Academic literature on the topic 'Reflective Practice (RP)'
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Journal articles on the topic "Reflective Practice (RP)"
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Tovey, Tiffany L. S., and Gary J. Skolits. "Conceptualizing and Engaging in Reflective Practice: Experienced Evaluators’ Perspectives." American Journal of Evaluation 43, no. 1 (December 22, 2021): 5–25. http://dx.doi.org/10.1177/1098214020983926.
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The purpose of this study was to determine professional evaluators’ perceptions of reflective practice (RP) and the extent and manner in which they engage in RP behaviors. Nineteen evaluators with 10 or more years of experience in the evaluation field were interviewed to explore our understanding and practice of RP in evaluation. Findings suggest that RP is a process of self and contextual awareness, involving thinking and questioning, and individual and group meaning-making, focused on facilitating growth in the form of learning and improvement. The roles of individual and collaborative reflection as well as reflection in- and on-action are also discussed. Findings support a call for the further refinement of our understanding of RP in evaluation practice. Evaluators seeking to be better reflective practitioners should be competent in skills such as facilitation and interpersonal skills, as well as budget needed time for RP in evaluation accordingly.
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Mann, Steve, and Steve Walsh. "RP or ‘RIP’: A critical perspective on reflective practice." Applied Linguistics Review 4, no. 2 (October 25, 2013): 291–315. http://dx.doi.org/10.1515/applirev-2013-0013.
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AbstractThis paper provides a critical review of reflective practice (RP), drawing attention to particular problems with its representation, as well as proposing a more evidence-based and data-led approach to RP. Our central argument is that RP in the fields of applied linguistics, TESOL and education has achieved a status of orthodoxy without a corresponding data-led description of its value, processes and outcomes. Our concern is that RP is described in ways that are elusive, general, and vague and which may not be particularly helpful for practitioners. This is largely due to the lack of concrete, data-led and linguistic detail of RP in practice and to its institutional nature, lack of specificity, and reliance on written forms. It is also the case that, despite a small number of exceptions (e.g. Korthagen and Wubbels 1995; Walsh 2011), reflective practice is not operationalized in systematic ways.This paper argues that applied linguistics needs to champion a description of RP's processes and impact by drawing on data-led accounts of reflective practice across a range of contexts. Too many RP accounts rely on general summaries and so are neither critical, transparent, nor usable by other practitioners. A key aspect of developing a more critical approach is the need to move beyond rosy summaries of the outcomes of RP towards accounts of how RP gets done. Where possible we need to share examples of ‘reflection in action’ so that its nature and value can be better understood. We propose here that RP needs to be rebalanced, away from a reliance on written forms and taking more account of spoken, collaborative forms of reflection; in sum, we argue for a more dialogic, data-led and collaborative approach to reflective practice.
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Smith, Ronald A., Sharyn Andrews, Catherine Oliver, and Jane Chambers-Evans. "Putting reflective practice into action: A case study." Journal of Nursing Education and Practice 8, no. 10 (May 14, 2018): 36. http://dx.doi.org/10.5430/jnep.v8n10p36.
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The McGill University Health Centre Reflective Practice Program, which began in 2003, provides a theory and structure for reflection and is the basis of an ongoing professional development program for nurses in leadership positions. It is designed to improve their knowledge and skills, and to provide support to nurse leaders who are continually facing difficult interpersonal situations involving staff, patients, families and the interdisciplinary team. It is based on a well-developed theoretical framework, a theory-of-action approach to reflective practice (RP). This approach is described in some detail, together with the training program for RP facilitators. This RP program involves regular monthly small group meetings to discuss challenging interpersonal situations. To date, 37 facilitators have been trained and currently about 120 nurses are participating regularly in RP groups. To illustrate this approach a detailed example of a typical RP session is presented, together with some illustrative feedback data collected over several years. We conclude with recommendations for implementing this type of RP program and describe how our theoretical approach has spread beyond the nursing department and has been introduced to some students and faculty in the School of Nursing and to interprofessional staff in one of the clinical groupings.
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Unlu, Zuleyha, and Erkan Kulekci. "Reflective practice tools in ESL: Two retrospective evaluations." Applied Linguistics Review 11, no. 1 (March 26, 2020): 109–27. http://dx.doi.org/10.1515/applirev-2017-0075.
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AbstractThis article evaluates the use of reflective practice (RP) tools by focusing on the main critiques on RP. In the literature, RP has often been criticised for its design-related problems, RP’s being directed by problem identification purposes rather than empirical data, and RP practitioners’ loss of contact with their discourse communities due to the undue emphasis on practical knowledge. Therefore, this article suggests methodological and data triangulation of RP tools as well as highlighting the community of inquiry framework to overcome the aforementioned problems While doing this, the authors reflect on their own RPs, both of which were conducted at a refugee centre in Philadelphia, USA. In this examination, the critical role of reflective tools is highlighted.
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Zafeer, Hafiz Muhammad Ihsan, Yanping Li, and Samra Maqbool. "An Approach to Progress Learning Outcomes: International Graduate Students’ Engagement in Reflective Practice and Reflective Journal Writing during Pandemic." Sustainability 15, no. 3 (January 19, 2023): 1898. http://dx.doi.org/10.3390/su15031898.
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Reflective practice (RP) and reflective journal writing (RJW) are considered the most important ways to enhance students’ learning progress. During the pandemic, offline learning has replaced online learning to keep students safe and healthy. This research solely examined reflective practice during online learning, which is significant as online education is less effective and students carry the full study load. However, this study’s core purpose was to determine international graduate students’ perceptions regarding RP and RJW during online learning in the pandemic period. It also investigated whether student engagement in RP enhances their critical reflection and learning progress. The mixed-method (QUAN-QUAL) approach was utilized in this study. The sample consisted of 123 international graduate students who were enrolled in various disciplines and majors in China and at least attended two consecutive semesters (24 weeks) online. The survey questionnaire was based on 28 items to collect the quantitative data. The questionnaire was categorized into four variables: self-education, learning progress, critical reflection, and engagement. While semi-structured interviews were conducted with 5 participants for qualitative data collection, the quantitative results indicated that all of the statements received good ranks and could be used to study how reflective journals helped students improve their self-education, critical reflection, writing skills, learning progress, and engagement. In addition, the results revealed a statistically significant beneficial association between engagement, self-education, critical reflection, and learning progress. Qualitative findings corroborated the quantitative results that participation in RP and RJW boosted students’ critical thinking skills and facilitated their learning and development. Based on the results, this study concluded that RP or RJW enhance success ratios as well as critical reflection, which is effective not only in learning but also in professional and practical settings.
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Gishen, Faye, and Rima Chakrabarti. "Medical student perceptions of reflective practice in the undergraduate curriculum." MedEdPublish 12 (July 25, 2022): 53. http://dx.doi.org/10.12688/mep.19211.1.
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Introduction: Reflective practice (RP) forms a core component of medical professionalism but, despite its benefits, it remains largely undervalued among medical students. The aim of this study was to explore medical students’ attitudes and barriers to engagement with RP in the undergraduate programme at a UK based medical school. Methods: This was a qualitative study based on the methodology of phenomenology. All penultimate year medical students at University College London Medical School (n=361) were approached for this study and altogether thirteen participants were recruited, with data collected through two focus group discussions. Thematic analysis was used to generate the coding framework. Results: Five key themes emerged around student attitudes to RP, which were grouped into three domains: ‘value of RP’, ‘barriers to engagement’, and ‘strategies for enabling RP’. ‘Value of RP’ centred on the themes of humanising medicine and developing empathy, developing professionalism and RP as a tool for sense-making. ‘Barriers to engagement’ centred on the purpose and tokenism of RP and in the third domain, ‘strategies for enabling RP’, the theme of student agency in RP emerged strongly. Conclusion: Overall, the value of RP was not fully appreciated until students began their clinical placements. Potential strategies identified by participants for optimising engagement included student co-design and positioning RP within a broader pastoral role early in the undergraduate curriculum.
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Gishen, Faye, and Rima Chakrabarti. "Medical student perceptions of reflective practice in the undergraduate curriculum." MedEdPublish 12 (October 27, 2022): 53. http://dx.doi.org/10.12688/mep.19211.2.
Full textAbstract:
Introduction: Reflective practice (RP) forms a core component of medical professionalism but, despite its benefits, it remains largely undervalued among medical students. The aim of this study was to explore medical students’ attitudes and barriers to engagement with RP in the undergraduate programme at a UK based medical school. Methods: This was a qualitative study based on the methodology of phenomenology. All penultimate year medical students at University College London Medical School (n=361) were approached for this study and altogether thirteen participants were recruited, with data collected through two focus group discussions. Thematic analysis was used to generate the coding framework. Results: Five key themes emerged around student attitudes to RP, which were grouped into three domains: ‘value of RP’, ‘barriers to engagement’, and ‘strategies for enabling RP’. ‘Value of RP’ centred on the themes of humanising medicine and developing empathy, developing professionalism and RP as a tool for sense-making. ‘Barriers to engagement’ centred on the purpose and tokenism of RP and in the third domain, ‘strategies for enabling RP’, the theme of student agency in RP emerged strongly. Conclusion: Overall, the value of RP was not fully appreciated until students began their clinical placements. Potential strategies identified by participants for optimising engagement included student co-design and positioning RP within a broader pastoral role early in the undergraduate curriculum.
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Gishen, Faye, and Rima Chakrabarti. "Medical student perceptions of reflective practice in the undergraduate curriculum." MedEdPublish 12 (December 8, 2022): 53. http://dx.doi.org/10.12688/mep.19211.3.
Full textAbstract:
Introduction: Reflective practice (RP) forms a core component of medical professionalism but, despite its benefits, it remains largely undervalued among medical students. The aim of this study was to explore medical students’ attitudes and barriers to engagement with RP in the undergraduate programme at a UK based medical school. Methods: This was a qualitative study based on the methodology of phenomenology. All penultimate year medical students at University College London Medical School (n=361) were approached for this study and altogether thirteen participants were recruited, with data collected through two focus group discussions. Thematic analysis was used to generate the coding framework. Results: Five key themes emerged around student attitudes to RP, which were grouped into three domains: ‘value of RP’, ‘barriers to engagement’, and ‘strategies for enabling RP’. ‘Value of RP’ centred on the themes of humanising medicine and developing empathy, developing professionalism and RP as a tool for sense-making. ‘Barriers to engagement’ centred on the purpose and tokenism of RP and in the third domain, ‘strategies for enabling RP’, the theme of student agency in RP emerged strongly. Conclusion: Overall, the value of RP was not fully appreciated until students began their clinical placements. Potential strategies identified by participants for optimising engagement included student co-design and positioning RP within a broader pastoral role early in the undergraduate curriculum.
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DIAS, W. P. S. "Reflective practice, artificial intelligence, and engineering design: Common trends and interrelationships." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 16, no. 4 (September 2002): 261–71. http://dx.doi.org/10.1017/s0890060402164018.
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Some historical and current trends in reflective practice (RP), artificial intelligence (AI), and engineering design (ED) are presented and compared. Human artistry, context, and connectionist approaches to knowledge are the common threads highlighted. ED is considered to be a type of RP and AI a part of RP. This is supported by an analysis of the transformation processes involved in each. AI and systems are presented as approaches for the formalization of RP at the technical and conceptual levels, respectively. Interconnectedness in a hierarchical fashion and purposeful process loops are defined as the key ingredients of a systems approach. AI techniques that could support a range of ED categories (case-based reasoning, decomposition, and transformation) are identified, as are the wider RP approaches that subsume those categories. The ED, AI, and RP categories are identified as spanning from routine to creative, connectionist to cognitivist, and intuitive to deliberate, respectively.
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Xiao, Pan. "Designing a Collaborative Reflection Scheme for Senior Grade Three English Teachers in a State High School in China." Learning & Education 10, no. 2 (September 16, 2021): 86. http://dx.doi.org/10.18282/l-e.v10i2.2282.
Full textAbstract:
Reflective practice (RP) is widely used in various professional education fields and is a central part of teacher education. Through reflection, they may make some adjustments or changes in order to improve their practice and become a better teacher. However, in RP the focus is often individual rather than collaborative and there is a lack of evidence-based accounts, which reduces the effect of reflection to a certain degree and similarly in China. Therefore, it is important to have a collaborative and evidence-based reflection scheme that fits a specific teaching environment in order to improve teaching and develop teachers.
Dissertations / Theses on the topic "Reflective Practice (RP)"
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Mohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.
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The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that teachers’ lack of Technological, Pedagogical and Content knowledge TPACK and that this impacts on their capacity to improve their pedagogic practice. The study applied a social-constructivist approach to understand the process of change in the nine participants' teachers' beliefs, knowledge through an innovative continuing professional development model, and stimulating teachers to develop a reflective practice skills focusing on improving pedagogic practice and using ICT. A case study approach was used as the methodology of the study to develop an understanding of the process of change in the nine participant teachers' reflection on and experienced of the effects of adopting alternative pedagogic practice and integrating ICT. The numerous small findings from the quantitative and qualitative methods applied to the six months of continuing professional development involving nine primary teachers come under four main themes: 1) In-service teachers' beliefs and knowledge development, 2) Classroom pedagogy for autonomy with ICT integration, 3) Constraints affecting future schools’ teachers' integration of ICT, and 4) The key principles of an RP-BCPD model for teachers CPD in Kuwait. The understandings from the findings of the study show that the quality of the CPD for improving teachers' pedagogic practice is affected by the socio-cultural context of the 'future schools'. The study shows that the nine participant teachers can develop effective alternative pedagogic practice and successfully integrate ICT, when they are empowered to reflect, inquire into their practice, and learn from each other and from cross-cultural best practice. The unique finding of the study indicated that the nine participant teachers experiences some difficulties with engaging in the change process because of classroom cultural context such as: teachers' TPACK knowledge and competences, curriculum overload, and classroom size. Finally, the finding shows that providing the participant teachers with reflective practice as the base of CPD programme within schools context linked learning theory to improve pedagogic practice.
Conference papers on the topic "Reflective Practice (RP)"
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Wa¨stberg, Stig, Morten Solno̸rdal, Gustav Heiberg, Rikard To¨rnqvist, and Pedro M. Vargas. "Hydrogen Induced Stress Cracking (HISC) in Duplex Stainless Steels: DNV-RP-F112, Design of Duplex Stainless Steel Subsea Equipment Exposed to Cathodic Protection." In ASME 2009 28th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/omae2009-79655.
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Both 22Cr and 25Cr duplex (ferritic-austenitic) stainless steels have been extensively used for subsea equipment. In general the experience is good but some significant failures have occurred where Hydrogen Induced Stress Cracking (HISC) have been identified as a contributing factor. Because of these failures there was identified a need within the offshore industry for a design guideline treating HISC as a failure mode and reflecting best practice based on today’s knowledge, experience from in-service failures and recent research. The paper starts with a brief review of some of the failures and the main results from the comprehensive test program in the HISC JIP conducted in cooperation between Sintef and DNV. The JIP is supported by several major oil companies, subsea contractors and material suppliers and constitute the main scientific background for the recently issued Recommended Practice, DNV-RP-F112, Design of Duplex Stainless Steel Subsea Equipment Exposed to Cathodic Protection (October 2008).