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BOLTON,G. (2005) Reflective Practice: Writing and Professional Development, London, Sage
BOUD, D, KEOGH, R, WALKER D (eds) (1998) Reflection: Turning Experience into Learning, London, Kogan Page
BROOKFIELD, S (1995) Becoming a Critically Reflective Teacher, San Francisco, Jossey Bass
GHAYE, A. AND GHAYE, K. (1998) Teaching and Learning through Critical Reflective Practice, London, David Fulton Publishers
HILLIER, Y. (2002) Reflective Teaching in Further and Adult Education London, Continuum
JOHNS, C. (2002) Guided Reflection: Advancing Practice Oxford: Blackwell Science
MOON, J. A. (2000) Reflection in Learning and Professional Development. Theory and Practice, London, Kogan Page
SCHON, D. (1995) The Reflective Practitioner: How Professionals Think in Action Aldershot: Arena

The module will examine the theoretical perspectives held by the major proponents of critical reflective action and practice, including Schon and Brookfield. It will encourage participants to consider the links between critical reflection and the development of professional practice and investigate how they might interpret these links for themselves. The module will prepare participants for further study and professional action in subsequent modules by assisting them in the preparation of a professional development needs analysis and the critical review of this. It will have specific application to modules 4 (Portfolio of Professional Practice-1) and 8 (Portfolio of Professional Practice - 2) where reflection on critical issues and incidents will be a requirement.

An assignment length 2500 words weighted at 100% - Tests learning outcomes 1, 2 and 3.

This will take the form of a review of literature on critical, reflective professional practice linked to an individual professional development needs analysis in the form of the initial elements of a professional development plan.

A PROFESSIONAL DEVELOPMENT PLAN MUST BE SUBMITTED WITH MODULE 4. This will be added to as each module is completed, used in tutorials. It will not be assessed but must be submitted to course requirements with module four as evidence of ongoing personal/professional development planning.

The learning strategies will require participants to commit 150 learning hours of which 15 hours will consist of contact time. Sessions will consist of lectures, seminars, workshops and tutorials, (15 hrs). These will provide participants with a broad theoretical overview and the conceptual frameworks which underpin critical reflective professional practice. They will also provide the opportunity to develop critical thinking skills to apply the underpinning theories to an examination of their own practice, in preparation for the assignment.

A further 135 hours of independent study will require participants to take responsibility for relating the issues addressed in this module to their personal experience, for reading and thinking about critical reflective professional practice and relating all this to their own working context. This will form the basis of the assignment. Participants are also required to organise and review their session notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead, discussions individually and as part of a group.