Action research in higher education: exploring ways of creating and holding the space for reflection

Collective reflection in practice: an ethnographic study of Swedish police training

“…On the other hand, guided collective reflective processes also offered possibilities for increased depth and were observed to be both content-and process-oriented, depending on the direction of the dialogue and the active involvement of a facilitator. This result is supported by the conclusions of Burchell and Dyson (2005), who described 'loosely structured' group reflections as promising because the loose structure combines possibilities for experimentation and open-ended discussions with themes, prompts or questions that vouch for depth.…”

Lesson study: A collaborative approach to scholarship for teaching and learning in higher education

“…These three elements together provide the basis for the critical study of pedagogy in higher education and opportunities for the public sharing of insights from the process. Hence, SoTL takes on a practical nature, and appears to share many characteristics of action research which has emerged as a popular methodology in HE research on pedagogy (for example, Burchell & Dyson 2005;Greenwood 2012).…”

Stories of Policing: The Role of Storytelling in Police Students’ Sensemaking of Early Work-Based Experiences

“…To support this balance, the instructor or facilitator becomes of key importance: On the one hand, the instructor has a part in the establishment of a local space that encourages conversations and articulation of experience. On the other hand, the instructor has a role in prompting and guiding reflection and discussions on pressing issues related to experience (Bijlsma et al 2016;Burchell and Dyson 2005). Our findings exemplify how the role of the facilitator is diverse.…”