Reflective Practice and CPD Flashcards
6 cards from real PGCE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 Reflective Practice and CPD flashcards as text
Who developed the influential model of the 'reflective practitioner'?
Answer: Donald Schön
Donald Schön (1983) introduced the concept of the reflective practitioner, distinguishing between 'reflection-in-action' (thinking while teaching) and 'reflection-on-action' (reviewing after teaching).
What is the difference between 'reflection-in-action' and 'reflection-on-action' (Schön)?
Answer: Reflection-in-action occurs during the event, adjusting in real time; reflection-on-action occurs afterwards, reviewing what happened
Schön's distinction: reflection-in-action is the real-time thinking and adjusting during practice (thinking on your feet); reflection-on-action is the post-event analysis and learning.
What is Kolb's Experiential Learning Cycle and how does it apply to PGCE training?
Answer: A four-stage cycle: concrete experience → reflective observation → abstract conceptualisation → active experimentation — applicable to learning from classroom experience
Kolb's cycle describes how professionals learn from experience — having an experience, reflecting on it, developing theory, and testing new approaches. PGCE trainees cycle through this continuously.
What is 'critical reflection' and how does it differ from description?
Answer: Critical reflection analyses why things happened and considers alternative approaches; description only recounts what happened
Critical reflection goes beyond describing events to interrogate assumptions, consider multiple perspectives, and identify specific improvements — description alone does not lead to professional growth.
What is 'evidence-informed practice' in the context of PGCE and CPD?
Answer: Using research evidence alongside professional experience to inform and improve teaching decisions
Evidence-informed practice means drawing on robust research (e.g., EEF guidance) alongside professional knowledge — neither blindly following research nor ignoring it.
What is the purpose of a 'mentor observation' during PGCE training?
Answer: To provide structured, developmental feedback that supports the trainee's progress against the Teachers' Standards
Mentor observations are developmental — they generate specific, targeted feedback linked to the Teachers' Standards, helping trainees identify strengths and areas for growth.