James Osborne
I had quite a few good points such as that I remained calm and was confident while also
being able to keep eye contact at all times with my interviewer. This was useful because
when the interviewer asked me questions (including ones I had to really think about) I was
able to answer them successfully as well as giving evidence with my points.
Before the interview, I did a little bit of research which allowed me to have a good idea of
the skills required for the role I was applying for. This meant I could reply to questions with
answers that were suitable. This also showed the interviewer that I had an interest in the
position I was applying for. But the next time I am involved in an interview, I am going to
make sure I have more detailed answers that I can use in more depth to make me look even
more interested. By this I mean instead of just listing the skills I need for the role, I could
provide evidence of when I have used those skills in real life so that my answers look more
credible and the interviewers see that I am serious about applying for the role.
When receiving this recording of my interview, it was important that I reflected on what I
had achieved. In 2000, Taylor defined reflection as ‘the throwing back of thoughts and
memories, in cognitive acts such as thinking, contemplation, meditation and any other form
of attentive consideration, in order to make sense of them, and to make contextually
appropriate changes if they are required.’.
With reflection, there are two types; Critical reflection, Practical reflection. Critical reflection
mainly consists of theory-practice connections. It also tries to criticise our thoughts that are
taken for granted in a reflective manner, while also providing action which might provide
positive social and political change. This is the reason as to why critical reflection is
accomplished through the use of questioning dominant values and practises, the
professional actively changes. Therefore, it is speculated that it is hard to be critical and
challenging without collaborative support. However, practical reflection consists of
appraising the entire situation which allows your own value to be identified. However, these
values generally support an ethical dimension or moral in staff development itself. Thus, this
could mean that change might not happen although it can reiterate your own views, values
and assumptions.
Also, with reflection, there are a
variety of different professors who
have created influential models of
reflection. These models allow an
individual to reflect much easier on
their own situation. However,
when reflecting on my own
interview I made the decision of
using Professor Graham Gibbs
reflective cycle. Gibbs’ reflective
cycle was slightly based on a
previous theoretical model by
David Kolb that consisted of a four-
stage learning cycle that was experimental in 1984. However, Gibbs’ reflective cycle consists
I had quite a few good points such as that I remained calm and was confident while also
being able to keep eye contact at all times with my interviewer. This was useful because
when the interviewer asked me questions (including ones I had to really think about) I was
able to answer them successfully as well as giving evidence with my points.
Before the interview, I did a little bit of research which allowed me to have a good idea of
the skills required for the role I was applying for. This meant I could reply to questions with
answers that were suitable. This also showed the interviewer that I had an interest in the
position I was applying for. But the next time I am involved in an interview, I am going to
make sure I have more detailed answers that I can use in more depth to make me look even
more interested. By this I mean instead of just listing the skills I need for the role, I could
provide evidence of when I have used those skills in real life so that my answers look more
credible and the interviewers see that I am serious about applying for the role.
When receiving this recording of my interview, it was important that I reflected on what I
had achieved. In 2000, Taylor defined reflection as ‘the throwing back of thoughts and
memories, in cognitive acts such as thinking, contemplation, meditation and any other form
of attentive consideration, in order to make sense of them, and to make contextually
appropriate changes if they are required.’.
With reflection, there are two types; Critical reflection, Practical reflection. Critical reflection
mainly consists of theory-practice connections. It also tries to criticise our thoughts that are
taken for granted in a reflective manner, while also providing action which might provide
positive social and political change. This is the reason as to why critical reflection is
accomplished through the use of questioning dominant values and practises, the
professional actively changes. Therefore, it is speculated that it is hard to be critical and
challenging without collaborative support. However, practical reflection consists of
appraising the entire situation which allows your own value to be identified. However, these
values generally support an ethical dimension or moral in staff development itself. Thus, this
could mean that change might not happen although it can reiterate your own views, values
and assumptions.
Also, with reflection, there are a
variety of different professors who
have created influential models of
reflection. These models allow an
individual to reflect much easier on
their own situation. However,
when reflecting on my own
interview I made the decision of
using Professor Graham Gibbs
reflective cycle. Gibbs’ reflective
cycle was slightly based on a
previous theoretical model by
David Kolb that consisted of a four-
stage learning cycle that was experimental in 1984. However, Gibbs’ reflective cycle consists
