‘Becoming’ critically reflective practitioners: academics' and students' reflections on the issues involved

Corley, Aileen; Eades, Elaine

doi:10.1080/13678860310001630647

Cited by 19 publications

(11 citation statements)

References 8 publications

(14 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, the reflection construct is receiving considerable attention in a wide range of disciplines including social work (Dempsey et al, 2001;Fisher and Somerton, 2000), information systems (Mukherjee, 2004), earth sciences (Harrison et al, 2003), leadership development (Densten & Gray, 2001) and particularly in the areas of human resource development (Bourner, 2003;Corley & Eades, 2004;Maclellan, 2004;Van Woerkom, 2004;Van Woerkom et al, 2002) and health sciences (Biggs et al, 2001;Kember et al, 2000;Leung & Kember, 2003;Liimatainen et al, 2001). We examine this diverse literature base and blend it with emerging business education literature for the purpose of defining the reflection construct, identifying its dimensions and processes, and as input for further consideration of its measurement.…”

Section: Review Of Reflection Literature and Model Developmentmentioning

confidence: 99%

The Reflective Learning Continuum: Reflecting on Reflection

Peltier

Hay

Drago

2005

Journal of Marketing Education

179

207

View full text Add to dashboard Cite

The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research that considers reflection within the context of both the marketing and general business education literature. This article describes the use of an instrument that can be used to measure four identified levels of a reflection hierarchy: habitual action, understanding, reflection, and intensive reflection and two conditions for reflection: instructor-to-student interaction and student-to-student interaction. The authors also demonstrate the importance of reflective learning in predicting Graduates' perception of program quality. Although the focus was on assessment of MBA-level curricula, the findings have great importance to marketing education and educators.

show abstract

Section: Review Of Reflection Literature and Model Developmentmentioning

confidence: 99%

The Reflective Learning Continuum: Reflecting on Reflection

Peltier

Hay

Drago

2005

Journal of Marketing Education

179

207

View full text Add to dashboard Cite

show abstract

“…209). Furthermore, that reflective learning requires time and space is a consistent finding from research (see, for example, Corley & Eades, 2004;Forneris & Peden-McAlpine, 2007;Warhurst, 2008).…”

Section: Reflective Practice 391mentioning

confidence: 75%

Teaching critical reflection in Sub-Saharan Africa: business as usual?

Blackburn

Holden

Burrell

2014

Reflective Practice

View full text Add to dashboard Cite

Reflective practice enjoys a prominent position in management education in the West. However, its 'export' raises questions about both positioning and effective delivery. This paper reports on exploratory research in relation to the teaching of reflective practice as part of a Masters management programme delivered in two sub-Saharan African countries. In relation to prevailing practice in the West, the research evidence is clear. Whilst challenging in terms of its teaching, the cultural context of the West does not preclude access to the essential ideas of reflexivity and an analysis of self. Drawing on data collected as part of the teaching of an MSc in Leadership and Change Management in Malawi and Swaziland, this paper reflects on the nature and extent of this challenge in a very different cultural context. Students from these two countries found the concept interesting but troublesome. Assessment of and questioning about practice revealed some success, but more often a high failure rate in achieving a level of criticality in reflection and a level of depth of self-analysis. The research speculates if a 'business as usual' teaching agenda in such cultural contexts in effect sidesteps the question of the appropriateness of an Anglo-American model of reflective practice.

show abstract

“…However, despite some limited success in terms of critical consciousness-raising in formal education settings (see, for example, Corley and Eades 2004;Cunliffe 2004;Lawless et al 2011;Sinclair 2007) and the occasional but rare empirical example of something similar in work settings (notably Brooks 1999;Rigg and Trehan 2008), critical reflection falls short of this ideal in practice (Fenwick 2005b, 36). This raises questions as to whether it is not just 'too difficult' to operate in a workplace (Rigg and Trehan 2008).…”

Section: The Impasse Unpackedmentioning

confidence: 96%

“…The purpose is to think through a difficult impasse that exists in relation to its role as the mainstay pedagogical approach of CHRD (Corley and Eades 2004;Lawless et al 2011;Monaghan and Cervero 2006;Rigg andTrehan 2004, 2008). This impasse refers to an apparent means-end misalignment between CHRD and practitioner aims.…”

mentioning

confidence: 99%

Reflexive spaces of appearance: rethinking critical reflection in the workplace

Cotter

2014

Human Resource Development International

View full text Add to dashboard Cite

‘Becoming’ critically reflective practitioners: academics' and students' reflections on the issues involved

Cited by 19 publications

References 8 publications

The Reflective Learning Continuum: Reflecting on Reflection

The Reflective Learning Continuum: Reflecting on Reflection

Teaching critical reflection in Sub-Saharan Africa: business as usual?

Reflexive spaces of appearance: rethinking critical reflection in the workplace

Contact Info

Product

Resources

About