saturs - rpiva

practice place can be really negative. Both a student and his/her teacher feel bad. Reflection
can help in such a situation.
Problems at the practice place can be systematic or incidental. Some problems are
clearly seen and can be easily defined while others are hidden and invisible and need to be
penetrated. Differences are noted not only in the form of problems but also in their extent.
Sometimes only several people are involved while other times all the staff of an organisation
gets involved.
Thus these dilemmas lead to problem identification. The role of a practice supervisor
at this stage (phase) is important as s/he helps a student to pay attention to the situation that
prevails at the practice place and to personal problems that disturb the process of reflective
practice.
The stage of observation and analysis is important for the cyclic process of reflective
practice. During this stage, information regarding experience of participants of the practice
process (practice supervisor, client etc.) is being collected and critically processed. This
information helps to fully see the view of the situation. It is important for a learner to collect
as much information as possible that can help to reveal the situation at the practice place.
Speaking metaphorically, a learner becomes a theatre critic who observes and analyses his/her
actions on the stage; a learner becomes both a subject and an object.
A reflecting practician has to develop his/her observation skills. Careful observation
is the base for further stages of reflective practice: analysis, making decisions and
experimentation. Observation is important as situation at a practice place becomes clearer
through observation. Interpretation of a situation shows what further actions have to be taken
at a practice place; and when making a decision, a learner has to make several steps. Every
learner starts learning at practice with his/her own understanding. At a practice place changes
occur constantly. A learner observes these changes and interprets what s/he sees, as well as
draws conclusions about what and why happened. These conclusions determine learner’s
decisions and new actions. When learning at the practice places a learner kind of climbs up:
observes, gives meaning to observations and makes decisions. After some time a learner gains
experience and can act (“climb scientific ladder”) much faster. Sometimes situations reoccur.
Then a learner can use previously gained experience and draw conclusions and make
decisions much faster.
Learners differ in their experience and hobbies. Thus they note and memorise
different details observed at the practice place.
During observations at the practice place students collect data. These data can be
related to the situation at the practice place, problems etc.
Making a decision
At this stage a learner searches for new information and new ideas to solve a
problem. Reflection at this stage helps to find solutions, new activity directions that help to
solve a problem. Personal learner’s reflection shows new activity directions. Thus
relationships between a learner and a practice supervisor are of extreme importance.
Reflective listening is a help for a learner. After getting feedback from a practice supervisor
related to his/her activities, a learner can see if his/her actions were right and if the most
suitable decision was made. Professionals’ opinion helps a learner in the process of learning;
however, theoretical knowledge that a learner gains during theory courses is also important.
Active experimentation
This is a new stage where a learner has to perform a double role – an actor and a
drama critic. A learner who has gained experience in the previous stages now collects
information already knowing what to pay attention to and does everything with a higher selfconfidence.
A sequence of events is being analysed; a hypothesis is either proved or rejected.
That is how the process of learning is being continued. New questions are raised.
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