A multi‐dimensional model of reflective learning for professional development

Black, Patricia; Plowright, David

doi:10.1080/14623941003665810

Cited by 101 publications

(71 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Secondly, critically reflective coaches should be able to apply reflective processes that go beyond superficial and descriptive activities and harness the 'why' and 'what for' of their coaching practice and behaviour (Black & Plowright, 2010;Cushion, Armour, & Jones, 2003;Ghaye & Ghaye, 2010;Thompson & Pascal, 2012). Specifically, critical reflection involves 'looking beneath the surface' of a situation in order to identify and critique any assumptions that are being made, as well as challenge the values and beliefs that are being drawn upon (Mezirow, 1990;Saylor, 1990), which are inevitably influenced and shaped by numerous historical, social, cultural, and institutional factors (Jones, Armour, & Potrac, 2002;Stoszkowski & Collins, 2014b).…”

Section: Introductionmentioning

confidence: 99%

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Stoszkowski

Collins

2015

Sport, Education and Society

View full text Add to dashboard Cite

Coaches' apparent preferences for informal and self-directed modes of learning have been highlighted in the literature. Consequently, there is a need for innovative coach education approaches that complement these clearly preferred, informal routes, and better provide coaches with the professional skills they need to deal with the complex nature of their work.Online blogs are one such tool said to have the potential to strengthen and promote critical thinking and reflection on professional practice; however, research evidence and theoretical frameworks for their use is inconclusive and currently lacking. Therefore, the purpose of part one of this two-part investigation was to explore the use of shared online blogs as a tool to promote reflection and community of practice (CoP) in a cohort of twenty-four undergraduate sports coaching students (5 females, 19 males). Four group blogs, purposely designed to support informal workplace learning, were subjected to content analysis in order to determine the emergent reflective quality of blog entries, and the extent to which functioning online CoPs emerged. Findings revealed that shared blogs were a useful tool to promote higher order reflective thinking, and fully functioning online CoPs emerged in all four groups.Keywords: coach learning; coach education; coach development; reflective practice; communities of practice; online IntroductionIn recent years, a growing body of research has sought to better understand how coaches develop their craft and learn how to coach . Typically, in light of coaches' self-perceived limitations of, and resistance to, formal coach education activities (Hughes, 2005;Trudel & Gilbert, 2006; VargasTonsing, 2007), this research has suggested that the majority of coach learning occurs experientially through a broad and diverse range of informal and self-directed 3 learning activities (cf. Cushion et al., 2010;, especially those involving social interaction with other coaches during day-to-day coaching experiences (Erickson, Bruner, MacDonald, & Côté, 2008;Lemyre, Trudel, & Durand-Bush, 2007; Wright, Trudel, & Culver, 2007). As a consequence, it has been argued that there is a need for innovative coach education approaches that complement these clearly preferred, informal routes, and better provide coaches with the professional competencies they need to deal with the complex, problematic and dynamic nature of their work (Gilbert, Gallimore, & Trudel, 2009;Morgan, Jones, Gilbourne, & Llewellyn, 2013). For example, a reflective approach to practice is frequently advocated as a key skill for understanding and enhancing coach learning and raising the vocational standards of coaches (e.g. Cropley, Miles, & Peel, 2012;Gilbert & Trudel, 2006; Irwin, Hanton, & Kerwin, 2004; Knowles, Gilbourne, Borrie, & Neville, 2001).Alongside this, the continued evolution of a wave of Web 2.0 technologies (e.g. blogs, wikis, social networking sites) has led to a fundamental change in the way that knowledge is produced and disseminated (Dixon, Lee, & Ghaye, 2013). ...

show abstract

Section: Introductionmentioning

confidence: 99%

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Stoszkowski

Collins

2015

Sport, Education and Society

View full text Add to dashboard Cite

show abstract

“…21 Published works on reflection in pharmacy center on pharmacy students, but the literature suggests reflection is necessary in the day-to-day practice of a pharmacist as well. 22,23 However, little is known about the reflective abilities of pharmacy educators and how these skills affect teaching-related self-development.…”

Section: Discussionmentioning

confidence: 99%

Qualitative Analysis of Written Reflections during a Teaching Certificate Program

Castleberry

Payakachat

Ashby

et al. 2016

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To evaluate the success of a teaching certificate program by qualitatively evaluating the content and extent of participants' reflections. Methods. Two investigators independently identified themes within midpoint and final reflection essays across six program years. Each essay was evaluated to determine the extent of reflection in prompted teaching-related topic areas (strengths, weaknesses, assessment, feedback). Results. Twenty-eight themes were identified within 132 essays. Common themes encompassed content delivery, student assessment, personal successes, and challenges encountered. Deep reflection was exhibited, with 48% of essays achieving the highest level of critical reflection. Extent of reflection trended higher from midpoint to final essays, with significant increases in the strengths and feedback areas. Conclusion. The teaching certificate program fostered critical reflection and self-reported positive behavior change in teaching, thus providing a high-quality professional development opportunity. Such programs should strongly consider emphasizing critical reflection through required reflective exercises at multiple points within program curricula.

show abstract

“…Many attempts have been made to define and clarify reflection as a term (Bengtsson, 1995;Black & Plowright, 2010;Moon, 2007). For the purposes of this paper we use the definition by Black and Plowright (2010), as it highlights the relationship between reflection, learning, and practice that is contextually relevant in the environment we work in within Higher Education, that of preparing students for the world of work many of whom become information practitioners.…”

Section: Reflection and Information Literacy Assessmentmentioning

confidence: 99%

“…For the purposes of this paper we use the definition by Black and Plowright (2010), as it highlights the relationship between reflection, learning, and practice that is contextually relevant in the environment we work in within Higher Education, that of preparing students for the world of work many of whom become information practitioners. 'Reflection is the process of engaging with learning and/or professional practice that provides an opportunity to critically analyse and evaluate that learning or practice.'…”

Section: Reflection and Information Literacy Assessmentmentioning

confidence: 99%

The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

Sen

McKinney

2014

NORIL

View full text Add to dashboard Cite

Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students' reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students' reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).

show abstract

A multi‐dimensional model of reflective learning for professional development

Cited by 101 publications

References 23 publications

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Using shared online blogs to structure and support informal coach learning—part 1: a tool to promote reflection and communities of practice

Qualitative Analysis of Written Reflections during a Teaching Certificate Program

The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing

Contact Info

Product

Resources

About