An inquiry into the development of critical reflection in secondary student teachers

Dinkelman, Todd

doi:10.1016/s0742-051x(99)00055-4

Cited by 102 publications

(50 citation statements)

References 8 publications

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“…Kember et al (2000) derive four major states of thinking from Mezirow's theory, that is, habitual actions, understanding, reflection, and critical reflection. Dinkelman (2000) determines that in educational setup, a teacher's role is more crucial and multi-dimensional in promoting reflective thinking. She has responsibility to protect her decisions from distortions as well as assess and reassess the basics of her academic decisions and instructional practices.…”

Section: Introductionmentioning

confidence: 99%

Development of reflective thinking through distance teacher education programs at AIOU Pakistan

Buzdar

Ali

2013

IRRODL

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The current study aims to investigate the possibilities of developing reflective thinking among learners through distance education programs. The case of Allama Iqbal Open University (AIOU) Islamabad, Pakistan is examined to achieve this task. The study is based on Mezirow's theory of reflective thinking, which divides thinking in four categories. The Questionnaire of Reflective Thinking (QRT) developed by Kember et al.(2000) based on Mezirow (1991) was administered to 450 AIOU students. The thinking and learning practices of students governed by their habitual actions, understanding, reflection, and critical reflection are statistically examined to meet the research objectives. Findings reveal that AIOU teacher education programs have a stronger tendency to promote understanding and reflective thinking among learners. The need to integrate content for developing critical reflection among learners is highlighted. The study also discovers the significant impacts of students' job status and previous qualifications on their thinking patterns.

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Section: Introductionmentioning

confidence: 99%

Development of reflective thinking through distance teacher education programs at AIOU Pakistan

Buzdar

Ali

2013

IRRODL

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“…Bean and Zurlich [1989] claim that journal writing helps students to generate their own questions in a course, explore hunches and hypothesis and begin to perceive the multiplicity of views inherent in the human experience. Dinkelman, [2000] in a study to explore the extent nature and development of critical reflection in secondary student teachers revealed limited but significant evidence of critically reflective teaching. The students ranked journals as important in promoting reflection and numerous examples of critical reflection were identified from their pages.…”

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The use of reflective journals in the promotion of reflection and learning in post-registration nursing students

Chirema

2007

Nurse Education Today

142

101

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Reflective journal writing has frequently been used in nursing and other health care fields as an educational strategy to promote reflection and learning. Although reflective journal writing is recognised as a valuable tool to promote students' learning, very little research has been undertaken to evaluate its use. The overall aim of this study is to examine the use of reflective journals in the promotion of reflection and learning in post-registration nursing students. In order to achieve that aim a qualitative descriptive case study design was utilised to examine four objectives. The first was to analyse reflective journals completed by students during a period of learning in order to determine the extent and level of reflection achieved. The second, to examine the use of reflective journals as an educational strategy for facilitating learning in the practice setting. Thirdly, there was the intention to examine the nature and content of guidelines given to students with regard to the use of a reflective journal, and fourthly, to examine the support given to students by preceptors in relation to completing a reflective journal during their practice experience.A purposive homogenous sample of eighty one part-time post-registration nursing students undertaking one of four modules, either as part of the Diploma in Professional Studies in Palliative Care Nursing or the Diploma in Breast Care Nursing during one semester constituted the total sample. Forty-two students agreed to participate in the research.Data were collected from reflective journals completed during one module and by interviews with fifteen students, two teachers and three preceptors.Forty-two journals were analysed to determine the extent and level of reflection using a model devised by Boud et al. [1985] and adapted by Wong et al. [1995]. A model devised by Mezirow [1990] was used to identify the non-reflectors, reflectors, and critical reflectors.The findings suggest that student writing can be used as evidence for the presence or absence of reflective thinking. Allocating students to the three categories of non-reflector, reflector and critical reflector was possible. However, identifying textual elements within the journals and allocating them to the finer levels of reflection was more difficult and less reliable. Evidence suggests overall that journals are a useful tool for promoting reflection and learning. However, some students appear to benefit more from journals than others. Approximately two thirds of the respondents were able to demonstrate varying levels of reflection and were classified as either reflectors or critical reflectors. The remaining one third of the respondents were unable to demonstrate any levels of reflection. Overall respondents expressed positive views, regarding the use of reflective journals. However, a small number found writing challenging and some questioned their use. Some respondents preferred to talk about their reflections rather than write them in a journal. The importance of receiving clear guidance...

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“…As Kayapinar and Erkus (2009) pointed out, many valuable attempts have been made to document the role of reflection in teacher practices (Clarke, 2006;Conway, 2001;Dinkelman, 2000;Lee, 2005;Reiman, 1999;Tillema, 2000), indicating the importance of reflection and reflective practices in teaching and teacher education. Still, it seems that a standard comparison is hardly possible because each study is held in a different context with different data gathering and analysis instruments, such as online discussions, storytelling, written records, and transcript analysis.…”

Section: Resultsmentioning

confidence: 99%

A Study on Reflection in In-service Teacher Development: Introducing Reflective Practitioner Development Model

2016

EDUC SCI-THEOR PRACT

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To date, studies on reflection seem to lack concern for in-service teacher development. This article proposes a new EFL reflective practitioner development model (RPDM) for an in-service program that is not only based on the principles of reflection, but that also measures teachers' reflective and self-efficacy development.Focusing on the improving practitioners' reflective abilities, the model emphasizes building self-efficacy and delineates the program' s procedure to achieve these goals. The model was tested by collecting quantitative and qualitative data. The findings suggest that the model would be effective for educators to use as it facilitates and improves teachers' abilities to reflect and their overall self-efficacy. The continuous development of societies requires a growing need for individuals who are well prepared for their profession. In order to ascertain whether individuals are well prepared, measurement and evaluation procedures can be used. Although the literature does not contain any research measuring the reflective development of language teachers in EFL programs, extensive research does exist on language teacher education, reflection, and teacher beliefs as independent areas (Avalos, 2011;Craig, 2013;Peacock, 2009;Riley, 2009;Schunk & Pajares, 2002). In this way, although the effect of a program focusing on improving teachers' reflective behavior and selfefficacy remains under-researched, these areas should be subject to critical scrutiny and well-organized study. As Brown (1995) pointed out, evaluation is 'the heart that connects and provides blood to all the other program elements.' In this regard, the primary focus of this study is to measure language teachers' reflective development using a new model of reflective practitioner development, abbreviated RPDM, based on a quasi-experimental design so as to ensure and maximize teachers' self-efficacy and reflection skills. The model emerging from "experiential learning" (Kolb & Fry, 1975) strives for two main constructs: reflection and continuous development in order to provide the best possible practices in language teachers' professional development. As is known, not every teacher is able to acquire or continue to develop the knowledge and skills that they need or which are required by the institution in which they are employed. KeywordsReflection here plays a major role because the nature of practice is such that improvement can only be fostered depending on how the professional understands the concept of self and the nature of the practical (Calderhead, 1987). Moreover, reflection enables teachers to make careful considerations about what their experience are all about and to form a habit of continually learning from their own experiences by framing problems of practice, by critiquing and reframing problems within broader perspectives, and by taking action that is fostered by such reframing (Kayapinar, 2013). In this sense, teachers may become reflective practitioners, adopting a reflective stance toward their practice as a means...

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An inquiry into the development of critical reflection in secondary student teachers

Cited by 102 publications

References 8 publications

Development of reflective thinking through distance teacher education programs at AIOU Pakistan

Development of reflective thinking through distance teacher education programs at AIOU Pakistan

The use of reflective journals in the promotion of reflection and learning in post-registration nursing students

A Study on Reflection in In-service Teacher Development: Introducing Reflective Practitioner Development Model

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