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‘Reflective practitioner’ in its first use is described as, ‘the means by which what would normally be implicit or assumed is brought to the foreground as teachers become conscious about their practice’- it is a tool for self-awareness and resilience against complacency. (Baumfield et al, 2013) As a means of assessing one's performance, reflective practice is the most immediate and accessible. 

 

My self-reflective practice occurrs in multiple forms. Firstly, thoughts, observations, and feelings were collected through daily written notes, particularly when there was a moment of importance to note. Secondly, a weekly written report, under a particular heading or theme, called for in-depth reflections, encouraging me to consider alternative topics that enriched the artist-teacher-research experience. Analysed through the Brookfield Four Lenses, it allowed for ‘an increased awareness of teaching from as many different vantage points as possible’, encouraging an examination of findings as they unfolded. (Miller, 2010). My primary aim was to strike the balance between theoretical concepts and lived experiences.

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Miller, B., (2010). Brookfield’s four lenses: Becoming a critically reflective teacher. Faculty of Arts Teaching and Learning Committee, The University of Sydney.