Reflective Practice: March 2009

ENG TAY – THE EXHIBITION
Venue: Main Gallery
31 Mar 2009 - 17 May 2009

GALERI PETRONAS presents the highly anticipated Eng Tay – The Exhibition, highlighting the selected works of Malaysian-born and New York-based artist Eng Tay. In this exhibition, Eng Tay takes his audience on an incredible journey into the landscapes of the heart, touching on tender moments of love, togetherness and camaraderie. Eng Tay – The Exhibition, curated by Ooi Kok Chuen, represents the most comprehensive exhibition of the artist ever, assembling a selection of prints, paintings in oil and acrylic, sculptures both life-sized and marquettes, including hand-painted ceramic works.
Eng Tay – The Exhibition will continue to be showcased in GALERI PETRONAS until 17 May 2009.

REFLECTIVE PRACTICE

Reflective practice is a concept used in education studies and pedagogy. It was introduced by Donald Schön in his book The Reflective Practitioner in 1983. The concepts underlying reflective practice are much older. The Meditations of Marcus Aurelius has been described as a prototype of reflective practice by Seamus Mac Suibhne .[1]
Reflective practice is a continuous process and involves the learner considering critical incidents in his or her life's experiences. As defined by Schön, reflective practice involves thoughtfully considering one's own experiences in applying knowledge to practice while being coached by professionals in the discipline. It has been described as an unstructured approach directing understanding and learning, a self regulated process, commonly used in Health and Teaching professions, though applicable to all. (R.Gregory)
In education, it refers to the process of the educator studying his or her own teaching methods and determining what works best for the students. Reflective practice can help an individual to develop personally.
Reflective practice is associated with learning from experience, and is viewed as an important strategy for health professionals who embrace lifelong learning. The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed professionals. Engaging in reflective practice is associated with the improvement of the quality of care, stimulating personal and professional growth and closing the gap between theory and practice, (Jasper, 2003).
In reflective practice it is possible to distinguish three different phases. Schön (1983) distinguished between reflection-in-action (at the same time as the practice takes place) and reflection-on-action (afterwards). More recently McAlpine [2] has included the advance reflection (Reflection-for-action) in the model.
Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what you would do if the situation arose again.

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