Lesley Raven delivered a thought-provoking lecture on reflective practice and developing personal and professional insights. We created a ‘map of self’ – working from ontology – epistemology – reflexivity, to explore how reflection shapes our teaching. The exercise encouraged me to consider how my own reflective practice informs my role as a Specialist Technician, and how I can refine my workshops to ensure my delivery remains dynamic, but also aligned with learning outcomes.
L. Raven identified five epistemologies of ‘reflective practice’:
- ‘Creative practice,
- Academic practice,
- Practising practice,
- Demonstrating practice, and
- Expanding practice’. Raven (2005)
My work aligns most with ‘creative’ and ‘practising practice’; my approach is hands-on, evolving through making and doing.
Reflection is not just a solitary process; it can also be collaborative. Brookfield (1995, p.39) states: ‘‘We become more aware of issues of power and control in our classrooms. As students or colleagues point out to us unwittingly oppressive aspects of our actions, we start to think more deliberately about the creation of democratic classrooms.’’
This resonates with me- I want to create a democratic, inclusive learning environment where students feel heard, and where feedback is actively used to shape my teaching. Ensuring that students and peers feel comfortable contributing their thoughts is essential in creating a more collaborative and responsive learning space.
To keep my workshop delivery flexible and effective, I integrate “Reflection-in-Action” and “Reflection-on-Action” (Raven, 2005). Reflection-in-action occurs during demonstrations, I adapt my approach based on student engagement, while reflection-on-action takes place afterwards, allowing me to review and refine my methods. One practical way I apply this is through continuous updates to teaching materials. Each year, the BA Fashion Contour and BA Fashion Sportswear team collaboratively annotates handouts and samples based on our observations during workshops. After some time, we revisit these notes to assess whether changes are needed in patterns, fabrics, instructional flow, or machinery use.
I also invite peers from other specialisms to participate in the workshops. In BA Fashion Contour, we make bra samples. We use different machinery and have unique methods of make, different to those on a more ‘generalised’ course, such as BA womenswear. I also like to take part in my peers’ workshops, so we can continue to review and reflect not just on our own practice, but each other, and continue to build and foster a strong teaching community within the garment department.
Student feedback is another crucial aspect of reflective practice. Amulya (2004, p.1) highlights the importance of perspective-taking in learning:
“The key to reflection is learning how to take perspective on one’s own action and experiences – in other words, to examine that experience rather than just living in it.”
Reflection is an ongoing process that requires curiosity and adaptability. By staying open to feedback and continuously refining my practice, I can ensure that my workshops remain effective, inclusive, and student-centred, fostering an environment where both educators and students learn and grow together.
Reference list
Amulya, J. (2004) What Is Reflective Practice. Centre for Reflective Community Practice, Massachusetts: Institute of Technology.
Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass Inc.
Raven, L. (2025) ‘Reflective Practice’ [Presentation slides]. Developing personal and professional insights. Available at: https://moodle.arts.ac.uk/mod/folder/view.php?id=1378604 (Accessed : 30 May 2025).