This concept is an essential element in our thinking. We do not intend to exclude competent trainers simply because they have not been able to attain certain formal qualifications. A recognised trainer is simply one that is accepted as competent based on the work they are doing and the outcomes they achieve in that training activity. Where a trainer is not known, the educational qualifications detailed provide a means of evaluating their competence in training others.
Trainers whose skills are recognised are considered competent to train crafts skills.
In Training of Trainers, ICTI is responsible for maintaining the integrity of the content and quality of training and therefore, recognises trainers at this level.
Reflective practice has become a popular and key theme in education and professional learning. Key ideas in the field were developed by Dewey (How We Think 1910; 1933). His thinking still runs through the work of key writers such as David Boud et al (1985) and Donald SchÃ¶n (1983; 1987).
SchÃ¶n has been particularly influential developing his ideas of reflection on action (taking time to reflect about critical incidents in a professional person's practice after the event) and reflection in action (reflection undertaken whilst the incident is occurring).
See also critical incident