Journal articles on the topic 'Biographical reflective and reflexive practice'
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López Secanell, Irene. ""To Be" as a Project: an Autoethnography of the Vital Project Construction Process for a Physical Education Teacher." Qualitative Research in Education 7, no. 1 (February 27, 2018): 36. http://dx.doi.org/10.17583/qre.2018.3051.
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This essay has the purpose of analyzing the development of my vital project as a Physical Educations teacher. It has been designed using the qualitative methodology through a reflexive auto ethnography with the biographical accounts that I had developed for the past 7 years. The categories that structure the results correspond to the stages that according to Romero (2004) are necessary to reach the vital project: “Reconnaissance stage”, “Crystallisation stage”, “Specification stage” and “Fulfilment stage”. The analysis confirms that going through all of these stages has allowed me becoming a reflective, critical and creative person and has eased me reaching my vital project. In addition, the essay shows the professional development that I have experienced along the process and that has allowed me setting up a new innovative physical education based on the Contemporary Art. It concludes with the importance for the teachers to think about their vital project in order to share with their students the importance that using biographical accounts has as instruments to show them the evolution of a teacher's professional practice.
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Perez Vences, Mayte, Noelia Pacheco Arenas, Alin Jannet Mercado Mojica, and Adoración Barrales Villegas. "La práctica reflexiva en los jóvenes de posgrado / Reflective Practice in Young Graduate." Revista Internacional de Aprendizaje en la Educación Superior 3, no. 1 (April 4, 2016): 61–69. http://dx.doi.org/10.37467/gka-revedusup.v3.500.
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ABSTRACTEncouraging reflective practice in students, i.e. to ensure that our students are "able to observe themselves and to engage in a critical dialogue with themselves in relation to all that they think and do" (Brockbank, 2008) through work done within the classroom, it is the concern reflected in the present paper; and in order to execute this analysis, a series of insights derived from the teaching practice in the Universidad Veracruzana, a public higher education institution in Mexico, are shown, specifically within the Master of Management of Learning program. The biographical narrative method was used for the reconstruction of these experiences, which can recover the favorable actions for the development of the reflective practice in the students who took the course Learning Paradigm and Educational Innovation, the strategy used was the writing of an essay and derived from it was possible to identify some of the indicators that are indispensable for achieving this objective.RESUMENEstimular la práctica reflexiva en el alumno, es decir, lograr que nuestros estudiantes sean “capaces de obser-varse a sí mismos y de emprender un diálogo crítico con ellos mismos en relación con todo lo que piensen y hagan” (Brock-bank, 2008) a través del trabajo que se realiza al interior del aula, es una preocupación que se plasma en el presente escri-to; y para realizar este análisis se muestran una serie de introspecciones derivadas de la práctica docente en una institución de Educación Superior Pública en México, como lo es la Universidad Veracruzana, específicamente al interior del programa de Maestría en Gestión del Aprendizaje. Se utilizó el método biográfico narrativo en la reconstrucción de estas experiencias que permiten recuperar las acciones favorecedoras para el desarrollo de la habilidad reflexiva en los estudiantes que cursa-ron la materia de Paradigma del Aprendizaje y la innovación educativa, la estrategia utilizada fue la redacción de un ensayo y derivada de ella se lograron identificar algunos indicadores que se hacen indispensables para el logro de esta intención. Contacto principal: mytpeve@yahoo.com.mx
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Cantarelli, Camila, Bruno Milani, Sérgio Guilherme Schlender, and Andreia Inês Dillenburg. "A influência de um curso de formação de professores para a constituição docente / The influence of a teacher training course..." Cadernos CIMEAC 9, no. 2 (October 22, 2019): 284. http://dx.doi.org/10.18554/cimeac.v9i2.3701.
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No atual cenário educacional verifica-se a criação de cursos de formação de professores, voltados à portadores de diploma de educação superior na modalidade bacharel que pretendam se dedicar a docência. Neste cenário objetiva-se com o presente estudo analisar a influência da formação nestes cursos na prática docente de três de seus discentes. A pesquisa pode ser classificada como qualitativa, básica, descritiva e biográfica. As entrevistas foram analisadas de acordo com os procedimentos de Delory-Momberger (2012, p. 533). Entre os diversos resultados, destaca-se a presença de uma crítica à prática de seus mestres, uma autoformação da prática e visão docente por meio da associação entre teoria e a execução da própria prática profissional e docente, bem como uma influência do curso no modo de constituir-se professor. Compreende-se, partindo da análise dos dados que o curso obteve um impacto positivo na prática vivenciada, reflexiva e crítica de ser professor.Palavras-chave: Educação profissional; Formação de professores; Prática docente. ABSTRACT: In the current educational scenario there is the creation of teacher training courses, aimed at those with a bachelor degree in higher education who wish to dedicate themselves to teaching. In this scenario the objective of this study is to analyze the influence of training in these courses on the teaching practice of three of its students. The research can be classified as qualitative, basic, descriptive and biographical. The interviews were analyzed according to Delory-Momberger's procedures (2012, p. 533). Among the various results, there is the presence of a criticism of the practice of their masters, a self-formation of the teaching practice and vision through the association between theory and the execution of the professional and teaching practice itself, as well as an influence of the course in the way to constitute as a teacher. It is understood from the data analysis that the course had a positive impact on the lived, reflective and critical practice of being a teacher.Keywords: Professional education; Teacher training; Teaching practice.
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Warin, Jo, Mandy Maddock, Anthony Pell, and Linda Hargreaves. "Resolving identity dissonance through reflective and reflexive practice in teaching." Reflective Practice 7, no. 2 (May 2006): 233–45. http://dx.doi.org/10.1080/14623940600688670.
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Uştuk, Özgehan, and İrem Çomoğlu. "Reflexive professional development in reflective practice: what lesson study can offer." International Journal for Lesson & Learning Studies 10, no. 3 (April 29, 2021): 260–73. http://dx.doi.org/10.1108/ijlls-12-2020-0092.
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PurposeIn response to the top-down professional development (PD) practice, this study conceptualizes lesson study (LS) as a bottom-up approach to foreign language teacher PD in the Turkish context. Relatedly, the authors seek to empower teachers so that they can engage in reflexive PD and claim voice over their practices.Design/methodology/approachAn LS project including four teachers was implemented at a higher education language centre and conducted as a critical ethnographic study. Using ethnographic research qualitative data collection methods such as field notes, interviews and artefacts, the data were analysed with a thematic analytic approach.FindingsDrawing on cultural-historical activity theory (CHAT), findings revealed that LS was a meta-activity that allowed teachers to be agents of the PD practices. More significantly, LS empowers teachers to have a situated impact on their development activities in addition to the meta-activity's impact on them.Originality/valueThis study is one of the few that goes beyond the reflective value of LS and gives contextual evidence of how reflexive PD can occur in LS. The reflexive relationship between the agent (participant–teachers) and the process (LS practice) provides a strong implication revealing the transformative impact of bottom-up PD activit(ies).
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Cunliffe, Ann L. "Republication of “On Becoming a Critically Reflexive Practitioner”." Journal of Management Education 40, no. 6 (October 24, 2016): 747–68. http://dx.doi.org/10.1177/1052562916674465.
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Critically reflexive practice embraces subjective understandings of reality as a basis for thinking more critically about the impact of our assumptions, values, and actions on others. Such practice is important to management education, because it helps us understand how we constitute our realities and identities in relational ways and how we can develop more collaborative and responsive ways of managing organizations. This article offers three ways of stimulating critically reflexive practice: (a) an exercise to help students think about the socially constructed nature of reality, (b) a map to help situate reflective and reflexive practice, and (c) an outline and examples of critically reflexive journaling.
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MADDOX, W. TODD, and BHARATH CHANDRASEKARAN. "Tests of a dual-system model of speech category learning." Bilingualism: Language and Cognition 17, no. 4 (January 17, 2014): 709–28. http://dx.doi.org/10.1017/s1366728913000783.
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In the visual domain, more than two decades of work has argued for the existence of dual category learning systems. Thereflectivesystem uses working memory in an explicit fashion to develop and test rules for classifying. Thereflexivesystem operates by implicitly associating perception with actions that lead to reinforcement. Dual-system models posit that in learning natural categories, learners initially use the reflective system and with practice, transfer control to the reflexive system. The role of reflective and reflexive systems in second language (L2) speech learning has not been systematically examined. In the study reported in this paper, monolingual native speakers of American English were trained to categorize Mandarin tones produced by multiple speakers. Our computational modeling approach demonstrates that learners use reflective and reflexive strategies during tone category learning. Successful learners use speaker-dependent, reflective analysis early in training and reflexive strategies by the end of training. Our results demonstrate that dual-learning systems are operative in L2 speech learning. Critically, learner strategies directly relate to individual differences in successful category learning.
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Robles, Jeannette Valencia. "Developing observation and reflective skills through teaching practice." International Journal of Learning and Teaching 10, no. 1 (January 31, 2018): 22. http://dx.doi.org/10.18844/ijlt.v10i1.3142.
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This case study explores the effects of addressing observations and reflective skills of 12-student teachers during their teaching practices for infant education in Guadalajara, Spain. The participants had been studying the basics of CLIL methodology and reflexive-teaching during a four-month learning period. Then, they participated in a six-hour workshop in which they were required to observe, participate in, and reflect on the teacher and each other’s on a four-minute teaching practice to assess their presentations following the given guidelines. The results show that students could demonstrate they are on the path of making effective observations and reflections on an observed practice.
Keywords: Reflective skills, Spain, effective observations, practice, workshop.
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Robson, Ian. "Educating the Virtuous Leader: Exploring the Reflexive Practicum." Journal of Business Ethics Education 17 (2020): 133–48. http://dx.doi.org/10.5840/jbee2020178.
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The context of education under scrutiny in this paper is the post-experience practitioner sector, concerning students of ethics in Business Administration at both Masters and Doctoral levels. Responsible leadership is examined as a core theme in business ethics research and education. The paper proposes that responsible leaders require a virtuous mind-set, underpinned by Aristotelian thinking. Responsible leadership and romanticised models of leadership are interwoven in a critique of the technical-rational predominance in leadership and ethics research. The development of reflective practice is tracked from Argyris and Schon’s reflection on and in action to reflexivity. The paper considers the essence of Aristotle’s virtue ethics in proposing an integrative framework of skill and behaviour acquisition in organisational ethical decision-making. Reflective leadership and reflexivity are examined in relation to practitioner learning and the concept of a reflexive practicum explored to provide a praxis dimension to ethics education practice.
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Stupak. "IMPLEMENTATION OF REFLECTIVE MODEL OF EDUCATIONAL PRACTICE IN THE MODERN FINNISH SCHOOL." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 159–72. http://dx.doi.org/10.37835/2410-2075-2020-13-12.
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The article considers the example of a country whose educational system has absorbed the ideas of philosophical concepts of critical thinking of I. Kant and M. Lipman. After all, thanks to the dynamic integration processes in the world, we pay attention to reflective models of education, which lead us to the question: What is more relevant today – memorization of information or its critical analysis? The article attempts to investigate the organization of education in Finnish schools through the prism of I. Kant's reflexive model and M. Lipman's reflexive model of educational practice. I. Kant in his work «Critique of Pure Reason» used the concept of reflection in order to explain the specifics of the work of consciousness. He divided the concept of reflection into transcendental and logical. Logical reflection only compares concepts with each other and cannot judge things a priori. Transcendental reflection – the basis for the possibility of objective comparison of ideas with each other. Based on the provisions of Kant's work on reflection as a way of forming new concepts and judgments through the comparison of existing ideas, M. Lipman proposed a reflective model of education, which is devoted to his work «Reflective model of educational practice. The article also analyzes the role of phenomenon-based teaching and learning in the education of critical thinking, which is necessary for the successful life of the individual in the modern information society. The Finnish school shows us that the study of phenomena helps the student not only to understand what is happening, but pushes him to formulate an independent opinion on any issue in life. This creates an approach called «reflective model of education», which was fully discussed by I. Kant in the field of philosophy, and M. Lipman in the field of psychology and pedagogy. The article attempts to argue that the construction of the learning process in the Finnish school has the features of a reflexive paradigm of critical practice, which is its integral feature. The experience of organizing education in a Finnish school can be used in the development of a new Ukrainian school. Key words: reflection, reflective model of educational practice, critical thinking, criteria, judgments, phenomena, phenomenon-oriented learning and teaching.
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Matthews, Brian, and John Jessel. "Reflective and Reflexive Practice in Initial Teacher Education: a critical case study." Teaching in Higher Education 3, no. 2 (June 1998): 231–43. http://dx.doi.org/10.1080/1356215980030208.
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Parker, Simon, Marton Racz, and Paul Palmer. "Reflexive learning and performative failure." Management Learning 51, no. 3 (February 21, 2020): 293–313. http://dx.doi.org/10.1177/1350507620903170.
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In this article, we emphasize the importance of context for student learning. Based on reflective logs and interview data, we explore how students learn outside of the classroom as they undertake an experiential dissertation project. We identify three different forms of reflexive learning and critique, all triggered by some form of performative failure; scholarly critique, engaged critique and engaged action. Drawing on Butler’s theory of performativity, we illustrate how reflexivity is not purely the action of any individual student, rather it is a practice that is co-created within a certain context. As such, we contest individualistic understandings of reflexivity and encourage a careful consideration of the places students and managers are encouraged to be reflexive.
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Henderson, Sheila, Janet Holland, Sheena McGrellis, Sue Sharpe, and Rachel Thomson. "Storying qualitative longitudinal research: sequence, voice and motif." Qualitative Research 12, no. 1 (February 2012): 16–34. http://dx.doi.org/10.1177/1468794111426232.
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We suggest here that the analysis, interpretation and representation of qualitative longitudinal (QL) data requires methodological innovation leading to new forms of representation that elude the usual temporality of writing research. To illustrate this argument, we outline a case history method-in-process developed to condense intensive volumes of biographical data generated over 12 years, and deal with the intersection of different timescapes through which individuals move (biographical, generational, historical). We describe changing strategies for managing, analysing and representing data employed by the Inventing Adulthoods team, examining our practice in the light of key methodological issues raised by qualitative longitudinal research (QLR) and making that reflexive and collective research practice explicit.
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Gindin, Elia, Meaghan Van Steenbergen, and Douglas L. Gleddie. "Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice." LEARNing Landscapes 14, no. 1 (June 24, 2021): 83–95. http://dx.doi.org/10.36510/learnland.v14i1.1044.
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Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.
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Christensen, Jonas, Joachim Thönnessen, and Bret Weber. "Knowledge Creation in Reflective Teaching and Shared Values in Social Education: A Design for an International Classroom." Educatia 21, no. 19 (December 19, 2020): 11–23. http://dx.doi.org/10.24193/ed21.2020.19.02.
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This article is based on an international comparative social policy module held annually at Malmö University (Sweden) with partner universities from several countries. Our study examines the results of intra- and interpersonal dynamics among participants and lecturers, which we call "productive tension", in relation to overarching questions about knowledge acquisition and the importance of reflexivity and reflectivity in the learning process. Students and faculty create a "community of practice" (CoP) (Lave & Wenger 1991) that benefits from a continuous interactive environment and direct engagement. Our study uses a mixed method approach. The analysis considers qualitative data from interviews with the participating students and quantitative data from questionnaires. In this article, we focus on the productive tension inherent in the reflective and reflexive processes. Reflective and reflexive processes are identified that influence the students' experience of cross-border cooperation and their professional identity. Our study also demonstrates how the knowledge about "Social Work" as a profession can be broadened through international comparative teaching and learning. The main conclusion of this work is that reflective and reflexive learning processes in social work education enable participants to see and understand themselves from a broader perspective and strengthen their own professional identity.
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Kostoulas-Makrakis, Nelly. "Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education." Journal of Teacher Education for Sustainability 12, no. 2 (January 1, 2010): 17–26. http://dx.doi.org/10.2478/v10099-009-0051-0.
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Developing and Applying a Critical and Transformative Model to Address ESD in Teacher EducationA reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.
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Chadwick, Adrian. "Post-processualism, professionalization and archaeological methodologies. Towards reflective and radical practice." Archaeological Dialogues 10, no. 1 (October 2003): 97–117. http://dx.doi.org/10.1017/s1380203803001107.
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In recent years the gap between archaeological theory and practice has been closing, but although there have been calls for ‘reflexivity’, there has been little critical examination of its meanings. Proposed reflexive methodologies still perpetuate many traditional hierarchies of power, and fail to consider the creative nature of excavation and post-excavation. Much archaeological work in Britain, Europe and North America also takes place within the commercial sphere, and post-processual ideas cannot advance archaeological practice unless they can be implemented in contract archaeology. This paper examines theoretical considerations of reflexivity, representation, subjectivity and sensual engagement to highlight their relevance to everyday archaeological practice, and their political potential to undermine existing hierarchies of power within commercial archaeology.
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Mann, Steve. "The language teacher's development." Language Teaching 38, no. 3 (July 2005): 103–18. http://dx.doi.org/10.1017/s0261444805002867.
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This paper provides a commentary on recent contributions to the subject of teacher development and growth, focusing particularly on our understanding of some of the processes and tools that have been identified as instrumental and supportive in teacher development. Implicit in the notions of ‘reflective practice’, ‘exploratory teaching’, and ‘practitioner inquiry’ is the view that teachers develop by studying their own practice, collecting data and using reflective processes as the basis for evaluation and change. Such processes have a reflexive relationship with the construction of teacher knowledge and beliefs. Collaborative and co-operative processes can help sustain individual reflection and development.
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Keevers, Lynne, and Lesley Treleaven. "Organizing practices of reflection: A practice-based study." Management Learning 42, no. 5 (March 31, 2011): 505–20. http://dx.doi.org/10.1177/1350507610391592.
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This article extends debates of how organizing practices of reflexivity and collective mindfulness are encouraged and sustained for learning, critique and change. We present, in a practice-based study, a fourfold framework of anticipatory, deliberative, organizing and critically reflexive practices. Our empirical study illustrates how these multiple forms of reflexive practice can support and co-shape one another so that knowing what to do next emerges in the midst of practice. Our analysis demonstrates the value of going beyond the optical metaphor of reflection to that of critical reflexivity and the metaphor of diffraction. This approach extends understandings of reflective practice in ways that foreground entanglement, co-production and the relational qualities of practice. Diffraction encourages managers and practitioners to not only reflect on what has been done but to also map the effects of their practices and interventions. This orientation assists them to notice the impact of their actions and better understand the complexities of organized reflection-in-action.
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Smith, Jan. "Sailing through social LA GRRAACCEESS: tool for deconstructing and facilitating reflective and reflexive practice." Reflective Practice 17, no. 5 (May 30, 2016): 570–82. http://dx.doi.org/10.1080/14623943.2016.1184634.
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Johns,, Christopher. "Easing Into the Light." International Journal of Human Caring 7, no. 1 (February 2003): 49–55. http://dx.doi.org/10.20467/1091-5710.7.1.49.
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Reflection offers the practitioner the opportunity to access and learn through experience. It taps personal knowing and reveals the intuitive basis for practice. Reflection can also be a research process of self-inquiry and transformation whereby reflective accounts are carefully interpreted as hermeneutic text and written as a reflexive narrative. Narrative is always left open for further interpretation in light of the reader’s own practice perspectives. This paper presents a particular experience taken from a 2-year narrative, illuminating the craft of reflective writing and narrative construction. The text reveals the way I use concepts in taken-for-granted ways, and make assumptions in efforts to make sense of the world. Finally, the emancipatory intent of narrative is considered.
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Gómez, Gloria Margarita Ruiz, Manuel Antonio López Cisneros, Juan Yovani Telumbre Terrero, Alma Delia Sánchez Rivero, and Karen Doribel López Hernández. "El Pensamiento Crítico y Reflexivo desde la Percepción de los Estudiantes de la Licenciatura en Enfermería." European Scientific Journal, ESJ 14, no. 27 (September 30, 2018): 102. http://dx.doi.org/10.19044/esj.2018.v14n27p102.
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The nursing profession has gone through a process of professionalization in the last decades, which allows to recognize that Nursing emerged as a social activity that has been institutionalized, both in its training and in its work practice, affirming itself as a science, profession, discipline and art. Nursing professionals must generate, promote and apply reflective and critical thinking in their actions, professional, ethical, humanistic and technological (Cardenas, 2015). The objective of this study is to describe the reflexive and critical thinking of the students of the Degree in Nursing of the Faculty of Health Sciences. This is a qualitative study, carried out with 5 students of the faculty of health sciences, we used a representative sample of students who are attending the 2nd, 4th and 8th semester of Nursing Degree. Data were collected through a semi-structured interview (Face to Face). Results: From the constant comparison of data analysis emerged the subcategories 1) critical thinking; 2) reflective thinking; 3) decision making; 4) reflective practice. Conclusions: The results of this study achieved the objective of describing reflective thinking and critical thinking in students of the Nursing Degree in the Faculty of Health Sciences. We identified the empirical categories of the study phenomenon that represents the result attributed to the perception of Critical and Reflective thinking. This resulted in four interrelated sub-categories, reflective thinking, critical thinking, decision-making and reflective practice.
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Door, Victoria. "Postural Configuration as a Missing Element in Reflective Epistemology." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 139–42. http://dx.doi.org/10.1017/s2049125500001023.
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Kinsella's metaphor of embodied reflection is extended into the context of performance pedagogy by exploring the implications of the work of F. M. Alexander in Dewey's notion of reflective thinking and the influence of Dewey's work on later thought on reflective practice. The perspective is that an experiential form of knowing underlies Deweyan reflection, which, if integrated into performance and its pedagogy, results in a different kind of qualitative value of both. Such integration could add to the concept of a critical and reflexive pedagogy, which “reflects the complexities of the interactions between teaching and learning.”
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LESSA, BRUNO DE SOUZA, FERNANDO DIAS LOPES, and CÉLIA ELIZABETE CAREGNATO. "A reflexividade como elemento de mediação - O caso de Francisco Milanez." Cadernos EBAPE.BR 19, no. 1 (March 2021): 152–64. http://dx.doi.org/10.1590/1679-395120200027.
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Abstract This article aimed to discuss how Pierre Bourdieu’s concept of reflexivity was conceived, and how it influenced and was developed by Bernard Lahire’s in his sociology. To operationalize the way the concept is articulated, but emphasizing its development by Lahire, this paper presents as an empirical case how reflexivity was engendered in José Francisco Bernardes Milanez’ biographical trajectory, a historical environmental activist from the Brazilian state of Rio Grande do Sul. The central argument we defend is that the Bourdieusian-inspired concept of reflexivity has a certain objectivist and structuralist weight, which gives a secondary role to individuals’ reflection capacity and agency. Despite this weight, reflexivity acts as a mediator between structures and their individual agency within actors’ social lives. In this sense, reflexive capacities can be better understood and analyzed by considering the ways individuals connect their daily practices, dialectically and concomitantly, with reflexive processes. This article emphasizes that sociological analyses at the individual level can be potentially more substantive if they consider structure, agency, and reflexivity in an integrated way. Finally, we argue that the conceptual and argumentative association of elements from the two authors helps to avoid false antinomies.
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LESSA, BRUNO DE SOUZA, FERNANDO DIAS LOPES, and CÉLIA ELIZABETE CAREGNATO. "Reflexivity as a mediating element - The case of Francisco Milanez." Cadernos EBAPE.BR 19, no. 1 (March 2021): 152–64. http://dx.doi.org/10.1590/1679-395120200027x.
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Abstract This article aimed to discuss how Pierre Bourdieu’s concept of reflexivity was conceived, and how it influenced and was developed by Bernard Lahire’s in his sociology. To operationalize the way the concept is articulated, but emphasizing its development by Lahire, this paper presents as an empirical case how reflexivity was engendered in José Francisco Bernardes Milanez’ biographical trajectory, a historical environmental activist from the Brazilian state of Rio Grande do Sul. The central argument we defend is that the Bourdieusian-inspired concept of reflexivity has a certain objectivist and structuralist weight, which gives a secondary role to individuals’ reflection capacity and agency. Despite this weight, reflexivity acts as a mediator between structures and their individual agency within actors’ social lives. In this sense, reflexive capacities can be better understood and analyzed by considering the ways individuals connect their daily practices, dialectically and concomitantly, with reflexive processes. This article emphasizes that sociological analyses at the individual level can be potentially more substantive if they consider structure, agency, and reflexivity in an integrated way. Finally, we argue that the conceptual and argumentative association of elements from the two authors helps to avoid false antinomies.
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Skilbeck, Ruth. "Arts journalism and exiled writers: a case study of fugal, reflexive practice." Pacific Journalism Review : Te Koakoa 15, no. 2 (October 1, 2009): 132–51. http://dx.doi.org/10.24135/pjr.v15i2.988.
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Arts journalism and reflective practice intersect in a new field of ‘journalism as research’ (Bacon 2006). This article takes an innovative approach informed by the multimodal, musical and psychogenic fugue to discuss a case study of arts journalism reflexive practice. The journalistic research topic is the impact of the traumatic journey of exiled writers on their creative writing, the empathetic effects of trauma and courage on their advocates and the impacts of researching trauma on the researcher. The journalistic, interview-based articles discussed in the case study are on exiled writers in Australia, Iranian poet-musician Mohsen Soltany Zand and Ivory Coast political journalist Cheikh Kone. In reflecting on processes of writing of the stories, the author begins to outline the foundations of an innovative, critical fugal methodology of reflexive practice for modes and pieces of arts journalism.
Image: Exiled Iranian poet-musician Mohsen Soltany Zand giving a reading at Bar Me, Kings Cross, Sydney, September 2007. Photo: Ruth Skilbeck
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Cucchi, Angie. "Learning to stay still: reflective practice in the context of supervision—integrating the personal and the professional." Journal of Psychological Therapies 5, no. 1 (March 23, 2020): 1–6. http://dx.doi.org/10.33212/jpt.v5n1.2020.1.
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Clinical supervision plays a crucial role for professional development and is mandatory for trainees and qualified psychologists and psychotherapists alike. Its function and style can vary significantly and range from case management to the depth of reflexive supervision characteristic of counselling psychology and psychotherapy. While the literature has thoroughly described the purpose and the characteristics of helpful and unhelpful supervision, the relationship between the personal and the professional elements of supervision is largely ignored. Trainees often embark on their professional journey with an unclear and, at times, fearful sense of integrating the clinical and the personal. Yet, the two cannot be separated. This article aims to reflect on a personal journey in supervision and to bridge the gap between the professional and the personal. The reader can expect a very personal style of writing as I recount some episodes of my own learning and transformation, and I use the theory to make sense of that journey. Given that it’s in the intersection between the different selves that transformational learning is created, the profession ought to encourage and foster more transparent, reflexive dialogues.
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Everington, Shanta. "Through the looking glass: Biographical writing as self-reflection." Journal of Writing in Creative Practice 12, no. 1-2 (April 1, 2019): 29–43. http://dx.doi.org/10.1386/jwcp.12.1-2.29_1.
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Combining creative writing excerpts from my Ph.D. work-in-progress, ‘The Other Mothers: Exploring adoption, surrogacy and egg donation through life writing’, with reflective commentary, this article will discuss the ways in which writing the lives of others can serve as a process of self-reflection. Inspired by my personal experience as a biological and adoptive mother, my Ph.D. project involves creative practice as research, alongside critical approaches, to culminate in the production of a multi-subject biographical narrative of women who have become mothers through adoption, surrogacy and egg donation, and their silent partners – birth mothers, surrogates and egg donors – whose stories remain largely untold.
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Soennichsen, Susan, and Mandy Morgan. "Feeling stories: A Bakhtinian reading of metaphor in the practice of reflexive narrative analysis." Theory & Psychology 27, no. 6 (October 24, 2017): 815–31. http://dx.doi.org/10.1177/0959354317735914.
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This paper aims to contribute to the critical psychological literature on a narrative psychological approach to emotion, particularly with regard to the ways in which critically reflective and metaphorically rich writing enhances our theoretical conceptualization of culturally constituted emotional experiences. We engage the concepts of sjuzet and fabula, initially introduced to the study of literature by the Russian formalists, and later extended by Mikhail Bakhtin, to consider how political dimensions of literary practices in cultural context strengthen reflexive narrative analysis. To illustrate our arguments, we provide analysis of passages from an article by Theodore Sarbin, working with an interpretation of sjuzet and fabula from a Bakhtinian theoretical perspective.
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Womack, Shawn. "Writing on the Divide: The Theorizing Choreographer." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 22–29. http://dx.doi.org/10.1017/s2049125500000868.
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This article makes the case for a less-traveled move across the choreographer-scholar divide—the theorizing choreographer over against the scholar as “performing theorist.” Performative writing exercises exemplify an embodied writing practice in which choreographic process is conjoined with critical theory to write back into one's dance as a reflective and reflexive practice. How might choreographic process infiltrate academic writing methods with its inscriptive bones, interpretive muscle, and theoretical backbone? The premise is that bodily action and choreographic knowledge enlivens the writing process and critical inquiry revitalizes the dance.
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Kolysheva, Tatyana A., and Tatyana I. Blaginina. "Professional and Personal Reflexion of a Teacher-Musician: An Operational Component." Musical Art and Education 8, no. 3 (2020): 82–102. http://dx.doi.org/10.31862//2309-1428-2020-8-3-82-102.
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The article deals with the specificity of professional reflection of the future music teacher in the light of the development of the ideas by E. B. Abdullin. The accumulation of one’s own experience of entering the world of music, the art of teaching, its comprehension and analysis allow a thoughtful student to look at the process of musical education through the eyes of students, their parents, that is, to take the reflective position of a teacher-researcher. The search for ways and means of solving professionally significant tasks requires a music teacher to think reflectively, understand the actions of his students and colleagues, and penetrate their feelings and thoughts. The importance of reflection in solving problem situations, pedagogical tasks, in mastering critical thinking by a future music teacher is substantiated. The conceptual foundations for professional reflection development of a future teacher-musician have been worked out, the structure of reflective analysis and the conditions for the effectiveness of its development by students have been revealed. The techniques and methods of preparing future bachelors and masters of music education for professional reflection in the process of studying at a university, during school practice, in various types of independent, research work of students are considered. The authors have adapted special reflexive techniques (artistic-pedagogical tasks, search games, storytelling, reflective life story, musical reflection, reflective analysis, interviews, pedagogical essays, creative portfolio). The article analyzes the experience of Dutch specialists, the author’s methods of foreign researchers (ALACT – model, “Wall”, “Arrows”, “Visiting card”, a system of reflective questions, etc.). Adapted for use by students in music lessons in the course of pedagogical practice, they become effective means for introspection, self-assessment of the activities of future bachelors / masters of music education. Based on the material of autobiographies and interviews of great musicians-performers, actual problems of music education, ways of spiritually reflexive entry into the world of art and artistic creation are analyzed.
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McHugh, Patricia, and Christine Domegan. "Evaluate development! Develop evaluation! Answering the call for a reflexive turn in social marketing." Journal of Social Marketing 7, no. 2 (April 10, 2017): 135–55. http://dx.doi.org/10.1108/jsocm-10-2016-0063.
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Purpose For social marketers to become effective change agents, evaluation is important. This paper aims to expand existing evaluation work to empirically respond to Gordon and Gurrieri’s request for a reflexive turn in social marketing using reflexive process evaluations: measuring more than “what” worked well, but also evaluating “how” and “why” success or indeed failure happened. Design/methodology/approach An online survey, adapting Dillman’s tailored design method empirically assesses 13 reflexive process hypotheses. With a response rate of 74 per cent, regression analysis was conducted to evaluate the proposed hypotheses and to identify the significant predictors of each of the reflexive process relationships under investigation. Findings The study empirically examines and shows support for three reflexive process evaluation constructs – relationships, knowledge and networking. Network involvement and reciprocity; two process dimension constructs do not exert any impact or predict any relationship in the conceptual framework. Originality/value This paper expands evaluation theory and practice by offering a conceptual framework for reflexive process evaluation that supports the logic to be reflexive. It shows support for three reflective process evaluation constructs – relationships, knowledge and networks. Another unique element featured in this study is the empirical assessment of Gordon and Gurrieri’s “other stakeholders”, extending evaluations beyond a traditional client focus to an interconnected assessment of researchers, clients and other stakeholders.
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Mason, Bonita. "FRONTLINE: Journalism practice and critical reflexivity: A death in custody interview." Pacific Journalism Review 20, no. 1 (May 31, 2014): 158. http://dx.doi.org/10.24135/pjr.v20i1.192.
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Critical reflexivity is a relatively recent strand in journalism studies. It has its advocates, but there are few models. This article offers one possible model, of one moment of practice: an interview with the mother-in-law of an Australian Indigenous woman who died an avoidable death in prison. The critically reflexive approach taken in this research accommodates the individual, social, objective and subjective elements in a practice, and uses the tools provided by Pierre Bourdieu’s theory of practice and Donald Schön’s work on reflective practice and the reflective practitioner. Together, these approaches provide different but complementary conceptual, analytical, practice-based and narrative tools for making journalism practice, and journalists in the practice, an object of study. Critical reflexivity, by adding an inside perspective, is a valid method by which to add to the range of journalism studies that examine journalism from the outside. Such research allows for an inter-weaving of context, self, relationships, others, theory, history, facts, values and experiences, expanding and enriching our understanding of journalism practice and its place in society.Caption: Figure 1: 'The girl in Cell 4' article opening page of HQ, March/April 1997.
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Muñoz-Proto, Carolina, Alejandro Ancapichún-Hernández, and René Squella-Soto. "El proceso de diseño de un estudio narrativo sobre no-violencia centrado en la escucha. Desafíos éticos, socio-históricos y metodológicos del trabajo con relatos de lucha social en Chile." Empiria. Revista de metodología de ciencias sociales, no. 45 (January 15, 2020): 143. http://dx.doi.org/10.5944/empiria.45.2020.26307.
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El giro de las ciencias sociales hacia lo narrativo ha permitido abordar la experiencia humana en su dimensión socio-histórica y psicosocial a través del estudio de relatos biográficos, relatos breves de experiencia, y otras formas de narración (Bernasconi, 2011; Capella, 2013; Chase, 2015; Cornejo, Mendoza y Rojas, 2008; Daiute y Lightfoot, 2004; Doucet y Mauthner, 2008; Josselson y Lieblich, 1993). A la luz de estos avances, presentamos aquí el proceso de diseño teórico-metodológico de un estudio sobre no-violencia y activismo ciudadano que se centró en las historias de vida de activistas de la tercera edad quienes participaron de la izquierda armada chilena en su juventud. A través de la discusión del proceso de diseño del estudio en cuestión, el artículo aborda los desafíos éticos, relacionales y técnicos que enfrentamos cuando optamos por una práctica investigativa centrada en la recopilación y análisis de relatos de lucha social en un contexto de posconflicto. El diseño resultante combina técnicas reconocidas dentro del enfoque biográfico con una adaptación original de la Guía de Escucha, una técnica feminista desarrollada en la década de 1980 (Gilligan, Spencer, Weinberg y Bertsch, 2003), aún sin gran desarrollo en contextos hispanos. Discutimos dos aspectos de la Guía de Escucha y su aplicación al estudio: la concepción dinámica y relacional de la subjetividad narrada y la práctica de una forma de escucha activa, recursiva y reflexiva orientada por preguntas. Tras describir los antecedentes y objetivos del estudio en cuestión, discutimos en profundidad los desafíos del proyecto en sus dimensiones éticas, relacionales y técnicas. Se presentan luego los marcos teórico-metodológicos con los que se ha enfrentado dichos desafíos, dando paso a la descripción detallada del diseño resultante y sus diversos momentos del proceso de producción y análisis de relatos. Discutimos también las condiciones ideales para la implementación de dicho diseño. En su conjunto, el artículo contribuye al desarrollo de la investigación narrativa y al diálogo sobre los desafíos metodológicos que caracterizan los estudios narrativos realizados en contextos de posconflicto y basados en la práctica de la escucha.The narrative turn in the social sciences has allowed for the exploration of human experience in its socio-historical and psychosocial dimensions through the study of life stories, brief accounts of experience, and other forms of narration (Bernasconi, 2011; Capella, 2013; Chase, 2015; Cornejo, Mendoza y Rojas, 2008; Daiute y Lightfoot, 2004; Doucet y Mauthner, 2008; Josselson y Lieblich, 1993). In light of these developments, we present the process of designing a study of nonviolence and grassroots activism which was centered on the life stories of senior activists who, in their youth, took part in the armed movements of the chilean left. Through a discussion of the process of design of said study the article addresses the ethical, relational and technical challenges scholars face when choosing a research practice based on the gathering and analysis of stories of social struggle in post-conflict settings. The resulting design combines well-established techniques from biographical studies with an original adaptation of the Listening Guide, a feminist technique developed in the decade of the 1980s (Gilligan, Spencer, Weinberg y Bertsch, 2003), yet without much development in Hispanic contexts. We discuss two aspects of the Listening Guide and their application to the study: A dynamic and relational understanding of narrated subjectivities and the practice of a form of active, recursive and reflective listening that is guided by questions. After describing the background and objectives of the study, we discuss its ethical, relational and technical challenges in detail. We then present the theoretical and methodological frameworks with which we have addressed said challenges, setting the stage for a detailed description of the various moments of production and analysis of life stories that make up the resulting design. We discuss, as well, the ideal conditions for the implementation of said design. In this way, the article contributes to the development of narrative research and to current dialogue regarding the methodological challenges that arise in narrative studies that are carried out in post-conflict settings and that are centered on the practice of listening.
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Priore, Alessandra. "The emotional component of teaching. A reflective training experience with teachers." EDUCATION SCIENCES AND SOCIETY, no. 2 (November 2020): 254–67. http://dx.doi.org/10.3280/ess2-2020oa9458.
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The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use
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Blair, Sheena E. E., and Linda J. Robertson. "Hard Complexities – Soft Complexities: An Exploration of Philosophical Positions Related to Evidence in Occupational Therapy." British Journal of Occupational Therapy 68, no. 6 (June 2005): 269–76. http://dx.doi.org/10.1177/030802260506800605.
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The practice of occupational therapy rests upon the ontological assumption that there is a relationship between engagement in occupation and health. Different traditions of knowing about and investigating this relationship are evident within the literature. The professional link with biomedicine has led to an adherence to positivistic methodologies but, as the profession has begun to generate discipline-specific knowledge, inquiry approaches consistent with interpretative and critical theory have become evident. This paper explores the nature of inquiry underpinning current practice. It suggests that contemporary developments have been a reaction to a climate of uncertainty, generated by rapid political, fiscal, technological and ideological change in the delivery of health and social care in the last four decades. From these rapid changes, different views of ‘best practice’ have developed: evidence-based, reflective and reflexive practice, each with its own source of knowledge and method of inquiry. It is postulated that each of these views has implications for education, practice and research.
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Karpińska-Musiał, Beata, and Izabela Orchowska. "ŚWIADOMOŚĆ PRZEDMIOTOWA I EPISTEMOLOGICZNA NAUCZYCIELA – REFLEKSYJNEGO PRAKTYKA Z PERSPEKTYWY POLSKIEJ GLOTTODYDAKTYKI." Neofilolog 1, no. 43/1 (September 4, 2019): 25–38. http://dx.doi.org/10.14746/n.2014.43.1.3.
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The following article concerns the issue of educating foreign language teachers to be reflective practitioners in the Polish academic context. A starting point for our discussion is the assumption that the process of academic FL teacher education should be directed at developing the student teacher’s disciplinary and epistemological awareness. The first part of the article is devoted to the concept of glottodidactics as a research area in Poland and to the evaluation of the usefulness of theories from the field of pedeutology for the formulation of a progressive model of teacher education. Next, we define the concepts of disciplinary and epistemological awareness of FL teachers, and confront them with the notion of reflective practice (Schön, 1983) and the paradigm of reflexive modernity (Beck, Giddens and Lash, 2009). Finally, we propose a preliminary model for developing both types of awareness in tertiary education, based on specific transpositions of glottodidactic knowledge into the skills needed in the field.
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Dune, Tinashe, Kylie Crnek-Georgeson, John Bidewell, Rubab Firdaus, James Rufus John, and Amit Arora. "Undergraduate health science students' development of reflective practice on communication skills via e-Portfolios." Journal of University Teaching and Learning Practice 15, no. 3 (July 1, 2018): 66–84. http://dx.doi.org/10.53761/1.15.3.5.
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Background: Whilst e-Portfolios have been used in a variety of learning contexts, disciplines and academic levels, its effectiveness amongst tertiary health science students in Australia has yet to be explored. Investigating students’ development of reflexivity through an individually assessed e-Portfolio will produce more information about how best to teach and assess these skills in line with key professional competencies. Aim: This project aimed to evaluate students’ development of reflexivity by engaging in an individually assessed e-Portfolio within a large, interprofessional, first year health science unit on Communication in Health. Methods: Using an adapted version of Groningen’s Reflection Ability Scale (GRAS) students were surveyed before beginning and after completing their e-Portfolios. Participating students’ concluding summaries on their development of reflexivity were extracted from their e-Portfolios for qualitative analysis. Results: 289 students completed both the pre- and post-survey. The e-Portfolio enhanced reflexivity for 54% of students, 38% perceived that their reflexivity had decreased and 8% had no change between their pre and post scores. Qualitatively the students found the process of developing reflexivity to be positively challenging. They cited reflection on communication skills, using contemporary media, interprofessional reflection and cultural responsiveness as key elements learnt through the reflective process of the ePortfolio. Conclusion: A nuanced approach to interpreting the results is important as even those who seem to have become less reflexive may have realised that they were less so after engaging in reflective practice. With the right resources, technology and support the findings attest to the value and merit of e-Portfolios in developing reflexivity amongst tertiary interprofessional health science students.
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Myrick, Florence, Florence Luhanga, Diane Billay, Vicki Foley, and Olive Yonge. "Putting the Evidence into Preceptor Preparation." Nursing Research and Practice 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/948593.
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The term evidence-based practice refers to the utilization of knowledge derived from research. Nursing practice, however, is not limited to clinical practice but also encompasses nursing education. It is, therefore, equally important that teaching preparation is derived from evidence also. The purpose of this study was to examine whether an evidence-based approach to preceptor preparation influenced preceptors in a assuming that role. A qualitative method using semistructured interviews was used to collect data. A total of 29 preceptors were interviewed. Constant comparative analysis facilitated examination of the data. Findings indicate that preceptors were afforded an opportunity to participate in a preparatory process that was engaging, enriching, and critically reflective/reflexive. This study has generated empirical evidence that can (a) contribute substantively to effective preceptor preparation, (b) promote best teaching practices in the clinical setting, and (c) enhance the preceptorship experience for nursing students.
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Lamb, Penny, and David Aldous. "Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education." International Journal for Lesson and Learning Studies 5, no. 2 (April 11, 2016): 99–115. http://dx.doi.org/10.1108/ijlls-11-2015-0040.
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Purpose – A priority for initial teacher education (ITE) is the development of reflection by pre-service teachers (PSTs) in preparation for transition towards qualified teacher status. Whilst much literature exists on the practice of reflection, little attention has been placed on under-standing and developing the processes that inform this practice. Drawing upon the concepts of strong structuration theory (SST), the purpose of this paper is to draw attention to the role Lesson Study can play in developing PSTs’ processes of reflexivity whilst enhancing their reflective practice. Design/methodology/approach – Participants were two cohorts of Secondary Physical Education PSTs (n=40), completing a Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PST dyads engaged in cycles of Lesson Study. Data obtained through group discussion boards, questionnaires, group and individual interviews, were subjected to inductive analysis, comparing key patterns to locate themes. Findings – Drawing upon illustrations collated when exploring the enhancement of their reflective practice, the findings illustrate how PSTs (agents-in-focus) were able to pre-reflectively and critically draw upon embodied dispositions and practices to engage with the external structural elements of their training programme. Such interactions enabled them to demonstrate enhanced forms of active agency and knowledge, developing practices beyond traditional support structures of the training programme. Originality/value – In drawing upon these illustrations, this paper explores how the application of SST further enhances understanding of the underlying reflexive processes that shape PST’s interaction with the structures of ITE. Furthermore, it draws attention to the part Lesson Study can play in developing creative, confident and reflective pedagogy by PSTs. In doing so this paper contributes to the growing body of literature that illuminates how Lesson Study may enhance the experiences and professional development of PSTs.
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Mazzoli Smith, Laura. "Diversifying the discourse of progression to higher education: Digital storytelling methodology in widening participation practice." Widening Participation and Lifelong Learning 22, no. 1 (April 1, 2020): 79–94. http://dx.doi.org/10.5456/wpll.22.1.79.
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This paper commences from a critique of the generalised discourse of individualistic capacities in widening participation to higher education. It examines the potential of digital stories to diversify understandings of progression to higher education as a reflexive learning process for participants and institutions alike, by considering one cohort of students participating in a digital storytelling award at a university in the North of England. The concepts of narrative imagination, narrative learning and reflective referentiality are utilised to advance a theoretically informed argument for the potential of this methodology, given the position set out in the paper that the impact of digital stories such as these is unlikely to be transparent or easily measurable in the positivist language of much widening participation practice. The digital storytelling methodology invites a more nuanced consideration of student voice than usually pertains in widening participation, with potential to diversify a reductive discourse of under-represented groups.
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Mason, Katy. "Market sensing and situated dialogic action research (with a video camera)." Management Learning 43, no. 4 (May 16, 2012): 405–25. http://dx.doi.org/10.1177/1350507612442047.
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This paper explores the practice of market sensing through situated dialogic action research. The paper discusses collaborative encounters with a manager who kept a video diary of his work. Through the analysis of five ‘generative moments’ that emerged from the market sensing dialogue between researching-practitioner and practising-researcher, four distinct bundles of market sensing practices are identified; sensing, sense making, framing and reflecting. Dialogue is found to be central to the entanglement and disentanglement of market sensing practices and emergent market frames. Dialogue allows the identification and exploration of tensions and conflict in existing and competing market frames. This in turn generates new and innovative ways of framing markets for future action. Thus, situated dialogic market sensing emerges as an effective way of unearthing and exploring competing market frames and as a mentoring, reflective and reflexive part of market sensing practice.
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Burawoy, Michael. "The Extended Case Method." Sociological Theory 16, no. 1 (March 1998): 4–33. http://dx.doi.org/10.1111/0735-2751.00040.
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In this article I elaborate and codify the extended case method, which deploys participant observation to locate everyday life in its extralocal and historical context. The extended case method emulates a reflexive model of science that takes as its premise the intersubjectivity of scientist and subject of study. Reflexive science valorizes intervention, process, structuration, and theory reconstruction. It is the Siamese twin of positive science that proscribes reactivity, but upholds reliability, replicability, and representativeness. Positive science, exemplified by survey research, works on the principle of the separation between scientists and the subjects they examine. Positive science is limited by “context effects” (interview, respondent, field, and situational effects) while reflexive science is limited by “power effects” (domination, silencing, objectification, and normalization). The article concludes by considering the implications of having two models of science rather than one, both of which are necessarily flawed. Throughout I use a study of postcolonialism to illustrate both the virtues and the shortcomings of the extended case method. Methodology can only bring us reflective understanding of the means which have demonstrated their value in practice by raising them to the level of explicit consciousness; it is no more the precondition of fruitful intellectual work than the knowledge of anatomy is the precondition of“correct” walking. Max Weber— The Methodology of the Social Sciences
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Tumynaitė, Laura. "PHYSICAL EDUCATION TEACHER AS A REFLECTIVE PRACTITIONER STUDYING AT A SPORTS UNIVERSITY." Laisvalaikio tyrimai 2, no. 10 (2017): 1–8. http://dx.doi.org/10.33607/elt.v2i10.243.
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Research background.With the rapid advancement and changes in students’ generation, the societyneeds improvements in the process of the preparing physical education teachers. The process of the preparationrequires the development of a practically, individually, creatively,critically minded physical education teachercapable of active and independent problem solving in practice. The article focuses on the process of preparationand improvement of the curriculum for physical education teachers in Lithuania. The aim of the article is toupdate and compare a new European dimension–a reflective teaching model that encourages the analysis ofpast activities and the construction of new activities.The aim of the researchwasto reveal theoretical assumptions about the application of the reflectivemodel in the training of physical education teachers atasports university.Conclusionsandperspectives:It is important to reform the academic and practical content of studiesby creating reflexive physical education teacher training, creating conditions for the reflection of personal andprofessional identity, developing and integrating reflective model approaches into the content of studies,developing teacher competencies, developing reflective analysis and cooperation and interaction with studentsin the areas of knowledge, skills and valuables. The reflective model in vocational training of specialists in thework of physical educationteacherscreates conditions for the development of changes and the search foralternative ways to attract students to enjoy physical activity and fulfill the goal of physical education–to bephysically active not only within the school, but also outside it. This goal is developed at a universitywhereuniversality is particularly emphasized.The argument for the purpose of physicaleducationis part of the research as a training tool for thetraining of physical education teachers. A combination of practicalwork and research is necessaryas it givesthe educators the opportunity to learn themselves to understand their knowledge and maintain opinions.Itwould also help improve the sometimes extremely good status of the teacher of physical education and enhancethe knowledge of the work of a physical education teacher in the practice of professional work.
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Soh, Shawn Leng-Hsien, Judith Lane, and Chee-Wee Tan. "Researcher as instrument: a critical reflection using nominal group technique for content development of a new patient-reported outcome measure." International Practice Development Journal 10, no. 2 (November 18, 2020): 1–9. http://dx.doi.org/10.19043/ipdj.102.010.
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Background: This article presents a critical reflection on the application of the ‘researcher as instrument’ concept within a study employing the nominal group technique. Twelve community-dwelling older adults were recruited to generate a list of items for a new patient-reported outcome measure on perceived ability to recover balance. The ontological position and epistemological stance of the first author are presented to provide a philosophical context of his lens and biases of his reflection. Aim: The article aims to share reflective insights into the process of taking the role of researcher as instrument, to highlight the concept’s strengths and limitations for other researchers and demonstrate how it is applied from the perspectives of a physiotherapist conducting person-centred research with older clients. Conclusions: Essential practice skills such as reflectivity and reflexivity are necessary for a researcher as an instrument to build a trusting relationship with participants in person-centred research. Novice researchers should explore their philosophical orientation to develop their research methodology and methods. Implications for practice: Researcher as instrument can be applied to conduct the nominal group technique In person-centred research, researchers need to critically reflect on their roles to build trust with participants during the planning and delivery of their methods, being reflective and reflexive Consideration of one’s ontological and epistemological position allows growth in research learning
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Ali, Gulnar, and Nasreen Lalani. "Approaching Spiritual and Existential Care Needs in Health Education: Applying SOPHIE (Self-Exploration through Ontological, Phenomenological, and Humanistic, Ideological, and Existential Expressions), as Practice Methodology." Religions 11, no. 9 (September 3, 2020): 451. http://dx.doi.org/10.3390/rel11090451.
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Addressing existential and spiritual care needs, often remains a challenge in health education. Spirituality is a subjective human experience that shapes how individuals make meaning, construct knowledge, develop their own sense of reality, and bring personal and social transformation. To inspire health and social students at a London based University; learners were engaged into philosophical reasonings associated with the meaning to care. SOPHIE (Self-exploration through Ontological, Phenomenological and Humanistic, Ideological, and Existential expressions)—a reflective practice tool was applied during in-class activities from June 2019–2020. Using SOPHIE as a tool, students were encouraged to explore existential and ontological care aspects by engaging into transformative learning approaches. Participants identified their own existential and spiritual care needs by reflecting on their own meaning making process. SOPHIE enabled resilience and authenticity among learners as a reflexive discourse.
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Alexis-Martin, Becky. "Creating Object-Based Learning for the Anthropocene: A Critical Reflection." International Journal of Management and Applied Research 7, no. 3 (September 4, 2020): 215–23. http://dx.doi.org/10.18646/2056.73.20-015.
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The Anthropocene is the human age. Its undeniable significance has been ascribed across disciplines from geology, to cultural studies, to fine art. Through reflective analysis, this paper explores the role and significance of creative practice, the found object, and the use of object-based adventures in teaching the Anthropocene. It also considers the role of virtual object-based learning in a digital age through a “Gallery of Late Humanity”, through the reflexive lens of a lecturer who teaches both environmental sciences and cultural geography. These methods successfully encouraged learning across and beyond the disciplinary boundaries of geography and fine art, providing creative re-imaginings, visualisations and understandings of the Anthropocene. These approaches illustrate how the quotidian materialities of home can be reconfigured as a field site for the late Anthropocene.
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Evans, Alison, Gemma M. Griffith, Rebecca S. Crane, and Sophie A. Sansom. "Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision." Global Advances in Health and Medicine 10 (January 2021): 216495612198994. http://dx.doi.org/10.1177/2164956121989949.
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The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.
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Kharchenko, Tetiana, and Maryna Zvereva. "Western European researchers on the conditions of effective transformation of a teacher’s professional habitus during the seminars analyzing practices." Osvitolohiya, no. 7 (2018): 65–71. http://dx.doi.org/10.28925/2226-3012.2018.7.6571.
Full textAbstract:
The article deals with the notion of «habitus». It means a combination of codes and abilities obtained in an early age, the way an individual applies them under different conditions. It dwells upon the studies of Western European researchers of education theory and practice on the conditions of effective transformation of a teacher’s professional habitus. One of the conditions is the implementation of a global clinic approach understood as a permanent alteration of theory and practice in the teacher training process. They argue that theoretical knowledge accumulated beyond the context of actions is not possible to mobilize and is not mobilized to solve professional problems. There are five important issues of organizing the teacher clinic training suggested by the Western European researchers of theory and practice of education in the late 20th century. One of them is the organization of collective analysis seminars on practices within the professional educational training. According to the above mentioned researchers, participating in a group analyzing practices serves as an introduction to the personal reflective practice and stimulatesthe development and transformation of the personality of reflexive teacher-practitioner (in other words, the development and transformation of the teacher, possessing developed reflexive skills, directed onto self-analysis of his or her own professional actions, behavior style, internal state; this is the teacher who is able to make professional decisions and to act by himself or herself; this is the one who takes responsibility for his or her decisions and actions.) The article reveals the conditions when the collective analysis of practices can enhance changes in educational practices and behavior of a teacher. In their opinion, the teacher’s personality changes can be possible provided the analysis of the practices is relevant, accepted by a teacher and integrated by him or her into the professional activity.
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SMIRNOVA, Polina Viktorovna, and Yulia Aleksandrovna SEREBRENNIKOVA. "PROFESSIONAL TRAINING OF FUTURE SCHOOL TEACHERS FOR MANAGING YOUNGER SCHOOLCHILDREN’S RESEARCH AND PROJECT ACTIVITY." Tambov University Review. Series: Humanities, no. 176 (2018): 14–19. http://dx.doi.org/10.20310/1810-0201-2018-23-176-14-19.
Full textAbstract:
We present the experience of reflexive activity approach to the preparation of future teachers to work on the management of project and research activities of younger schoolchildren. The theoretical basis of the research conducted at the university school of the Moscow City University is revealed. The description of an empirical stage of research of process of acquisition by bachelor degree students of the important labor functions focused on development of cognitive interests and cognitive abilities of younger schoolchildren is stated. The described program includes several interrelated blocks: theoretical block of the course “Research and Project Activities of Schoolchildren”, training research abilities, independent research practice of students and monitoring research activities of students. The experiment showed a high level of readiness for the management of research and project activities of younger schoolchildren. In addition, the generalized reflective data obtained during the training of students of different courses. As a result, we discovered that the training of students in the framework of reflexive activity approach creates conditions for the formation of future teacher’s competencies, the most popular in the modern labor market, the so-called “future skills”: general research skills; critical thinking; communication skills; teamwork skills; creative approach; skills in situations of uncertainty and risk.