Applying Critical Reflective Practice

1|Page
Contents
Part A...........................................................................................................................................................3
1. Aim and Context of this Research........................................................................................................3
1.2 Literature Review..................................................................................................................................3
1.3 Bibliography...........................................................................................................................................7
Part B...........................................................................................................................................................8
2. Methodology.......................................................................................................................................8
2.1 Personal Data Sources...........................................................................................................................8
2.2 Analyzing Personal Data........................................................................................................................9
2.3 Critical Evaluation of Research Design.................................................................................................10
2.4 Bibliography.........................................................................................................................................11
Part C.........................................................................................................................................................12
3. Preface...............................................................................................................................................12
3.1 Gibbs Cycle into Actual Context...........................................................................................................12
3.2 Bibliography.........................................................................................................................................15

2|Page
Part A
1. Aim and Context of this Research
This research has three aims which are triggers, self-awareness and understanding of feelings
and emotions.

Triggers are those narratives which shape our felt practices and our reflection for self-image. To
realize our sentiments and feelings which have impacted our progress for professional image or
personal identity? To increase self-realization regarding our practices and qualities which will
have direct impact on our professional self-image and professional identity. I want to point out
my first aim which is explaining triggers, furthermore elaborating that occasion which
transformed myself into who I am today and which changed by self-image and personal identity
forever.

Professional self-image and professional identity are my research contexts. We will reflect upon
professional identity as indicated by valued system of CIPD, ACCA or CMI. Self-image as
professional identity using “Alvesson Metaphor framework”. In order to explain what I am
today in light of my past experience what changed me, I will be choosing “Alvesson Metaphor
Structure”.

1.2 Literature Review

Every research needs a theoretical discussion of past literature which includes conclusions of
other researchers. This literature review will consist of imagination, artistic imagination,
futuristic imagination and learning based on experience.

“I am such an artist who can draw freely on its imagination. Knowledge is less important than
imagination because knowledge is limited while imagination allows you to encircle the world
(Albert Einstein).

“Everything you imagine is real” (Pablo Picasso)

3|Page
It is the ability to form an image using mental prowess which is something irrelevant to five
senses of human. It is an ability of creating images, events or scenario which is not real but only
exist in your mind. Everyone in this world has the ability of imagination but it varies accordingly.
Some people have high power of imagination while some have low power of imagination
(Remez Sasson, 2010).

Imagination actually depends on minds capacity. One capacity refers to creating those images
which are unbalanced and does not give a clear picture while other refers to creating a
balanced scene by joining mental thoughts and creating a full scenario which felt distinctive
than actual events (Bronckart, 1991).

It helps to understand, reproduce anything, for example one can appreciate him or herself by
thinking of any particular which actually resulted in its result. It produces fantasies, intense
mental images. A power that exists which alter our feelings just by imagination.

Active Imagination

Types of imagination consist of Active imagination and artistic imagination, however we will
explain artistic imagination here.

Jungian psychology mainly focuses on dream interpretation and elaborates unconscious mind.
In the process of active imagination analysts of Jungian encourage their customers to
completely describe the contents of their dreams without adding any points from conscious
mind. For example a woman who see a dream about her mother will be ought to right down all
the contents of her dream without leaving any gaps. Main goal is this process is to understand
working unconscious mind.

Carl Jung explains that images that develop in dreams are not actually clear and are vivid when
they make their mind to unconscious mind. By following this process of active imagination
contents of images in mind generated are not actually vivid when they make their way towards

4|Page
conscious mind, and allows it to generate those images into a healthy, and compete picture.
However Carl Jung also warns with the process of active imagination that it must be done
carefully otherwise it could disconnect us from reality.

This type of imagination is thought to bring a state of partial sleeping. This state exist between
total sleep and wake of person, this state can said as person who is aware that he or she is
dreaming while asleep. Author tells that this state can be achieved naturally in relax state of
mind or when he or she is listening to something relaxing (Jung, 1921/1971).

Artistic Imagination

This imagination refers to enter into a fantasy world and bring those fantasies into this physical
world in your mind’s thought process. Love Novels, music, art, pictures are example of artistic
imagination. In the above mentioned quote of Einstein he does not meant to disrespect history
or academics rather he explained that all the knowledge we have is actually result of
imagination.

Indeed creation is also followed by imagination because Da Vinci created helicopter design
flying machine by just merely observing birds and later using his imagination he succeeded, he
did it only because of imagination not by any engineering skills.

Experiential Learning

ELT (Experiential Learning Theory) explain about two levels, one is learning of four phase cycle
and four separate four learning styles. Kolbe’s hypothesis emphasis on inner subjective
procedures of learners. He explains that learning of any individuals comprise of connectivity of

5|Page
dynamic ideas from physical existence. According to (Kolb, 1984), “Learning is a process only
whereby knowledge is created through transformation of experience”. Mooney and Edwards
(2001) have presumed that experiential learning emphasis on critical thinking abilities and
empowers their basic imaginative ability.

Figure 1 ELT Theory

6|Page
1.3 Bibliography

Bronckart, 1991. “Imagination”, in Doron, R. and Parot, F. (Eds.). Dictionnaire de , p. 366.

E, J. & R, D., 1991. “Imaginaire”, in Doron, R. and Parot, F. (Eds.). In: P. U. d. France, ed. Paris:

Presses Universitaires de France, p. 365.

Jung, C., 1921/1971. Psychological Types, Collected Works. Routledge & Kegan , Issue 6.

Keogh, K., Sterling, L. & Venables, A., 2007. A Scalable and Portable Structure or Conducting

Successful Year-long Undergraduate Software Team Projects. Journal of Information

Technology Education: Research, 1(6), pp. 515-40.

Kolb, D. A., 1984. Experiential learning: experience as the source of learning and development.
New Jersey: Prentice-Hall.

Mooney, L. A. & Edwards, B., 2001. Experiential learning in sociology: Service learning and other
community-based learning initiatives. Teaching Sociology, 2(29), pp. 181-194.

Sharlanova, V., 2004. EXPERIENTIAL LEARNING. Trakia Journal of Sciences, 2(4), pp. 36-39

7|Page
Part B
In this part of assessment we will consider different components of research which are design
of research, methodology of research, personal data and evaluation of our research.

2. Methodology
For our research context “Triggers”, we will use action research methodology because it is
linked with cycle of reflection. This research will influence my maternity and the assumption
related to it are: My maternity provided me with cross roads which lead to explore myself and
to understand this scenario I will be using action research method which explains it best and
variety conversation which will reflect my consciousness (Ripamonti et al., 2016). According to
(Cunliffe, 2002), when one is placed in a manner of critical stance when try to engage it using
“restructuring learning”, the critique is situated within our practice and within ourselves.
Moreover according to Rolf (2011) a person whose practice is reflected is called reflexive
practitioner.

2.1 Personal Data Sources

There are many sources of personal data which are related to the aims of this research. If aim
of this research is to increase self-awareness then components will poetics, personality, EI and
SI, more over these research traits are also feasible in elaborate feelings and emotions. If aim of
this research is to analyze triggers then Honey, Mumford, VARK, data sources will be used.

For this research I believe VARK learning style (Visual, aural, read/write, kinesthetic) will be
more suitable as it is exactly according to my learning experience and practice. Like I want to
experience different events and I want to learn things from these events, as it reflects my
personality and behavior. Because for me most appropriate learning is kinesthetic because it is
based on experience and practice. Moreover using these personal sources of data will be
advantageous in order to understand why I behave today and what am I?

8|Page
2.2 Analyzing Personal Data
For the analysis of my personal data I will be using Gibbs reflective cycle.

Gibbs Reflective Cycle

In order to make my artistic imagination, active imagination and experimental learning easier to
understand Self-Image using Alvesson Metaphor framework, I am going to apply Gibbs
Reflective Cycle.

Aim of Gibbs Reflective Cycle

 To challenge your conscious self

 To investigate random thoughts and new methods of doing things or manage things
 To accept what we are, by mentioned pros and cons of oneself and allowing oneself to
address them and accept them
 To join theory and practice and use it for learning purposes

It is an important tool used by a person to reflect on some events which caused critical
situation (Akka et, 2017). This framework is useful for practitioners who wants to create
awareness regarding their lifetime events. By using this framework I personally believe that it
will allow me to understand the efforts that I made in my lifetime and how I handled such
complex situations. By using this framework we can also differentiate events with positive and
negative impact. In fact new students are highly encouraged to use this tool because it explains
everything perfectly in symmetrical order.

9|Page
Figure 2 Gibbs Cycle (Rumson, 2018)

2.3 Critical Evaluation of Research Design

Critical evaluation is necessary as it helps in identifying strengths and weaknesses in an article.
This is done in order to check the validity and appropriateness of research designs. I have
chosen to critique one domain by the use of VARK. For visual learners it is important that they
can see the information, learners who are related to reading and writing prefer it seeing in
written words, aural learners likes to hear information. In case of learners who are kinesthetic,
prefer acquiring information through experience and practices.

Student’s learning and teaching method had been affected due to many reasons like likeness of
the method, positive outcome of the method etc. Student’s learning style is less considered
aspect, yet more significant factor.

10 | P a g e
Information on the learning style is going to benefit student in every way because it would help
them formulate strategy and utilize it in future aspects or hurdles (Shetty et al., 2020).

Research indicates that “reflection in action” can only be understood if practitioners switch
between reflection and action at the same time as it is not possible to follow both (Czarniawska,
2016). According to Schon’s (1983), individuals who are reflective practitioners must develop
“double vision” for themselves that can happen only at a distance (Czarniawska, 2016).

The explanation of term reflecting-in-action which is double vision which can be attained by
having actions, feelings and experience related to the practitioner, can lead to reflexive
approach to observation and to understand oneself, in this way practitioner will be allowed to
have better education of oneself.

2.4 Bibliography
Cunliffe, A. (2002). Reflexive Dialogical Practice in Management Learning. Management
Learning.

Gibbs, G., 1988. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford

Further Education Unit.

Jung, C., 1921/1971. Psychological Types, Collected Works. Routledge & Kegan, Issue 6

Rumson, R. (2018). Graham Gibbs Reflective Cycle Model 1988. [Online] Www.eln.io. Available
at: https://www.eln.io/blog/gibbs-reflective-cycle-model-1988.

Czarniawska, B. (2016). Reflexivity versus rigor. Management Learning, 47(5), pp.615-619.

11 | P a g e
Part C
It is the main part of this research and it includes, preface, storyboard and critique.

3. Preface
As discussed above we are going to follow “Gibbs Cycle”, while keeping in point our main
objective is to develop the story board. As mentioned above in part B most useful model of
reflection is called “Gibbs Cycle”. This will work best for me as I also have to reflect upon the
events I faced. Gibbs Cycle consist of 6 parameters which are: Description, Feeling, Evaluation,
Analysis, Conclusion and Action Plan.

3.1 Gibbs Cycle into Actual Context

Description

Right now I am working as Practice Teacher in an education center in Tashkent, learning how to
teach Accounting and mathematics to adult students. I have just recently started so mainly I
assist class tutors in their work or sometimes deliver a small part of each lesson.

It happened in a class of evening during when I was about to deliver my first lecture. A tutor
already standing was delivering a lecture regarding fractions, and my task included to carry on
the pending of tutor and demonstrate how to multiply two fractions. When I went towards the
whiteboard I got so confused that I could not speak a word. I tried to speak something but
could not, I even move market in hands but it did not work. Students there were mature and
they understand the situation well, they realized that I am new to teaching and fighting
nervousness right now. Class tutor observing started shouting of being unprofessional. She
came to the front continued lesson from their I sat back trying not to weep, at the end of the
session I left that classroom and try to not speak to anyone.

Feelings

12 | P a g e
I felt bad at that time I even thought of leaving that institute. I was being humiliated by my own
self and on my powerlessness that I could not take a stand for myself in gathering. Yet to some
extend I was angry on that Instructor who shouted me in front of students and made fun of me.
I believed that the instructor didn’t gave me enough time to get ready or to practice enough to
gather confidence to speak in front of others, yet she didn’t let me do anything except sitting
and getting on my nerves. I felt so lost at that time, I didn’t want to speak to anybody and didn’t
want to discuss this any one. I felt that if I share this with my well-wishers they would make fun
of me being not able to stand up for myself. It is common for every human being, when you are
being humiliated in front of other you might actually develop, anxiety, and depression or even
you can lose self-control.

Evaluation

At the moment, situation is going to be controlled by me. I deliberately left the class without
waiting for the class to be ended by the tutor or the learners. At my returning of home, I called
a relative of mine, and talked about it through. I also satisfied myself with the fact that
everyone feels nervous at first time explaining to anyone. This is clear as it is said by Greene
(2014, p.43) points out that it’s a fact first lecture of every instructor or tutor is unnecessarily
overpowering.

Analysis

Situation became worse than I thought and by my own actions and of that tutor as well. After
all that incident I thought that I should stood for myself rather than allowing her to take control
of the lesson, and I should had also spoken about the humiliation I felt and what she did was
wrong it is not professional behavior. It is good if you can deal with type of immediately. I spoke
to my supervisor which is several days after that incident, and we held a meeting of that
instructor, supervisor, and myself. According to Daynes and Farris (2013), Situation could get
worse if you don’t handle any situation by yourself personally rather talking about it to higher
authority. Class instructor thought she could have been dragged more which led to some future
problems.
13 | P a g e
Teachers were not appropriate as situation was not handling, she did provided me enough to
strengthen myself up for this lecture and ultimately she insulted me in front of whole class. She
argued that she was helping me with my matters, but I do not believe because that was not the
case as insulting does not refers to helping someone. Anyways as we discussed this matter in
front of supervisor at that time, which is a week later after that incident, she insisted that I
should have discussed this matter at that time of incident.

Conclusion

After considering all things I wished if things went this way. I wish if I had talked to the
instructor quickly after the ending of session. I thought if I should be more courageous, things
wouldn’t have to be this way, as they are now cringe and complex. From all that incident I learn
one thing that after all those days of working I hadn’t managed to develop relationship with my
instructor at all. If things could have worked as I am thinking right now, if I just clarified myself
that instructor right after the class.

Action Plan

After all this experience I have learnt many important things and mistakes I did in the past, I will
try not to repeat them. I will make a better relationship of understanding with my co-workers
and my fellow managers. People whom work is related to me I will tell do them about my
feelings, what things I like and what things I don’t. Recently I have a good decent discussion
with one of my instructor and we have organized our things in a symmetrical manner so that
things don’t fall apart. Discussion went well and I don’t so pressurized at all. What I planned I
will do with alternate class as well and I will address them to not stay silent at all. Besides I also
need to address this experience to my students as well because I think I can learn from them as
well and they can learn from me and this experience. After this I am joining weekend
workshops of introduction aptitude at my university and I am planning to going to for practice
session as well after this.

14 | P a g e
3.2 Bibliography
Cooper, P.T. (2011). Managing situations at work. London: Rufus Publications.

Daynes, J. & Farris, M.M. (2013). The Manager-Employee Relationship. Oxford: Oxfordian Books

Ltd.

Greene, F. (2014). Teacher Trainees: The Truth. York: Education Press.

Parbold, L. (2009). Feedback from newly-qualified adult education teachers. Journal of Teacher

Training, 12(3), 23-38.

Thomas, F.G. (2015). Dealing with difficult employees – a manager’s guide. Glasgow: Meriddan
Ltd

15 | P a g e
16 | P a g e