events, who was doing what and whether or not they enjoyed it. Critical reflection involves deep thinking, questioning why things are done in a certain way and if there is a better way to be more collaborative, inclusive and ethical.

If this blog has made you thirsty for more, why not purchase our  ‘Critical reflection’ course now. This comprehensive professional learning offers learners a deep dive into why we need to critically reflect and how it informs collaborative, inclusive and ethical decision making. It steps learners through building their own professional knowledge and skills. The course scaffolds learners with unpacking examples and providing scaffolded questions to help them be confident, efficient and effective critically reflective practitioners.