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Reflection in the Work Setting 2 (30 credits level HE5)

This module is built on the skills and knowledge you developed in Reflection in the Work Setting 1, where you identified critical incidents and used a model of reflection to begin to make sense of what you observed. This module uses the contexts of workplace technology and learning to further explore this idea at a higher level, by focusing on the concept of 'Double Loop' learning.

Module Description

The knowledge and understanding gained in this module will be used in the Action Inquiry project you undertake later in the year. You could also use the areas you have identified for your reflections as the focus for your Action Enquiry.

Module content will be appropriate to individuals in their work setting and will be supported by learning

facilitators who will help students identify appropriate methodology in order to achieve the module


This is a web delivered distance learning module. Students will need to have access to the internet to access learning resources, participate in the online learning community and submit their electronic portfolio for assessment.

All key resources will be available online. In addition many key resources will be work context specific and defined during the planning of the learning activities, with the support of the learning facilitator to take account of the student’s work context.

Outline Content

  • Literature review on reflective practice
  • Identification and selection of appropriate critical incidents
  • A presentation of reflections based on selected incidents

Learning Outcomes (threshold statements)


On successful completion of this module the student will be expected to be able to:

Knowledge and understanding

  1. evaluate relevant literature, research and the theory of reflective practice;
  2. use an appropriate model to reflect on critical incidents;

Intellectual, practical, affective and transferable skills

  1. select relevant critical incidents from their workplace on which to reflect;
  2. identify the governing variables in double loop learning;
  1. formulate conclusions and recommendations from their reflections.


Portfolio 100%

Key Texts/Literature

Schon, D. (1987) ‘Educating the Reflective Practitioner’, Jossey-Bass

Schon, D. (1983) ‘The Reflective Practitioner: How Professionals Think in Action’, Basic Books

Pollard, A. (2002) ‘Reflective Teaching: Effective and Evidence Informed Professional Practice’ Continuum

‘Tripp, D. (1993) Critical Incidents in Teaching: Developing Professional Judgement, London: Routledge.

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