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Yanuarti, Endah. "Developing Reflective Practice through Reflective Actions". Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59678.
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The objective of this research was to understand Indonesian teachers’ applications of reflection in their daily practice by examining their reflective conversations, writing and videos in relation to the Teacher Competency Standards. This qualitative case study included two phases which revealed that teachers’ limited understanding of reflection was mostly on how to prepare, deliver and evaluate lessons. The study identified and developed a model of reflective practice to improve Indonesian teachers’ teaching practice.
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Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice". Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.
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Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Cherry, N. L., i n. cherry@netspace net au. "Developing reflective practice". RMIT University. Management, 1995. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090512.103243.
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This study explores how reflection upon oneself and one's own behaviour assists people - and, in particular, managers - to develop. Reflective techniques are examined in the context of action-learning (Revans, 1980 and Marsick, 1992) and are argued to be a powerful means of creating self-understanding, which in turn creates opportunities for self-directed personal change. Reflective techniques are also examined as a means of developing the personal craft or praxis of those who try to assist the development of managers, and as a technique for use in action research (Lewin, 1946) and the development of collective knowledge. Schon's (1987) concept of the 'reflective practitioner' provided a major theoretical foundation for this work. The study employed action research and action learning methodologies. The researcher spent six years honing her understanding and application of reflective techniques in assisting the development of managers. She also applied self-reflection to the development of her own praxis over that time. One result of the study has been the enhancement of the practical, reflection-based techniques used by the writer to facilitate the development of managers - and more importantly, offered to them to facilitate their own continuing development. Hopefully, these techniques will be of value to other practitioners in this field. A second outcome has been the review and refinement of some of the theoretical constructs used by this writer and other practitioners and theorists which help to describe and explain the phenomenon of reflection-based behavioural change. A third outcome has been the documentation of a case-study in the application of reflective techniques to the development of personal praxis, tracking the integration of conceptual understanding and technique. Chapter 1 provides an overview of the rationale, scope, methodology and outcomes of this study. Chapter 2 explores reflection as a technique for research and the development of collective knowledge, and incorporates a review of the relevant literature. Chapters 3 and 5 examine reflection as a tool for learning, drawing on the literature and tracking the development of the researcher's own understanding. Chapter 4 describes how the researcher learned to use reflective learning techniques when working with others and follows the gradual integration of her understanding with her practice. Chapter 6 summarises and reflects upon both the processes and the outcomes of the research.
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Wood, Joanne. "Methods of reflective practice". Thesis, City University London, 2007. http://openaccess.city.ac.uk/8573/.
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Background: Acknowledging that reflecting on experience is a necessary, but potentially difficult process for the neophyte professional, due to the need to disclose potentially complex issues and concerns, the reflection literatures argue that this process requires the trainee to reflect within a supportive environment. This study considerst his under-researchedc ondition of reflection within counsellor/therapist supervision. Utilising the model of reflectivity in supervision produced by Neufeldt, Kamo and Nelson (1996) and the wider reflection literature, the main aim of this study was to consider the impact of the perception of a supportive supervisory environment on the willingness to disclose issues and concerns in order to initiate the reflective process. Method/Analysis: Employing a mixed methodology, in Part 1 of the study 15 participants (consisting of counselling psychology trainees, newly qualified counselling psychologists and supervisors) were interviewed to ascertain the types of issues and concerns disclosed in supervision in order to begin the reflective process. These semi-structured interviews were transcribed and analysed using a content analysis methodology. Results of the coding exercise were subject to inter-rater reliability testing using Cohen's kappa. The themes validated in the study provided the basis for the development of the Disclosure in Supervision Questionnaire (DISQ). In Part 2 of the study, a cross-section of 123 counselling psychology trainees from seven counselling psychology programmes were asked to complete the Revised Relationship Inventory (Schacht, Howe and Berman, 1988), the Role Conflict and Role Ambiguity Inventory (Olk and Friedlander, 1992), the DISQ and a short demographics information sheet. In terms of the statistical analysis, the data was explored and transformed to provide normal or near-normal distributions. The validity and reliability of all the measures were tested using principal components analyses, Cronbach alphas and split-half reliabilities. Once validity and reliability had been ascertained, the study's hypotheses were tested using Pearson correlation coefficients, ANOVA and a series of standard multiple regressions. Results/Conclusion: The findings suggest that the perception of a supportive supervisory environment as defmed in the study does impact on the initiation of the reflective process. More specifically, a significant positive relationship was found between the perception of the supervisor demonstrating the facilitative conditions and a willingness to disclose and a significant negative relationship was found between this willingness to begin the reflective process and a perceived ambiguity and/or conflict involving the roles and expectations of supervision. The experience of the trainee had a negligible impact on these findings. In terms of the predictive nature of the different aspects of a supportive supervisory environment, the facilitative conditions provided the strongest predictor. However, it is evident that although a supportive supervisory environment is important, other elements of the supervisory environment may also impact on the reflective process. These elements and suggestions for further research are discussed.
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Butke, Marla A. "Reflection on practice: A study of five choral educators' reflective journeys". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360.
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Gray, Andrew Lee. "Embodied reflective practice : the embodied nature of reflection-in-action". Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/946/.
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The purpose of this thesis is to examine the applicability of aspects of Schön’s (1983) theories of reflection-in-action in relation to visual art practice. Schön’s (1983) theories demonstrate that whilst they are written with design disciplines in mind, they do not extend to consider the appropriateness of its use in visual art practice. Scrivener (2000: 10) draws the distinction that whilst Schön’s (1983) use of scientific language in reflection-in-action is considered applicable for problem-solving projects in design, aspects of it are problematic for creative production research projects and recommends focusing reflection on the underlying experience of creative production. This thesis proposes that this and other issues, such as the emphasis on problem solving, and particularly, a reliance on a conversational metaphor, is likewise problematic for visual art practice. This thesis therefore moves to examine what is distinct about the application of reflective methods in visual art practice, in relation to design and research in the arts, through a series of text-based and documentary case studies. Analysis of the case studies suggest that there is an emphasis on embodiment essential to visual art processes, which is experiential in nature rather than problem-solving. A thorough examination of recent theories of embodied mind, which provide empirical evidence from a broad range of knowledge fields for the pervasive role of embodiment in shaping human experience, is presented. The primary research method is a review of two existing sets of theories and a synthesis of aspects of them in an original context, a process offered as an original contribution to knowledge. The context in question is the assessment of the applicability of the resulting synthesis to visual art practice, a domain for which neither theory was written. Knowing-in-action (Schön, 1983) describes the tacit knowing implicit in skillful performance when practice is going well, reflection-inaction (Schön, 1983) takes over, and describes the processes cycled through, only when problems are encountered in practice. Through an analysis of theories of embodied mind, and the documentary cases studies, the conclusion is drawn that in addition to these descriptions there is a rich layer of non-verbal embodied experience shaping action, conceptual meaning and verbal articulations of practice. This thesis therefore suggests modifications to theories of reflective practice in the visual arts, by incorporating theories of embodied mind in the development of additional reflective methods to supplement Schön’s theories (1983). Two methods are proposed as worthy of further study. The first researches Mark Johnson’s (1987) theory of metaphorical projection, which is presented as a means of mapping aspects of visual arts practitioners' verbal articulations of practice, back onto source domains in their embodied experiences of practice. The second explores a recommendation from within theories of embodied mind (Varela, Thompson and Rosch, 1993: 27) that mindfulness training could help develop a mindful, open-ended reflection. Taken together, this thesis proposes that an Embodied Reflective Practice could be developed to the benefit of visual art practitioners.
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Saylor, Laura L. "The Relationship Between Teacher Quality and Reflective Practice". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397235807.
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Ouko, Luke Odhiambo. "Documentation : a reflective practice approach". Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/31175.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, June 2005.Includes bibliographical references (leaves 107-112).
The Center for Reflective Community Practice in MIT's Department of Urban studies is involved in projects helping community organizers working on social change. In order to foster reflection, they are currently utilizing what they refer to as "Critical Moments Reflection". This method entails the identification and naming of key shifts or turning points (critical moments) in the process of the community organizers' work. To drive learning through reflection, they use stories relevant to the turning points, they then analyze those moments using a pre-specified genre of poignant questions. I have created an application, the CMReflector, that aids in the process of Critical Moments Reflection. It will facilitate the process of documentation by utilizing some of the rich computational tools that we now have access to. Since the learning that people acquire through their work stays largely under the surface, there is need to systematically examine the lessons learned and articulate the knowledge and questions that have come out of such work. The application provides an organizational structure and taxonomy around which to compile tacit knowledge and its representation, allowing for exploration of such knowledge in a richer fashion. In order to leverage the use of archived materials, tools such as TalkTV (an application that re-sequeces television content) have been used to augment my application allowing for a "low floor" entry to multiple media editing by the users. It is envisaged that these tools aid in bringing forth the intrinsic "ifs" and "thens," as well as generating the potential for serendipitous learning experiences. All this is very useful in bringing some form of rigor into the practice of reflective inquiry.
by Luke Odhiambo Ouko.
S.M.
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Jones, Indra. "Reflective practice and the learning of health care students". Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.
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Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.
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Ebrahim, Zakiyah. "The Streetscapes Project : reflective paper". Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24892.
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The Streetscapes Project is a photographic and journalistic documentation of ten street-based people's stories from Cape Town, South Africa. The subjects of the project are employed by Khulisa Social Solutions, a non-profit organisation (NPO) that adopts a systemic approach to breaking the cycle of crime and poverty. Streetscapes falls under two of the NPO's eleven programmes, i.e. the offender rehabilitation & reintegration programme and the diversion programme, and includes five social enterprises with the urban garden project in Roeland Street, Cape Town, being one of it. Through narratives and research this project shows how street-based people are highly motivated to work and rebuild their lives, and that having a job means more than simply earning an income to them – it provides them with self-worth, dignity and a source of hope. Beyond the documentation of their personal stories the project also explores the larger structural and systemic barriers surrounding the broader issue of homelessness in the city, including access to shelter services, among others. Ultimately, this project aims to debunk stereotypes about street-based people and enlighten the public about the challenges they face when living on the streets.
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Butke, Marla Ann. "Reflection on practice : a study of five choral educators' reflective journeys /". Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054056360.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiv, 308 p.: ill. Includes abstract and vita. Advisor: R.J. David Frego, School of Music. Includes bibliographical references (p. 284-298).
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Coombs, Cyril Paul. "Reflective practice, developing habits of mind". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58645.pdf.
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Pedro, Joan Yvonne. "Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28196.
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This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research was to better understand reflective practice in teacher preparation. The theories on reflective practice by Dewey (1933), Schon (1983, 1987), and van Manen (1977) guided this study. This research incorporated the historical and institutional contexts of the study, and applied a symbolic interaction theoretical and analytical framework (Denzin, 1978, Prus, 1996).
The interpretations of the pre-service teachers' conceptions and understandings of reflective practice were captured through the transcriptions and analysis of interviews, and through the examination of the pre-service teachers' reflection journals. Participant-observations were recorded in field notes and serve to inform the social context of the study, as well as to provide portraits of the pre-service teachers, and to verify their responses.
Themes were derived from the data and categorized within the symbolic interaction social processes of acquiring perspectives, achieving individuality, experiencing relationships, situating the act, and the act of reflection (Prus, 1996). The research questions were answered as I interpreted the meanings that these pre-service teachers attached to reflection, as well as the process, context and content of their reflective practice (Calderhead, 1989). I derived thirteen themes from the data that highlighted how the pre-service teachers interpreted and practiced reflection in this teacher preparation program. The themes were: (1) defining reflection; (2) questioning as reflection; (3) gaining opportunities for reflection; (4) Defining reflection from self and significant others; (5) looking back on action; (6) reflection is based on personal beliefs, and educational theory; (7) encountering professors; (8) encountering mentors; (9) encountering cooperating teachers; (10) self-reflections; (11) verbal reflections; (12) written reflections; and (13) content of reflection.
The study resulted in an interpretation of the pre-service teachers' views of reflective practice as they experienced it in the teacher preparation program that they felt gave them many opportunities for reflection. The findings indicated that the pre-service teachers had a general understanding of reflection. They practiced technical and interpretive levels of reflection in different contexts.
The findings of the study implied that pre-service teachers understood and learned to reflect through courses and field activities. The findings also raised questions about the necessity of extensive writing requirements in reflection. This study has implications for the ways in which pre-service teachers learn about reflection, and may be useful for teacher educators who prepare reflective practitioners.Ph. D.
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Zwozdiak-Myers, Paula. "An analysis of the concept reflective practice and an investigation into the development of student teachers’ reflective practice within the context of action research". Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4316.
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In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers could demonstrate capacity and commitment. Eighty year 4 student teachers, who had undertaken action research projects during their final school experience, and thirteen university lecturers, who had guided the student teachers throughout this enterprise, were participants in this study. Data were gathered through questionnaires and semi-structured interviews that incorporated a series of closed and open-ended responses. Quantitative data were analysed to calculate statistical frequencies, percentages, means and standard deviations; and, qualitative data via analytic induction methods to identify common themes and to extract narratives of experience. Findings showed that a majority (>90%) of student teachers perceived their capacity and commitment to engage in six dimensions of reflective practice [and most (>80%) in eight] had influenced their professional development. These perceptions were not wholly congruent with those of dissertation supervisors with variance between supervisors also evident. Qualitative distinctions, in the use of three types of reflective conversation, were found between male and female student teachers and within each gender group. Several constraints in the development of student teachers’ reflective practice also emerged. Further research is recommended into: what evidence and criteria shape judgments about reflective practice; how school-based staff might effectively support student teachers’ development of reflective practice; and, how the framework designed for this study might be replicated and refined to enhance reflective practice in personal professional development across disciplines.
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Ludvigsen, Donna. "Reflective leadership : A self-study of practice". Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162593.
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Encouraging reflective leadership practice is a recognised focus for coaches and consultants in primary schools. Despite the wealth of knowledge on coaching and consulting in organisational learning, there is less known about the transition between these two interactions and the purpose behind this. This self-study of my practice as a regional school improvement officer in Victoria, Australia, details my interaction with six teacher-leaders, who considered school improvement strategies by constructing a pattern-block representation of the structures within their schools. The research questions posed were: “What do teacher-leaders reflect upon when considering school improvement approaches?” and “How does the external facilitator encourage teacherleaders to reflect upon their practice?” Research undertaken for this study was used to develop a range of statements related to Donald Schön’s theory of reflective practice, particularly reflection-in-action. The statements were presented as a stimulus for action in practice and encompassed a range of tensions. Tensions included; orchestrating change by moving between the current situation and a preferred future; making connections by acknowledging the complexity of the situation whilst attempting to create order; developing a strategy from the consideration of a shared vision and a written plan; and undertaking leadership by moving between hierarchical, distributive and self-organising structures. Tacit and explicit knowledge was evident when reflecting-inaction. Finally I explored how, as the external facilitator, I encouraged reflection by moving between coaching and consulting interactions. I began this research by examining the practice of others. However, the greatest learning I achieved related to how I reflected-in-action and my understanding of self-study in practice. Initially in this study, I placed myself at the centre of the research and considered this a selfin- study; however, as the study progressed, I examined both my practice and the research simultaneously, terming this self-and-study, and, finally, from my analysis of the research when the study concluded, I developed a series of statements that could be used as a stimulus for future action, which I refer to as self-from-study. The larger implication for this research therefore relates to my understanding of my own reflection-in-action and how by embracing a number of tensions one can consider a range of possibilities for improvement.Doctor of Philosophy
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Julie, Hester. "Community- based service-learning through reflective practice". Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i
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Cropley, Brendan. "Reflective practice and consultant effectiveness : an examination of sport psychology practice". Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/895.
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The emergence of professional status within the field of Applied Sport Psychology (ASP)has resulted in a greater need for ASP consultants to consider the effectiveness of their practice and thus attempt to meet the increased levels of accountability that are associated with their professional standing. As a result, this thesis provided an in-depth examination of effective practice and the potential contribution of reflective practice for the development of effective ASP service delivery. Utilising both emergent qualitative research methods and a more traditional staggered single-subject multiple-baseline intervention design, the programme of research presented in this thesis comprised three empirical studies that collectively aimed to: (a) examine the potential links between reflective practice and the development of consultant characteristics associated with effectiveness; (b) generate a more holistic understanding of effective practice in ASP and the role of reflection within the concept of effectiveness; (c) examine how reflective practice can be taught; and (d) investigate the effects of developing skills in reflective practice on the effectiveness of ASP support. In an attempt to achieve these aims it was important for the researcher to first become immersed in professional ASP practice and develop an understanding of and skills in reflective practice. In doing this, Study 1 reported the author‟s personal reflections-on-practice, which provided the basis for an exploration of the link between reflection and the development of consultant characteristics associated with effectiveness. The findings derived from the author‟s experiences provided support for the notion that reflection improves self-awareness and generates awareness and understanding of knowledge-in-action that can enhance ASP service delivery. In order to investigate effective practice and its potential relationship with reflection further, the purpose of Study 2 was to develop a more encompassing definition of effectiveness in ASP. The definition that emerged encapsulated a multi-dimensional process that focused on meeting the needs of the client and engagement in evaluative and reflective practices. Through further exploration of the concept of effective practice, reflection emerged as a vital component in the development of effectiveness, with participants also highlighting the seminal role of reflection in experiential learning. Finally, Study 3 attempted to provide support for and build on these findings through the investigation of the effects of enhancing reflective practice skills on ASP service delivery effectiveness. Specifically, the findings from a 14 week staggered single-subject multiple-baseline intervention provided support for the effects of the training programme on participants‟ (n = 3) ability to reflect on their practice, the learning outcomes gained through reflection, and the effectiveness of their service delivery. Participants‟ reports, and their client‟s perceptions, supported the notion that by developing reflective skills they were able to generate practical and professional knowledge, improve self-awareness, make sense of their approach to ASP, and begin to understand the impact of their judgements and decisions on practice. This prolonged research programme has resulted in substantial support being generated for the relationship between reflective and effective practice within ASP. Indeed, the findings of this thesis are thought to have initiated an evidence-base that: (a) confirms reflective practice as a process allowing consultants to develop a range of characteristics associated with effectiveness in ASP; (b) identifies reflective practice as a framework for experiential learning and thus an integral aspect of the process of effectiveness; (c) exemplifies the need for practitioners to engage in reflective practice training; and (d) supports the notion that enhancing reflective skills results in the improvement of service delivery effectiveness. It is thought that these findings have the potential to direct future developments in professional training and education programmes within ASP, which could help to ensure neophyte practitioners are better equipped to engage in the process of reflective practice and enhance the effectiveness of their service delivery.
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Lyons, Amy. "The experiences of reflective practice groups as part of doctoral Clinical Psychology training : an IPA study". Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19512.
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Despite many Clinical Psychology training programmes utilizing reflective practice groups as part of clinical training, there remains little research examining the experiences of such groups from a trainee perspective. However, it remains the preferred method of developing reflective practice skills during training. This research used interviews and Interpretative Phenomenological Analysis to explore the experiences of attending reflective practice groups as part of doctoral Clinical Psychology training. A purposive sample of eight participants were recruited for a single, semi-structured interview. The interviews were audio-recoded, transcribed and analysed by the researcher. Five superordinate themes were constructed: 'the process: there were so many layers', 'the impact: an ongoing process', 'the facilitator: a presence who was not always present', 'commitment: I hated it, but I still went' and 'getting through it: finding ways to cope'. Nineteen corresponding subordinate themes were constructed from the data. The research findings illustrate the varied and complex experiences of the participants. Whilst the experience was often difficult, participants appeared committed to attending and sought out ways in which to navigate the experience. The results are conceptualised in terms of existing psychological theory and literature. A critique of the research and suggestions for future studies are offered, which include exploring the views of the facilitators of such groups and comparing how groups are utilized within different training institutions. Recommendations are made related to the development of future reflective practice groups, which include recommendations related to the style of facilitation and the frequency and size of the group.
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Moffatt, Amanda Claire. "Stepping outside the circle : a reflective practice framework for creative facilitators". Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/78130/3/Amanda_Moffatt_Research_Journey.pdf.
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Stepping Outside the Circle was a practice-based research project focussed on creating a professional reflection framework for creative facilitators working within the community, education, corporate and health and wellbeing sectors. Underpinned by theories of critical reflection, transformative learning, reflexivity and agency, this study explored the potential benefits of multimodal inquiry processes, adapting existing reflective practice models for the unique requirements of creative facilitation contexts. Through application of the key findings from this research, synthesised in a practitioner resource, it is hoped that individual practitioners and creative organisations may develop their understanding of evaluation strategies, self- reflexivity, professional sustainability and practitioner self-care.
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Khan, Muhammad Ilyas. "Reflection as a teacher education concept, connotation and implementation : a qualitative case study of a Postgraduate Certificate in Education (Secondary) Programme at a UK university". Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11064.
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This thesis reports a qualitative case study exploring the connotation and implementation of reflection as an educational concept in a PGCE (secondary) programme at a UK university in the light of the perceptions of university tutors and student teachers. Reflection has been an important concept in many teacher education programmes but it has consistently been intricate in terms of its connotation and implementation and despite a vast amount of research aimed at deconstructing its complexity, the matter does not seem to have been resolved. Despite its conceptual complexity it has often been taken in its common sense meaning by practitioners in educational programmes and is, at times, turned into a slogan. This study was, therefore, aimed at an exploration of the meaning and implementation of the concept and the various factors that influence it in the programme under study. The findings of the study reveal that, true to its reputation, the concept defies any agreed upon understanding. On a conceptual level there was recognition of its complexity among the university tutors, although this did not come out in the case of student teachers who predominantly defined it in its common sense meaning. At the implementation level the common sense practice-oriented connotation appeared to prevail among both groups. Factors influencing this orientation included the practical emphasis of the PGCE, the focus on response to the centralised QTS standards, the time-work balance and the under-appreciation for theory in its technical-rational conceptualisation in the predominantly skill-oriented and subject-teaching focused structure of the training. The study implies that for reflection to be appreciated and implemented at the deeper, conceptual and critical level, it should be put into practice more overtly with elaborate theoretical underpinnings. This would call for changes in this and similar programmes in terms of structure, content and aims.
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Stevenson, Kylie J. "Creative River Journeys: Using reflective practice to investigate creative practice-led research". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2025.
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This ‘Creative River Journey’ doctoral study explored the processes of art practice and knowledge-making by six artist–researchers engaged in creative higher degrees by research (HDR) at Edith Cowan University (ECU) in three arts disciplines—performing arts, visual arts, and creative writing. The study applied the Creative River Journey (CRJ) reflective practice strategy, originally applied as the River Journey tool in music education (Burnard, 2000; Kerchner, 2006), but further developed by the researcher into a three-phase reflective practice strategy for its application in complex practice-led research projects over the extended period of the participants’ HDR studies. Six rich cases studies of HDR artist– researchers, and their reflective practice and practice-led research, resulted. The researcher took an a/r/tographical approach (Irwin & de Cossen, 2004) and specifically focused on inquiring into the intersection between arts practice, practice-led research, and HDR creative arts training and pedagogy. The study addresses three questions in relation to these three concepts about what the application of the CRJ strategy to the creative process elucidated for, and about, the HDR artist–researcher. A fourth question addresses the experiences and evaluations by participants of the CRJ strategy.
The ‘Creative River Journey’ study aimed to examine the way that reflective practice and the CRJ reflective strategy might add to emerging practice-led research methodologies for individual artist–researchers and the field of practice-led in general. In the past decade, there has been a significant continued discussion about the nature of research in the creative arts (for example, Nelson, 2013; Barrett & Bolt, 2007; Smith and Dean, 2009). This study adds the perspective of the HDR artist–researcher engaged in a creative arts doctorate to this discussion. The study’s HDR perspective joins existing Australian contextual reviews of practice-led research, for example, effective supervision of creative practice higher degrees (Hamilton & Carson, 2013a), and examining doctorates in the creative arts (Webb, Brien & Burr, 2012). This study advances this discussion by providing rich case studies of HDR practice-led research from the outsider perspective of the researcher whilst, at the same time, providing a unique insider perspective as the researcher acts as a co-constructor of the participants’ reflective practice, and as the participants independently document their creative practice and reflective practice strategies.
This thesis will demonstrate that the CRJ reflective strategy is an innovative way of exploring the relationship between the creative and critical components in creative arts higher education degrees. The strategy generated knowledge about how each artist–researcher engaged in a meld of practice and research in the art-making process within practice-led research, and brought to light key critical moments in the practice-research nexus. Of consequence to the knowledge outcomes for the HDR artist–researchers in the study is how these captured the phenomena of their praxis, and thus was a useful documentation approach to their practice-led research. This thesis will make evident the ‘Creative River Journey’ study’s contribution to the rich established field of practice-led research in general, made possible through the deliberate pedagogical interventions of the CRJ reflective strategy.
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Luwango, Luiya. "Critical reflective teaching practice in three mathematics teachers". Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003366.
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This qualitative study reports on critical reflective teaching by three mathematics teachers and how it shapes their classroom practice. The study was carried out in three secondary schools in Rundu in northern Namibia. The study employed a case study method. The selection of teachers was based on their rich practical professional knowledge and exemplary teaching practices. Data collection and analysis was done through an interpretive approach. Interviews and document analyses were the two research tools used, not only for the collection of data but for triangulation also. Interpretations of the findings were validated through member checking. Critical reflective teaching involves thought and action, and it raises teachers’ consciousness of what they do. Through critical reflective practice, teachers scrutinize their beliefs and knowledge of the subject and their practice. Furthermore critical reflective practice may get teachers into a disposition to find alternatives to improve their teaching. In this study, the findings are that participants reflect extensively on their classroom practice. The teachers pointed out that reflection on practice enables them to analyse and evaluate their teaching in line with effective mathematics teaching. They emphasised that critical reflection leads to the identification of weaknesses in teachers’ classroom practice. This culminates in better planning whereby alternative approaches to teaching are exercised. Because of its potential to improve teaching and enhance professional development it is therefore recommended that mathematics teachers be exposed to skills that enhance critical reflective teaching practice. Teachers need to familiarise themselves with the concept of critical reflective teaching in mathematics to meet the demands of superior quality teaching.
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Wigg, Rowan Sarah. "Enhancing reflective practice among clinical psychologists and trainees". Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3264/.
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The role of the Clinical Psychologist has developed to incorporate that of the reflective practitioner. This thesis aims to consider how reflective practice is incorporated into personal and professional development by clinical psychologists and trainees, and what impact it may have upon clinical practice. The first chapter of the thesis reviews the relevant literature from the past 10 years relating to the use of personal therapy among therapists and the links to reflective practice. The findings suggest that a number of studies demonstrate some benefits of personal therapy for therapists. However, the literature lacks a unified theoretical explanation of the processes that occur during personal therapy and of their influence on the development of reflective practice. This chapter offers a critique of the literature and proposes a potential model for understanding the development of reflexivity through personal therapy. Chapter Two is an exploratory study of clinical psychologists’ experiences of personal development groups whilst in training. The study adopts an interpretive phenomenological approach to the analysis and results are presented through four super-ordinate themes. The results suggest that personal development groups are seen as an effective method of developing reflective practice by participants. The processes which encourage and hinder this are also explored. The research suggests that engaging in reflective practice may become a luxury after training in some cases and this may result in an increased strain on the therapist. The clinical and research implications of the study are discussed. Chapter Three provides a reflective account of the author’s experience of the research process including; choosing the research topic, developing the research question, relationship to the research and personal experiences of personal development groups. The paper comments on the presence of bias within the research, the impact of conducting the study on the researcher and reflections on themes arising from the empirical paper.
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Andrews, Samantha. "The role of reflective practice for educational psychologists". Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/114912/.
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This research explored the role of reflective practice (RP) for educational psychologists (EPs). Reflective practice was defined as the process of learning through and from experiences towards gaining new insights of self and/or practice (Boud, Keogh & Walker, 1985). The regulatory body (Health & Care Professions Council (HCPC)) has mandated that practitioner psychologists ‘be able to reflect and review practice’ (HCPC, Standards of Proficiency, 2015, 11.1, p12). Furthermore, RP is identified as central to the British Psychological Society (BPS) compulsory policy on Continuing Professional Development (CPD) (BPS, 2006). However, within the professional guidelines for EPs (BPS, Division of Education and Child Psychology (DECP), 2002) RP is perhaps limited. Nine EPs completed semi-structured interviews exploring the role of reflective practice and a grounded theory methodology (GT) (Glaser & Strauss, 1967) was applied. Five main themes and twenty-one sub-themes were identified. The created grounded theory (GT) proposes that RP supports EP motivation (McLean, 2003, 2009) and self-efficacy (Bandura, 1977, 1994). Factors at the individual, local authority (LA) and governing body levels that inhibited or promoted RP were identified. Future development of RP for EPs will require further specific consideration and commitment from all those involved in the profession.
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Ruch, Gillian Margaret. "Reflective practice in contemporary child care social work". Thesis, University of Southampton, 2004. https://eprints.soton.ac.uk/383884/.
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In recent years there has been a steady increase in risk-averse, bureaucratic responses to the uncertainty, ambiguity and risk inherent in contemporary child care social work. This thesis argues that for these conditions to be effectively addressed professional responses are required that challenge the domination of ineffective bureaucratic approaches, which have as their primary objective the elimination of uncertainty and risk. The emergence of relationship-based practice is an approach to practice which ofkrs this possibility. However, the development of relationship-based practice is dependent on practitioners and managers re-conceptualising their understanding of human behaviours - their own as well as those of the children and families they work with - and expanding the knowledges informing their practice. In essence, the development of relationship-based approaches to practice is contingent on social workers becoming accomplished reflective practitioners. Within the literature reflective practice is recognised as complex and there is a paucity of empirical evidence relating to social work practitioners' understandings and experiences of it. This research endeavours to contribute towards an enhanced understanding of the nature of reflective practice and the conditions which facilitate its development. The research findings, generated from ethnographic case studies of two family support teams, suggest that the potential for reflective practice is greater in work contexts which afford containing, reflective spaces in which practitioners have the opportunity to think, feel and talk about their work. Team structures and practices and team managers are identified as pivotal in determining the existence and ef&ctiveness of these reflective, containing spaces. The thesis concludes by outlining a model of containing, reflective spaces and with a call for such spaces to be encouraged as an integral and essential feature of contemporary child care social work practice.
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McAvoy, Pauline. "Significant events in ward based reflective practice groups". Thesis, University of Leeds, 2012. http://etheses.whiterose.ac.uk/3093/.
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Reflective Practice (RP) is viewed as central to developing a mental health workforce equipped to deal with the challenges of modern service delivery. There is no single definition of what constitutes RP and the term is used to describe thinking about behaviour or the application of skills, processing emotional consequences of practice and attempting to make meaning about the nature of experience. There is scant evaluative literature on Reflective Practice Groups (RPG) and collecting the evidence available is hampered by the fact that a variety of terms are used to label RP activities undertaken by staff in a group setting. This research project examined how staff make use of ongoing, regular, facilitated RPG by considering significant events occurring within them. Staff were recruited immediately after an RPG and asked to write a summary of what they found to be most significant about the session they had just attended. These written statements were collected and used as a focus for a follow up interview with 9 participants. These interviews were recorded and analysed using grounded theory methodology. A process model of RPG was constructed from the data. This comprised of three related processes – a group process, an intrapersonal process and a moderating process which related to how psychological safety in the group is maintained. The creation and maintenance of a safe environment is a key task for the facilitator. This study also highlights that participants are active in sharing with the group in a way which manages the degree to which they feel exposed. The findings are discussed in terms of how participants utilise RPG and the consequent implications for policy and practice.
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Connelly, Ailsa Sally. "The nature of reflective practice in Grade R". Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3034.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2019The quality of education in South Africa has drawn critical attention as children continue to perform poorly as they progress through school. Reflective practice is promoted and implemented internationally as a method to improve quality teaching and learning. Nationally a growing interest in the implementation of reflective practice is reflected in the Department of Basic Education’s suggestion that teachers make use of reflective practice to inform their classroom planning. The objective of this study was to investigate the knowledge and understanding Grade R teachers have of reflective practice. As Grade R is the first year and the foundation of a child’s school career, it was of interest to explore whether teachers reflect on their practice. This study was located in an interpretivist paradigm using a case study design. Two Grade R teachers were interviewed using semi-structured interviews. Their annual, termly and weekly planning was analysed alongside the transcripts of the interviews, using thematic analysis to identify common themes of reflective practice in Grade R. Five themes emerged from the analysis, which enabled the exploration of the benefits and challenges of using reflective practice in Grade R. These five themes allowed for the development of the idea of using reflective practice as a means for improving teaching and learning in Grade R. The teachers interviewed value the idea of reflective practice as a way to meet the needs of the children. They describe it as an innate aspect of their teaching. However, they have a tacit understanding and knowledge of reflective practice and it was not evident in the documents they use to inform their teaching. For reflective practice to be encouraged teachers need support from within their schools and from the Department of Basic Education.
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Constantinou, Helen. "Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/80502.
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This study explored how six Arab EFL teachers constructed meanings of reflection, and how these meanings informed their teaching practice. The purpose of this research was to better understand reflective practice in teacher education. Dewey (1933), Schön (1983, 1987) and van Manen’s (1977) theories on reflective practice guided this study. A symbolic interaction theoretical and methodological framework (Denzin, 1978; Prus, 1996) was applied. The data were collected from teacher interviews, reflection journals and classroom observations. Five specific themes emerged from the data and were categorised within the symbolic interaction social processes of (1) acquiring perspectives, (2) achieving individuality, (3) experiencing relationships, (4) situating the act, and (5) the act of reflection (Prus, 1996). In addition, eleven sub-themes were derived from the data which illuminated how the teachers interpreted and practised reflection. The sub-themes included: (1) defining reflection, (2) questioning as reflection, (3) opportunities for reflection, (4) defining reflection from self / significant others, (5) looking back on action, (6) reflection is based on personal beliefs and educational theory, (7) encountering peers / cooperating teachers, (8) self-reflections, (9) verbal reflections, (10) written reflections, and (11) content of reflection. The findings revealed that teachers possessed a general understanding of reflection and practised technical and interpretive levels of reflection in different contexts. Engaging in reflective practice activities encouraged the teachers to question their own beliefs and theories. The study provided evidence showing that reflection is a key element of teacher development. Reflective thinking is a vehicle that can help teachers to progress from a level where they are mainly guided by intuition to a level where their actions are guided by reflection and self-inquiry. The study has implications for the ways in which teachers learn about reflection, and I do hope that teacher educators will find it useful.
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Beres, Laura. "Romance, suffering and hope, reflective practice with abused women". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58943.pdf.
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Hays, Elaine. "The genres of tutor training : searching for reflective practice /". View online ; access limited to URI, 2006. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3248229.
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Wildig, Emma Katharine. "An exploration of reflective practice in the helping professions". Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2509/.
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To date there has been little exploratory research about the experience of trainee clinical psychologists. What is not known from the literature is how trainee clinical psychologists perceive reflective practice within clinical training and how the process of being a ‘novice’ alongside the increased introspection of reflective practice feels in terms of self-concept. The first chapter of the thesis reviews the relevant literature investigating the use of reflective practice within mental health settings. The review indicates that although reflective practice might offer some valuable contributions to working in these settings there are often difficulties with ongoing implementation. A number of methodological limitations of the studies are discussed and the implications of reflective practice for professional practice are considered. Chapter two presents an empirical study that explores trainee clinical psychologists’ experiences of reflective practice within the setting of clinical training, using Interpretative Phenomenological Analysis. A preliminary model of reflective activity within clinical psychology training is proposed, indicating that self-reflection lies at the heart of reflective practice. Implications for clinical training, psychologist self-care and future research are discussed.
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Harris, Andrew Robert. "Professionals developing professionalism : the interactional organisation of reflective practice". Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2354.
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Reflective practice remains the dominant model for the professional development of teachers in the early twenty first century. A large body of research discusses this area from various theoretical standpoints, however, despite numerous calls to expand this research position, scant attention has been paid to the question of what happens when professionals attempt to carry out a process of reflective practice through talk. The few studies that have investigated this area claim to find little evidence of reflection occurring. This study directly engages this question by empirically investigating an interactional context where the institutional goal is to reflect on the participants’ professional actions through talk: the post-observation feedback meetings of a TESOL teacher-training certificate course. The study employs the methodology of institutional conversation analysis to uncover the organisation of talk in this context and relate it to the institutional goal of the feedback meetings. It demonstrates that the meetings are organised into a number of phases, each focussing on different ‘types’ of feedback: positive, critical, self, and group. It also demonstrates that the talk within each phase is oriented around a number of feedback topics, each focussing on a specific aspect of the trainee’s practices. Furthermore, that within these feedback topics the trainees engage in interactional processes with the trainers, through which they reflect on their practices in a series of stages: describing their experiences, drawing interpretations and theories from these descriptions, and finally making plans for future actions. The findings of this study explicate a process of reflective practice, as it is instantiated by the participants through talk. By presenting this data, its analysis, and its relationship to previous research, the study adds to our understanding of the interactional organisation of feedback meetings. It also provides the first systematic description of ‘reflective practice as an interactional activity’ and discusses the implications of this process for teacher-training professionals.
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Romanello, Mary L. "Cultural Competence and Reflective Practice in Physical Therapy Education". Miami University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=miami1006873170.
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DeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.
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Grellier, Jane Isobel. "Learning reflective practice: an autoethnographic performance in six movements". Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2523.
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This work is an autoethnographic performance of first-year teaching and learning at Curtin University in Western Australia in the years 2008–2014. I integrate traditional ethnographic and academic voices with narrative, poetry, composite choruses and voices of students and teachers. I also create a provocateur character, who problematises the institution and challenges easy responses to tertiary education. I seek to encourage the reader to join me in reflecting on learning and on managerialism in universities.
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Hong, Seong Bock, i Jane Tingle Broderick. "Reflective Cycle of Inquiry in Teaching: Developing Reflective Inquiry Practice Using the Cycle of Inquiry System". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4206.
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Hook, Martyn Richard, i martyn hook@rmit edu au. "The act of reflective practice; the emergence of iredale pedersen hook architects". RMIT University. Architecture and Design, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100209.150125.
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The Act of Reflective Practice explores the manner in which three individuals, young architects, came together and the manner in which their inherent value systems inform and determine the way they produce architecture. The research offers a systematic distillation of the common value systems behind the individuals who comprise iredale pedersen hook architects, identifying the particularity of each practitioner in terms of their expertise, experience and character within the collective and the situations from which the individuals have emerged. The PhD tracks the evolution of the practice and identification of its architecture through the RMIT Invitational Masters of Architecture by Project program and PhD by Project program, contextualizing the work through the establishment of a network of mentors and peers and ultimately locates the work locally, nationally and globally. When introduced to the idea of the 'Reflective Practitioner', the architecture of iredale pedersen hook has taken a significant evolutionary step where the three individuals have begun to operate in a more cohesive manner and the inherent value system and concerns behind the work are now able to inform the future direction of the architecture. The research also explores how this shift has expand the character of the work and transform the manner in which the architecture is conceived, described and ultimately produced. Through the PhD and the accompanying Masters by my two practice partners and collaborators, Adrian Iredale and Finn Pedersen, the primary concerns embedded within our work have been isolated and a systematic but qualitative method developed that may assess the impact of these concerns across a selection of iredale pedersen hook projects. The PhD defines a methodology, The Field of Concerns, by which the projects produced by iredale pedersen hook architects may be scrutinised and assessed in a qualitative framework, based on the agreed parameters and inherent value system underpinning the work. The definition of the Field of Concerns is critical in the ability to establish an identity for each project and place it within the evolutionary output of the practice. Subsequent testing of the projects against the Concerns through the creation of spider diagrams enables the establishment of a visual process for evaluating the success of the projects against the aims of the practice and can be applied throughout the design process and upon completion. Together, the process of clarification, the questioning of our ability to claim authorship, and presence of all partners in each project may offer a qualitative framework for other 'Self-Curating Collectives' to establish criteria for exploring the evolution of their work.
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Prabhakar, Pratiksha. "Sensory Reflective Framework for Product Design Ideation: A Design Case Study". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504882080133474.
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Hutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices". Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.
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The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.
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Sawatzky, Gayle. "Investigation reflective practice in course content, a co-operative inquiry". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0020/MQ47089.pdf.
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Savigny, Margaret Carol. "Finding my place, a reflective practice study of school administration". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0024/MQ51466.pdf.
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Rodgers, James MacDonald. "Reflective journalistic practice in an environment of uncertainty and change". Thesis, London Metropolitan University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590125.
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"My thesis commentary 'Reflective Journalistic Practice in an environment of uncertainty and change' examines the challenges facing journalists reporting the world after the end of the Cold War, and following the attacks on the United States on September 11th, 2001. The work which I am presenting for examination includes a book, Reporting conflict (Palgrave MacMillan, 2012), three articles from peer-reviewed journals, and television, radio, and internet journalism which I produced when working as a BBC correspondent in the Middle East and Former Soviet Union."
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Kiemle, Gundi. "Reflective practice and continuing professional development among qualified clinical psychologists". Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:6695.
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Reflective Practice (RP) and Continuing Professional Development (CPD) have become key concepts in the post-qualification education and training of healthcare professionals, linked to maintaining and improving competence and fitness to practice in a modernised health service. There is little empirical research about this in relation to clinical psychologists. This qualitative study explored how clinical psychologists experience RP and CPD and apply this to their professional practice. A focus group generated the topics for 16 semi-structured interviews with a diverse range of qualified clinical psychologists practising in a Strategic Health Authority Region in England. Using Interpretative Phenomenological Analysis, four higher-order themes and associated sub-themes emerged: (1) clinical psychologists as reflective practitioners, including the understanding of reflection, influences on development, and reflection and professional identity; (2) the reflective space, including supervision, enablers and obstacles in reflective practice; (3) functions of CPD and reflection, including quality and enhanced service provision, safety and clinical governance, and professional requirements; and (4) linking reflection and CPD, including the link between reflection and action, reflective practice as CPD, and CPD and life-long learning. Seven second interviews were conducted for member-validation, and a final focus group was convened for triangulation and validation of the thematic analysis. The findings are related to the existing literature, and to learning theory and attachment theory. The relevance of this research is discussed in relation to clinical psychology practice and the implications for training and CPD. The importance of the present findings to the issue of the professional identity of clinical psychologists is outlined, and suggestions for future research are proposed.
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Jian, Dan. "Painting as a Reflective and Generative Process". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460927194.
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Pearce, Sacha J. T. "Building space : developing reflection for wellbeing : can a chaplain help healthcare professionals develop reflective practice for wellbeing for themselves and their team?" Thesis, University of Chester, 2019. http://hdl.handle.net/10034/621870.
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In this thesis I develop a new, wider and richer understanding of wellbeing, through developing a process of reflective practice, with healthcare professionals within their challenging work culture. As a healthcare chaplain, having witnessed poor staff morale, I conducted a critical examination of NHS wellbeing reports and strategies, which revealed an understanding of staff wellbeing that ironically follows simply a health model. Challenging this, I argue for a broader interpretation of wellbeing that, in addition to focusing on health, is more holistic, relational and contextual. I develop reflective practice to nurture this, the use of which extends in healthcare beyond education and professional development. In my action research, knowledge was generated through ethnographic participation and observation, over a year, reflecting as chaplain with eight teams of healthcare professionals. This used my simple and memorable HELP Wellbeing Reflection Cycle (building on Kolb's (1984) model of experiential learning) that combines reflection on work and personal development. My project also responds to Rolfe's call (2014) for greater use in healthcare of Schön's (1980) "reflection-in-action". Building on these works, I develop reflection for healthcare professionals to nurture their wellbeing. My encouragement of the participants to self-facilitate their own reflective groups, when familiar with this method of reflection, is also a contribution to reflective practice, healthcare and the chaplain's role. Thematic data analysis emerged from the reflexive field notes of our shared experience as co-reflective practitioners. The themes include healthcare professionals making the human connection between themselves and with their patients. They also value the space to reflect together, realising their desire for team support and a shared goal, as well as job satisfaction in this demanding culture. These themes, I argue, are consistent with the broader definitions of wellbeing, giving them the opportunity to be both a healthcare professional and human. Further data analysis also reveals consistency with wider wellbeing interpretations (including personal wellbeing measurements and data from the Office for National Statistics (2014, 2015)). I develop the role of chaplain as the healthcare professionals' co-reflector, sharing their reflective space as a pastoral encounter and a source for learning. This combines the images of "empty handed" (Swift, 2009) "welcoming guest" and "mutual hospitality" (Walton, M., 2012). I offer to national healthcare the wider understanding of wellbeing, and the value of creating provision for reflective space to nurture it, in the care of healthcare professionals. This research offers the potential for exciting further developments in a wider constituency both in and beyond healthcare.
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Wellington, Kunaka S. "Looking at their blind spots! : how trainee counselling psychologists engage and experience reflective practices". Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/601106.
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Croft, Julia. "Seeking constructive alignment of assessment in teacher education : locating the reflection in reflective writing". Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581897.
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The aim of this thesis is to promote a dialogue about constructive alignment (Biggs, 1996) with a particular focus on the use of reflective writing as an assessed task in courses of teacher education and the influence it has, or does not have, on teacher reflection and/or in improving practice. The work is set against a national context in which time to reflect is being written out of teacher education as a consequence of policy which locates ‘training’ to teach increasingly within the busy-ness of school life. Persuaded by principles of constructive alignment and, therefore, troubled by student teachers’ perceptions of complex assignments which appear to have little relevance to their practice as teachers, I have undertaken an action research study (McAteer, 2013; Norton, 2009; and Wells, 2001), beginning with a conviction that it is possible to design assessment tasks which truly integrate professional and academic requirements and influence the learning activity of student teachers in ways which are meaningful for their development as teachers. Using an adaptation of the Ward and McCotter (2004) ‘Reflection Rubric’ to locate characteristics of reflection within the reflective writing submitted for assessment, the study evaluated the relationship between written reflection and academic and professional attainment and found little evidence that engagement in the reflective writing assignment had contributed to the participants’ development as teachers. I conclude that the assessment strategies of students and of the course had been either not aligned or destructively aligned. The thesis narrates my journey to the adoption of a socio-constructivist perspective, leading to greater insight into the relationship between established assessment practice and the learning activity of student teachers, and a questioning of my practice. Crucially, the notion of a ‘framework for assessment’ is broadened to encompass all assignment-related activity, the people involved and the timeframe, in addition to the task and criteria. I conclude by identifying a desire to know more about the national view of assessment in teacher education, seeking a network of colleagues in order to explore ways in which counterparts in other institutions are supporting student teachers to develop reflective practice and assess reflective writing.
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Ryder, Deborah Alice. "Making meaning: A Team of Early Childhood Education Teachers Working Towards Registration from a Group Perspective". Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1055.
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In 2004, with only one fully registered teacher in the early childhood centre where this investigation is set, a question arose as to how five non-registered teachers could be guided through individual programmes of registration advice and guidance. This investigation explores a group approach to early childhood teacher registration, where five registering teachers engaged in written reflections and discussion with their registration tutor, who was also the researcher. The teachers used practitioner inquiry as they explored their own practice and the practice of the team. The researcher used practitioner research to build on the teacher's inquiries. Individual written reflections and group discussions began to highlight differences in the ways teacher's interpreted practice. As part of its communication processes the group regularly compared and categorised individual reflections. These general themes were made public and shared with the group, using a process that this research refers to as the common anonymous voice'. The key findings from this investigation concern the role practitioner action research played in the communication of the group. Discussion and written reflections were shown to provide the group with alternative forms of communication. As tensions and challenges regarding group practice emerged in the discussions, teachers began to rely more on the reflective writing process to articulate their own professional philosophies. Shifts in group dynamics were highlighted as the group moved from the need to agree, through to an acceptance of diversity. Individual teaching beliefs and practices were seen as contributing to the collective process of teaching and learning. The reflexive action research framework developed in this study aligns itself with sociocultural notions of learning and development. Links are made with the professional development of the individual teacher and the collective process of the registration group.
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Grigoroiu, Gabriela. "Learning to teach : introducing a reflective approach in Romanian initial teacher training". Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248163.
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Ndokwana, Vusumzi Wilfred. "A reflective study on factors that influenced the matric results in physical sciences in four secondary schools in a district in the Eastern Cape". University of the Western Cape, 2017. http://hdl.handle.net/11394/6434.
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Magister Educationis - MedThis is a reflective study of the factors that influenced the performance of learners in Physical Sciences National Senior Certificate examinations in four secondary schools in a district in Eastern Cape. The study considered factors that influenced the matric results for a period of five years in a district in the Eastern Cape (from 2010 to 2015) National Senior Certificate results. The study was conducted to identify the indicators that could positively influence physical sciences results after many years of underperformance in the subject. This study was underpinned by the theory of reflective practice. As part of an intervention strategy, learners completed an intensive programme of teaching during school hours, extra classes, practical work and assessment. The four school principals were purposively selected for interviews. Four Physical Sciences educators from the four senior secondary schools and 12 post-grade 12 learners from each senior secondary school were all interviewed. Post-grade 12 learners were randomly selected for interviews. The researcher used a reflective journal as a method of examining the reflections by the respondents. Teachers reflected on their teachings to improve their practices that make science learning more meaningful to both learners and teachers The findings indicate that extra classes provided sufficient time to complete the syllabus, to conduct experiments and to administer practical tests. Regular assessment in theory and practical work showed the improvement in attainment of good physical sciences results in all the four participating schools. Instructional supervision from the managers also assisted in developing teacher skills. It was recommended that the DoE should use experts in teacher training and professional development activities. School management systems should play an active role in teacher support and the supervision of instructional work.