A Model for Teaching Reflective Practice

Saperstein, Adam K.; Lilje, Todd C.; Seibert, Diane

doi:10.7205/milmed-d-14-00589

Cited by 12 publications

(9 citation statements)

References 7 publications

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“…Self-awareness leads to self-management and acceptance of responsibility, i.e., the ability to be aware of one's emotions, express them, feel them, dispel them, and navigate them wisely. The findings of this study are similar to those of previous ones (Chittooran, 2015;Hong, & Choi, 2015;Husaj, 2016;Saperstein, Lilje, & Seibert, 2015): in the process of working with adolescents the mentors must address their own emotional and social issues, demonstrate these skills in their conduct with the youths, and cultivate these abilities in their students. For example: "I'm disappointed with myself, I feel that the lessons I have prepared are not challenging enough for them, that the content is not appropriate for their age."…”

Section: Discussionsupporting

confidence: 88%

The Experience of Absorption of New Immigrant Adolescents in the Digital Age, as Perceived by Mentors Who Work With Them From a Social-Emotional Point of View

Zilka¹

2021

RES

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Immigration of adolescents involves multiple, many-faceted changes. This study examined the experience of absorption of adolescents in Israel, in the digital age, through the eyes of mentors who work with them, from the mentors’ social-emotional perspective of themselves and of their students. In this mixed-method study, 122 mentors completed questionnaires with closed and open-ended questions, and wrote extensively about their difficulties. The findings show that most mentors (66%) worked hard to make their students part of the social fabric. Some of the mentors (34%) encountered problems resulting from misunderstandings and poor communication because of language difficulties and lack of control over pragmatic aspects in a sociocultural context. They strove to raise social awareness in the adolescents through observation, and to provide tools for reading and responding to behaviors, all the while encouraging social involvement. Mentors thought that digital environments helped them and the adolescents in their coping. Thanks to digital environments, especially smartphones, adolescents were able to blend into their new environment. Translation, databases, numerous applications, and groups on social networks respond to their needs and help with difficulties they encounter in real time, creating a sense of social connection and belonging.

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Section: Discussionsupporting

confidence: 88%

The Experience of Absorption of New Immigrant Adolescents in the Digital Age, as Perceived by Mentors Who Work With Them From a Social-Emotional Point of View

Zilka¹

2021

RES

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“…The findings of the study are similar to those of previous research findings (Chittooran, 2015;Hong & Choi, 2015;Husaj, 2016;Korthagen, 2014;Maurice & Harriett, 2006;Saperstein, Lilje, & Seibert, 2015;Zilka, 2019;Zins, 2004). The emphasis in this study was on building the identity of preservice teachers who are going to work with children, educating and instructing them.…”

Section: Sample Quotessupporting

confidence: 91%

“…Reflective process. Researchers define reflection as contemplation, a conscious thought aimed at bringing about change in behavior (Chittooran, 2015;Hong & Choi, 2015;Korthagen, 2014;Saperstein, Lilje, & Seibert, 2015). A reflective process can lead to abstraction, inclusion, identification of behavior patterns, and rebuilding of principles of action in a more effective way than before.…”

Section: Social and Emotional Learning (Sel)mentioning

confidence: 99%

Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson

Zilka¹

2020

RES

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The goal of videotaping lessons in a teacher training process is to bring about change in the behavior of preservice teachers to promote self-awareness, openness, and development. The research question was whether preservice teachers, after watching the video recordings of the lessons they taught, would undergo a process of development and increased openness, or remain on a plane of self-criticism. The present qualitative discourse analysis study examined the data based on the principles of social and emotional learning (SEL). The data were organized according to SEL categories: self-criticism, self-awareness, self-management, social awareness, interaction management, and accepting responsibility. Participants in the study were 100 preservice teachers studying in teacher training institutions in Israel. Most preservice teachers (93%) were found to be critical of themselves, but they also tried to open up to a process of self-awareness (82%) and to change their behavior. Some participants (11%) remained “shackled” to their critical attitude and failed to break through the “wall of self-criticism” and change their behavior. Most participants (76%) showed social awareness and mindfulness of their feelings and of those of others; empathy and ability to read signals sent by their students; listening to others as opposed to being emotionally deaf; attention to the nature of interactions with students during the lesson, to how they moved about the classroom and used their voice, and whether they made eye contact with learners. To bring about change, the teacher must watch, observe, and investigate, and be able to better understand emotional and social situations. Teachers who had experienced social and emotional learning are likely to develop self-awareness and the ability to bring about openness, development, and change in their own behavior and in the behavior of their students.

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“…Various universities have provided some rubrics or reflective training guides to improve reflection [4,11,12]. Charon and colleagues provided a reflective writing guide to teach reflection through creative writing and close reading that included “reading, writing, and attending to the stories of illness.” Creative writing emanates from theories of aesthetics and emphasizes understanding, description, and acceptance [4].…”

Section: Discussionmentioning

confidence: 99%

Development of a checklist to validate the framework of a narrative medicine program based on Gagne’s instructional design model in Iran through consensus of a multidisciplinary expert panel

Daryazadeh

Yamani

Adibi

2019

J Educ Eval Health Prof

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PurposeNarrative medicine is a patient-centered approach focusing on the development of narrative skills and self-awareness that incorporates “attending, representing, and affiliating” in clinical encounters. Acquiring narrative competency promotes clinical performance, and narratives can be used for teaching professionalism, empathy, multicultural education, and professional development. This study was conducted to develop a checklist to validate the framework of a narrative medicine program through consensus of a panel.MethodsThis expert panel study was conducted from 2018 to 2019 at Isfahan University of Medical Sciences, Iran. It included 2 phases: developing a framework in 2 steps and forming an expert panel to validate the framework in 3 rounds. We adapted a 3-stage narrative medicine model with 9 training activities from Gagne’s theory, developed a framework, and then produced a checklist to validate the framework in a multidisciplinary expert panel that consisted of 7 experts. The RAND/UCLA appropriateness method was used to assess the experts’ agreement. The first-round opinions were received by email. Consensus was achieved in the second and third rounds through face-to-face meetings to facilitate interactions and discussion among the experts.ResultsSixteen valid indicators were approved and 100% agreement was obtained among experts (with median values in the range of 7–9 out of a maximum of 9, with no disagreement), and the framework was validated by the expert panel.ConclusionThe 16 checklist indicators can be used to evaluate narrative medicine programs as a simple and practical guide to improve teaching effectiveness and promote life-long learning.

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A Model for Teaching Reflective Practice

Cited by 12 publications

References 7 publications

The Experience of Absorption of New Immigrant Adolescents in the Digital Age, as Perceived by Mentors Who Work With Them From a Social-Emotional Point of View

The Experience of Absorption of New Immigrant Adolescents in the Digital Age, as Perceived by Mentors Who Work With Them From a Social-Emotional Point of View

Openness and Development or Self-Criticism of Preservice Teachers Watching Videos of Themselves Teaching a Lesson

Development of a checklist to validate the framework of a narrative medicine program based on Gagne’s instructional design model in Iran through consensus of a multidisciplinary expert panel

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