Qualifi Level 7 Diploma Unit EDML705 Leading Reflective Practice in Education (L/618/3139) Assignment Brief 2026

Qualifi Level 7 Diploma in Educational Management and Leadership     

Unit EDML705 Assignment Brief

Aim

The aim is this unit is to develop learners’ understanding of reflective practice in order to apply this to their and other’s roles in an educational context, leading planning for personal development.

Learning Outcomes and Assessment Criteria

Required Text

• Malthouse, R., Roffey-Barentsen, J. (2013). Reflective Practice in Education and Training, 2^nd Ed. London: Sage Publications, Learning Matters.

Suggested Reading

• Bell, A., Rosina Mladenovic, R. (2013). How tutors understand and engage with reflective practices. Reflective Practice, 14(1), 1-11.
• Boud, D. & Walker, D. (1998). Promoting reflection in professional courses: the challenge of context. Studies in Higher Education, 23(2), 191-206.
• Clegg, S. (2000). Knowing through reflective practice in higher education. Educational Action Research, 8(3), 451-469.
• Coghlan, D., Brannick, T. (2005). Doing Action Research in Your Organization. London: Sage.
• Finlay, L. (2008). Reflecting on ‘Reflective practice. Practice Based Professional Learning Centre. The Open University.
• Jordi, R. (2011). Reframing the concept of reflection: Consciousness, experiential learning, and reflective learning practices. Adult Education Quarterly, 61(2), 181-197.
• Larivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307
• Mathew, P., Mathew, P., & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asian Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
• McLeod, L. (1999). Using Action Research to Develop a Professional Development Programme in an Early Childhood Setting. New Zealand Research in Early Childhood Education, 41-51.
• Miraglia, R., Asselin, M.E. (2015). Reflection as an educational strategy in nursing professional development. Journal for Nurses in Professional Development, 31(2), 62 -72.
• Pitsoe, V., Maila, M. (2013). Re-thinking Teacher Professional Development through Schön’s Reflective Practice and Situated Learning Lenses. Mediterranean Journal of Social Sciences, 4(3), 211-218
• Russell, T. (2013). Has Reflective Practice Done More Harm than Good in Teacher Education? Phronesis, 2 (1), 80–88.
• Stingu, M. M. (2012). Reflexive practice in teacher education: facts and trends. Procedia – Social and Behavioural Sciences, 33, 617-621
• Walker, D. (1985). “Writing and Reflection,” in Boud, D., Keogh R. & Walker, D. (1985), Reflection: Turning Experience into Learning. London: Kogan Page, 52-68.
• Zulfikar, T., Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 1-13.

Answer

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