Reflection, in its simplest form, is recalling what you have done and is an essential part of learning. There are different levels of reflection that can take many forms. A reflective model I am encouraged to use in my social work module is Stephen Brookfield’s Four Lenses: autobiographical, peer (student), that of or fellow professionals and theoretical. The lens titles have been adapted slightly to suit the module but ultimately have the same meaning. By looking at ourselves through an autobiographical lens we identify our own assumptions in order to reveal pedagogy that may need reinforced. A peer (student) lens focuses on observations, evaluations and group work. Fellow professionals can provide support and feedback to enhance learning and teaching. A theoretical lens offers a view to support, understand and consider teaching or learning.

Reflection correlates with one of the most important professional values of being a teacher in my opinion: integrity. The SPR description of integrity is “critically examining the connections between personal and professional attitudes and beliefs, values and practices to effect improvement and, when appropriate, bring about transformative change in practice”. We must reflect on what we do in order to improve ourselves; it is imperative to recognise strengths and weaknesses. Without reflection there can be no improvement or change and without reflection, we are doing, not only ourselves, but our students a disservice.

Reflective writing is an opportunity to critically analysis what you have or haven’t done and include suggestions of your intentions to improve and develop yourself. I am really enjoying using the ePortfolio to reflect on my university life so far. Previously my writing may only have been conveying information but my ePortfolio is helping not only identify where I am, but what I need to, to help shape me to be the best practitioner that I can.