Reflection as a basis for enriching learning dialogues
Perhaps the most powerful advantage of evidencing reflection consistently and coherently is that it opens up the possibility for dialogue with significant others, for example dialogue based upon evidenced reflection between:
- Teachers and learners, enabling learners to gain feedback on the quality and depth of their reflection, so that they are able to improve and develop both their reflection and their learning;
- Staff developers and teachers, enabling teachers to gain feedback on their own thinking about their triumphs and disasters alike, to enrich their own learning about their developing practice;
- Appraisers and appraisees, so that appraisal becomes a deeper and more meaningful process for both parties, allowing a greater depth of relevant discussion between them at appraisal interviews, and increased ownership of the appraisal agenda for appraisees.
The common ground among each of these three scenarios is the development of a greater sense of ownership, both of what has already been achieved, and what remains to be achieved.