saturs - rpiva

GENUTĖ GEDVILIENĖ, DALIA STANIULEVIČIENĖ
Vytautas Magnus University, Lithuania
REFLECTIVE PRACTICE: THE EXPERIENCE AT VYTAUTAS
MAGNUS UNIVERSITY
SUMMARY
Introduction. Reflective practice is based on the experience of learning theory in relation to
the professionalism and competence development and learning process, through which the
learner is actively involved into action. Reflection is the natural human ability, which reveals
the deliberate emphasis on yourself, your inner world, your relationships with others, in the
form of activities and methods that determine change and learning.
The Aim of the Study. To reveal students’ reflective practice in university studies – bachelor
study programme at Vytautas Magnus University.
Materials and Methods. In order to achieve the aim, the organization of practice at Vytautas
Magnus University, highlighting the types of practice, is reviewed. The principles of practice
organization at VMU are reviewed, practice types are highlighted, and stages of practice
participants’ activities are discussed. The research emphasizes four stages of reflective
practice. It is important to mention understanding and description of what happens in the
situation; observation and reflection, giving meaning to the situation; analysis and summary
of the use of theories; conscious perception, experimenting actively.
A qualitative phenomenological research was carried out. Semi-structured interview,
document analysis, observation and participation helped to collect the data.
Results. Results have shown that both tutors and mentors distinguish four stages of learning
during practice. It is important to mention the start of teaching, supervised teaching,
transitional stage from teaching to learning and reflective learning.
Conclusions. Reflective practice includes individuals (in this case: students, mentors and
tutors) in a cyclical process. There are four stages of practice: understanding and description
of what happens in the situation; observation and reflection, giving meaning to the situation;
analysis and summary of the use of theories; conscious perception, experimenting actively.
Key words: reflective practice, reflective learning, problem-based learning, cyclic learning
process
INTRODUCTION
Scientists who have analysed the concept of student teaching and learning at higher
education institutions emphasise the importance of independent student learning and
reflective learning (Baranauskienė, 2002; Bjerknes et al., 2003; Jovaiša, 1998; Jucevičienė,
1997). The importance of reflection in learning process is emphasised. According to
Laužackas (Laužackas, 2005), reflection is a process which helps to convert professional
experience into personal development, which is then converted into high-quality performance
of activities. The outcome of reflection is new knowledge and new skills.
Scientists discuss reflexive learning, new trends when analysing students’ learning
during practice and emphasising development of transferable abilities. Jucevičienė (2000)
emphasises the importance of learning how to learn, team work, effective activities, and the
use of information in the process of learning. Bearman, Blake – Beard, Hunt, Crosby (2007)
conclude that in accordance with the increasing popularity of practical learning and
mentoring, specialists who are about to participate in students’ process of learning shall be
able to find the most contemporary scientific literature, as well as renew and supplement their
knowledge as the use of this knowledge in practice influences others’ (learners’) fate and their
learning during practice (The Blackwell Handbook of Mentoring, 2007).
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