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Reflective Practice In Pastoral Ministry Education Essay

The focus of this paper is reflective practice, which is the power of people to learn from critically analysing events and experience that they come across in their daily lives besides the values and theories that support those activities. That is employed in various professionals such as in teaching, medical, environmentalists among other specialists as a supplementation for formal professional learning.

In this research, reflective practice will be analyzed from a pastoral viewpoint. The term reflective practice will be evaluated with reference to its definition, the various types of reflective practice which exist and the models of reflective practice that are used today. Also, reflective practice will be analysed from a pastoral viewpoint whereby the many ways in which it could be used in Christian ministry will be explored as well as the ways that it has allowed the writer of this paper to develop or change their pr so far as the ministry is concerned. Finally, the role of reflective practice in the learning connection with the article writer will be examined.

2. Reflective practice


Reflective practice is one of the primary characteristics in occupations such as education, health, environmental management and theology among others and usually refers to the power of a person to think about actions or works in a way that facilitates further learning for the individual. This usually consists of paying special focus on the activities of everyday life with special mention of the principles and theirs that are the basis for these activities. Reflective learning stimulates practice-based professional learning whereby folks are able to learn from their experiences instead of formal and organised teaching.

The term reflective practice is composed of two words; reflection and practice whereby the term reflection methods to critically and effectively evaluate something, a person or a predicament while experiencing them or after one has came across them. Practice on the other palm refers to learning or mastery through repetition.

Reflective practice has been defined by Moon as "a set of capabilities and skills, to point the taking of a crucial stance, an orientation to problem handling or state of mind" whereas Cowan has described reflective thinking as the situation "when they analyse or evaluate a number of personal experiences and attempt to generalise that from pondering". Biggs on the other hand defined reflective thinking as "a reflection in a reflection can be an exact imitation of what's before it. Representation in professional practice, however, gives again not what it is, but what might be a noticable difference of the initial".

In final result therefore, the procedure of reflective learning may be regarded as a process by which individuals critically examine their actions, thoughts and activities and through this critical appraisal, have the ability to experience autonomous learning. The bond between knowledge and practice is further facilitated by the availability of an experienced professional within the self-discipline, in this case theology and pastoral ministry. In layman's terms, the tactics and approaches for reflective practice includes questioning the manner in which one provides out various activities and comparing it to the way in which in which others perform the same activities; the search for alternatives throughout achieving the same activities; comparing and contrasting; keeping an wide open mind; looking for the framework, theoretical basis and underlying rationale for those activities; observing from various perspectives by asking for the viewpoints of others; factor of the results; hypothesising, screening, seeking, identifying and resolving problems.

2)Advantages of practice reflective

Reflective practice in pastoral ministry is associated with a higher understanding for the minister of his / her own style throughout ministry besides validation of his / her own ideas, beneficial troubles to traditional techniques, acknowledgement of the role of ministry in population and the esteem for diversity throughout applying theories in practice.

3. Types Of Reflective Practice

1)Content Reflection

This identifies the recounting of something that happened by the specialist who in cases like this is the minister. This can be the outright explanation of a predicament or of the problem such as "Mr. Stan didn't tell me whatever may have been troubling him in spite of the fact which i reassured him that we was ready to listen closely and despite his revelation that his family was unreceptive to him"

2)Process Reflection

This is where a practitioner the process that was mixed up in happening of a meeting such as "as I narrated in the face with Mr. Stan what my goal was, i quickly began to carry out an intense physical assessment. I asked again about any concerns once in the middle of taking temps, and didn't refer to it again. Mr. Stan didn't make eyeball contact when he said everything was ok. "

3)Idea Reflection

Premise representation is where a problem, concern or situation is examined with the view of understanding why it happened or occurred. For instance "I wonder why he didn't react to my questions. Why I didn't notice and react to his body gestures then? Why does I not feel comfortable "digging" a little more? Did I enquire about her problems prematurily. in the interview and all too often again when in the center of the duty? Was I comfortable? What must i do differently in another situation? Do Personally i think comfortable acting in different ways in the future? What would assist me in the future?"

4)Action Reflection

This is also known as "reflection on action" and is used to make reference to the representation of actions, activities and events that happened in the past and may involve documentation of those past occasions and experiences and could be known as Schon's model of reflection.

5)Critical Reflection

Critical reflection is the process of "analysing, reconsidering, and questioning experiences within a broad framework of issues" and can be divided into various proportions for the purposes of responding to various activities besides various levels of representation. The first, second and third sizes constitute the normal process of representation whereas the fourth aspect constitutes the center of critical representation.

The first dimension will involve critical observation for the purposes of understanding the problems in a deep and accurate way through the use of frameworks such as past experiences. The second dimension consists of an exhaustive information of what has been discovered whereas the 3rd dimension consists of the making of this is of what has been detailed. Finally, the fourth dimensions identifies the addition of breadth and depth to the problem through requesting questions about and relating meanings to a variety of professional and personal issues.

6)Representation In Action

Reflection doing his thing identifies the reflection of an individual on action within the course of undertaking the action. This is manifested in regular thinking throughout the length of time of the action and is referred to as "knowing in action", "thinking on your legs" and "maintaining your wits about you" besides "learning by doing" as identified by Schon.

4. Models Of Reflective Practice

The reason for these models is to allow professionals to attract lessons out of experience in the course of enabling professionals to develop independence and create a continuous, prolonged, learning experience.

1)Argyris and Schon 1978

In 1978, Argyris and Schon proposed the "single loop" and the "double loop" types of reflective practice on the basis of the identification and modification of one, fault or mistake. "Single loop" learning is where the individual continues to rely on the old strategies regardless of the id and resolution of your problem whereas "double loop" learning is where after the identification and resolution of the problem, new methods are adopted and in the event the same problem shows up again, a new solution is available.

Later, Schon raised the idea of "reflection-in-action" and "reflection-on-action" whereby the past may be thought as "thinking on the ft" and the last mentioned may be referred to as "thought knowing". The theory behind these two concepts is the fact that in the course of any practice, a professional normally experiences sensing, thoughts and thoughts that derive from a similar previous experience and which permits them to handle the situation accessible directly.

2)Kolb 1984

This model was greatly influenced by the works of Dewey and Piaget in the 1970's and besides focussing on experimental learning, is centred on the change of information into knowledge. This occurs when an event has recently come to pass and includes the representation of the individual on the experience in order to gain understanding and perception of the principles, that happen to be then transferred into a new situation. Thus, knowledge extracted from a specific situation is constantly and regularly utilised and builds on an individual's experience and knowledge.

3)Gibbs 1988

This can be an improvement of Kolb's experimental learning routine whereby structured debriefing is utilized as a means of enabling representation. The levels of a full structured debriefing to be able are: the original experience, the description of the knowledge, the information of the emotions that an specific experienced, the valuation of the knowledge, an research of the experience, the overall conclusions an individual makes from the knowledge and analysis, the precise conclusion and the personal action plans in the event a similar situation is came across in future. These steps are also called the "Gibbs style of representation" or the "Gibbs reflective circuit" and are summarised as: explanation, feelings, evaluation, evaluation, and finish and action plan.

4)Johns 1995

This is a organized model of representation that includes a guide for individuals to gain higher understanding and was created to include the participation of your colleague or a mentor, who facilitates faster transformation of the experience to learned knowledge. This model is based on the sooner works of Carper and sets emphasis on the ability of a specialist to gain access to, understand and put into practice information collected empirically through looking in on one's thoughts and feelings and looking out at the events that took place. This model includes "Carper's four habits of knowing" that happen to be: empirical, personal, honest and cosmetic and reflexive.

5)Rolfe 2001

The basis of this model is Borton's developmental style of 1970 and will involve a simplistic cycle consisting of three questions a professional asks. These are: what, so what and what next. This allows an individual to describe a situation effectively, which further enables scrutiny of the problem and engineering of knowledge that was learned through the knowledge. After this, the many ways and methods in which one may improve as well as the results of your respective response to the situation are evaluated.

6)Baud's model

Baud's model places emphasis on the emotions and thoughts of an individual besides being cyclical. This model advises a critical examination of an event or a meeting with reference to the feelings or feelings which were experienced in the course of the event or after the event and software of the lessons which were learnt from this experience.

7)Greenaway 3-level Model

This model is based on three activities that are performed in cyclical progression. They are "plan", followed by "do", which is followed by "review" and so on. It is suggested that model is directly related to the Gibbs model of reflective practice.

5. USAGE OF Reflective Practice In Religious Ministry

The role of reflective practice in Christian ministry and Pastoral work can't be overemphasised. That is especially so taking into consideration that ministry entails the delivery of the term of any perfect God, through an imperfect person to other imperfect individuals with the aim of taking them close and deeper and nearer to the fold. Additionally, Christian ministry is a lot more than preaching and one of its other components is to set a good example to the congregation and thus the necessity for reflective practice among the Christian ministers.

1)Reflective Practice in Church Ministry Leadership

To get started with, reflective practice is very important to a pastoral minister to perform his / her leadership role inside a ministry. The command of any ministry is important in the success of the goals and aims of that particular community in addition to influencing their congregations to view and value these just as. The role of leadership needs certain behaviours from the Religious minister and therefore the minister must constantly reflect on his / her behaviour and take up behaviour and activities that will serve for example to the city. This would allow the attainment of goals and objectives besides steering the congregation to increased heights.

2) Reflective Practice in Prayer and Instruction

Reflective practice may be employed by the ministers to encourage congregation to reflect on their thoughts, experiences and events with regards to Biblical teachings as well as prayer as a way of encouraging them to live lives that are more godly. This may also be utilized by the ministers themselves as well in trying to live a life lives that are more godly.

3)Reflective Practice in Enhancing the Going of the Church's Affairs.

In the course of management of the affairs of the church, not everything that the minister results in will have been taught in class and it is prudent for him or her to create ways of handling such situations. Additionally, the minister could find that a few of the management that he or she may have learnt in the classroom are not so practical in some situations which is in such times when reflective practice should be used to invent more olutions to management problems.

6. Role Of Reflective Practice THROUGHOUT Learning

1) Reflective Practice with time Management

In the span of learning, reflective practice has come in helpful especially eventually management. By looking at past events and experiences, I've learnt how to plan forward for activities, how to prioritise activities and the importance of allocating time both for working and then for rest purposes. Unlike in the past, I am now in a position to meet my obligations and the strain that is included with undone work has considerably reduced in my life. Consequently, in spite of fulfilling my tasks, I am in a position to engage in activities that I love.

2 )Reflective Learning in Accommodating Others

Accommodation of others has been a challenge all along in my life and way more throughout Religious ministry studies consequently of the diverse viewpoints that are presented by my fellow students. However, by reflecting previous cases of my intolerance for the thoughts and opinions of others, I used to be persuaded to accommodate the thoughts of others. This ended up being worthwhile as I learnt that it is important to accept the views and thoughts of others no subject how offensive they can be to me, since I realised that folks like being listened to and comprehended even if definitely not arranged with. This, I have learnt is simply perfect for harmonious living and coexistence even with my classmates.

3)Reflective Practice and Troubles at Work and in personal life

Reflective practice has been instrumental in helping me to cope with challenges at the job and at home. In the past, complications and work would spill over when I got home and difficulties I experienced at home would have an effect on my work. Due to reflecting on these circumstances, I learnt that there surely is a time and place for everything and this what happens at home shouldn't affect what goes on at the job and what goes on at work shouldn't impact my life from work. This has enabled me to find fulfilment at home and at work regardless of whatever difficulties I might be experiencing. This has made me far better in my work and duties.

7. Conclusion

This paper has been centred on reflective practice within the framework of pastoral ministry. To begin with, this is of the term reflective practice has been identified in layman's conditions but the definitions of various experts such as Moon, Cowan and Biggs are also included. The benefits of the practice of reflective practice especially among pastoral ministers have also been mentioned besides the types of reflective practice. The types of reflective practice that contain been talked about in this analysis are: content representation, process reflection, idea reflection, action representation, critical reflection and reflection on action. This paper also contains brief discussions on the various models of reflective practice which have been suggested by experts over time that are: Argyris and Schon style of 1978, Kolb model of 1984, Gibbs style of 1988, John's model of 1995, and Rolfe's style of 2001. Additionally, the importance of reflective practice in Christian ministry has been explored and in cases like this, its role in cathedral leadership, prayer and instruction and in the working of the affairs of the chapel has all been mentioned. The impact of reflective practice in my personal life in addition has been outlined with reference to its effects on the difficulties that I encounter in my own personal and professional life, in accommodating others, and with time management.

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