According to Cowan (1999), he suggests that learners reflect in an educational sense “when they analyse or evaluate one or more personal experiences, and attempt to generalise from that thinking”. However, as Biggs (1999) points out, “a reflection in a mirror is an exact replica of what is in front of it. Reflection in professional practice, however, gives back not what it is, but what might be, an improvement on the original”.
From the reflective model I had to describe what had happened? In my case I had a task to write a Dissertation. I was required to choose my own title and write 8 000 words. It took me time to find the right topic, and I was in doubt on which should be the best topic to write about. It is however of a great concern for the modern health care services to focus on the informal carers. It is because of this that I landed on my topic that was investigating the social care provisions for the informal carers, its implications to the care givers and receivers.
If I was going to achieve this task, I was expected to consult and keep closely to my assistance some specialists with adequate experience. I therefore had a meeting with my supervisor to discuss a way to approach this project and fortunately enough, he was really ready to offer me all the assistance I wanted. After the meeting I had courage to begin my project by drafting a Gant Chart which guided me throughout all the stages of researching and writing my project. I adequately received all sorts of help that I required from my supervisor through every stage of writing this project without the supervisor tiring off. I therefore learnt how important it can be to use the knowledge and assistance of those who have the experience in such related fields.
The word dissertation sounded like a very hard task to me at first. When I read the module and saw all I was required to do, I became very worried and anxious thinking of how I was going to do it. I felt like ...
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However, experience takes these teachers through a route that results in eventual acquisition of the teaching strategies repertoire that are drawn on in their teaching process. A specific strategic configuration that is incorporated by the teacher is usually a component of the “teaching style” of this teacher.
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