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The role that feelings have in the reflection process is one that a
number of theorists have sought to develop. The strength of
Brookfields model for example is to reflect through different
perspectives but it could be argued that it too does not give much
emphasis to an individuals feelings, or at the very least, it can lead
to mixed messages (e.g. because I saw the incident through the
students eyes, was I wrong to feel annoyance and disrespected
by their actions?) Gibbs (1998) reflective cycle places personal
feelings alongside the experience of what occurred, which proved
useful when I reflected on a critical incident involving a female
learner who, upon noticing was withdrawn and tearful I engaged in
conversation to see if I could help. She said she was fine and in
the course of the conversation offered to show me a picture of her
newborn baby son. When I asked his name, one of the other
learners remarked: Was his name, hes dead! The incident
(Stage 1) made me feel (Stage 2) deep sorrow and
Course Name/Year: PGCE (PCET) 2014/15
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Words: 1636
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Mezirow (Ed). Fostering Critical Reflection in Adulthood. JosseyBass Publishers, San Fransisco.
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