Can reflective practice be taught?

Edwards, Gail; Thomas, Gary

doi:10.1080/03055690903424790

Cited by 54 publications

(32 citation statements)

References 12 publications

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“…From my own practice experience it feels rare to encounter another human being in distress and to react, without emotion or thought at some point and then forming ideas. For Dewey (1933) however, reflection is more than having an encounter then going off to think about it.…”

Section: The Nature Of Reflective Practicementioning

confidence: 99%

“…There are however, a number of writers who offer descriptions of skills and qualities that make up the practice we call 'reflective' and I believe these go some way to clarify its nature. Dewey, (1933) whose work influenced a number of writers, uses 'reflection' and 'thinking' interchangeably and identifies curiosity, social stimulii and the ability to link experiences as essential components. Boud, Keogh & Walker (1985) suggest a combination of emotional and intellectual activities with a purpose of finding new understanding from experience and Rolfe (2014Rolfe ( , p.1180 identifies the ability to perform 'on-the-spot experimentation' as a response to 'wicked problems' in practice.…”

Section: The Nature Of Reflective Practicementioning

confidence: 99%

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“I don’t get it”, – the challenge of teaching reflective practice to health and care practitioners

Eaton

2016

Reflective Practice

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"I don't get it!" -the challenge of teaching reflective practice to health and care practitionersReflective practice is regarded as a fundamental learning tool that encourages the synthesis of theory and skills in health care and written reflective accounts feature heavily in the assessment of skills and development in practice. It is however, a challenging method of teaching and learning for both students and educators and the reflective accounts produced are often superficial descriptions of events rather than evidence of 'reflection in action'. Revisiting writers such as Dewey, Rogers and Schön, I present my own reflective account of teaching health care students to develop reflective thinking and writing and finding ways of using mindfulness and sensory experience to bring reflection-in-action into the classroom. I conclude by suggesting that, as an educator, I have a responsibility to encourage and value subjective experience as evidence of learning.Keywords: reflective practice; teaching; Schon; Dewey; mindfulness; sensory experience IntroductionReflective practice is well established as a key element of learning in a number of professions including teaching, social work, nursing and management (Nelson, 2012) and is cited as 'a valuable learning technique that reinforced the blending of theoretical and applied learning' by the Willis Commission report on the education of nurses (RCN, 2012) however it is a challenging and ill-defined concept that has been subject to question recently for its educational value in producing truly reflective practitioners (Coward, 2014;Rolfe, 2002: Rolfe, 2014 I have been teaching current and prospective healthcare practitioners on a number of modules during the last year and have tried to embed reflective thinking and writing throughout my teaching and assessment activities. With every group I have noticed that encouraging students to move from the academically preferred objective, evidence-based writing to offering a subjective and emotionally rich account of their learning has been challenging. I aim to present my observations of this experience and, drawing from Dewey, Rogers and Schön, who were influential in my own development as a novice practitioner, I offer some ideas about making reflective thinking more effective in the classroom. As a reflective practitioner myself, I am conscious that the classes I teach are my 'research events' and the knowledge I gain from them broadly follows a hierarchy of evidence proposed by Rolfe (2002), including personal knowledge, experiential knowledge and propositional knowledge rather than empirically tested domains. In the tradition of humanistic approaches to learning, this account will also reflect my belief that I work to facilitate the process of learning and enquiry rather than working to secure outcomes (Rogers, 1977in Kirschenbaum & Henderson, 1990. The nature of reflective practiceThe agreement across the literature on reflective practice in health and care appears to be that, whilst considered essential, there are no cl...

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Section: The Nature Of Reflective Practicementioning

confidence: 99%

Section: The Nature Of Reflective Practicementioning

confidence: 99%

“I don’t get it”, – the challenge of teaching reflective practice to health and care practitioners

Eaton

2016

Reflective Practice

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“…not surprisingly, then, reflexivity is neatly aligned in a judgmental framework that equates with what Deleuze (1988) calls moralism, that is, a system that judges against a set of ideals, rather than an ethics of immanence in life (Davies & Gannon., 2013) or a moment-by-moment ethics of how, in specific ways, things come to matter in an encounter . This 'individualistic' theory of teacher reflection reduces reflexivity into a collection of competencies, attributes and qualities to be attained and undermines the ideological context and the power structures in which teacher reflection takes place (edwards & Thomas, 2010). edwards and Thomas (2010) as well as other scholars in education (e.g.…”

Section: Reflection -What Is It?mentioning

confidence: 99%

“…see edwards & Thomas, 2010) suggests that reflexive processes are usually directed either towards the self and its rational choices (the first variation in D'Cruz et al's terms) or towards knowledge and its social production within power relations (the second and third variations). This analytical distinction is indicative of the differential emphasis and meaning placed in each case; the former focuses on the self as the locus of reflection, while the latter focuses on how relations of power operate and what consequences they have not only for the self-reflexive process and the knowledge production, but also for the possibilities to invoke change.…”

Section: Reflection -What Is It?mentioning

confidence: 99%

Diffraction or reflection? Sketching the contours of two methodologies in educational research

Bozalek

Zembylas

2016

International Journal of Qualitative Studies in Education

152

104

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Internationally, an interest is emerging in a growing body of work on what has become known as 'diffractive methodologies' drawing attention to ontological aspects of research. Diffractive methodologies have largely been developed in response to a dissatisfaction with practices of 'reflexivity', which are seen to be grounded in a representational paradigm and the epistemological aspects of research. While work on 'reflexivity' and 'critical reflection' has over the years become predominant in educational and social science research methodology literature, our reading indicates that there is still important conceptual work to be done putting these two practices -reflection and diffraction -in conversation with each other and exploring their continuities and breaks as well as examining the consequences for research methodologies in education. This article raises important questions about how the concepts of diffraction and reflection are defined and understood and discusses the methodological implications for educational research. IntroductionDissatisfied with epistemological practices of reflexivity grounded in representationalism, scholars immersed in feminist science studies began to raise questions about the theoretical assumptions and consequences of reflexivity. Haraway (1997), a pioneer in these debates, proposed the notion of diffraction as an alternative to reflexivity. As she expressed her misgivings at the time:

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“…The optimal techniques used to develop these skills have been widely researched, but a definitive solution remains elusive. 14,20,23,[28][29][30]34,[43][44][45][46][47][48][49][50][51][52] While utilization of a variety of approaches will likely produce optimal development of these skills, active, student-centered, and inquirybased learning appear to be common themes amongst the critical thinking literature. 4 One such activity that promotes active, student-centered, and inquiry-based learning for undergraduate students is the undergraduate research experience.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Engaged Thought Through the Lens of Undergraduate Research

Hicks¹,

Douglas²

2015 ASEE Annual Conference and Exposition Proceedings

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The engineering community values the development of critical thinking, but the techniques for most efficiently achieving this outcome are still up for debate. The literature suggests that research experiences provide a strong opportunity for students to develop cognitive abilities, but much of the research is based on the self-reported perceptions of the student participants and often lacks evidence of validity. This paper examines the perceptions and use of engaged thinking, a term that encompasses critical and reflective thinking, by six students throughout a 10-week Research Experience for Undergraduates summer program. An analysis of a series of interviews conducted with each student throughout their research experience presented themes related to prerequisites for engaged thinking (background knowledge, disposition, and transitional circumstances) which could address some of the shortcomings that have previously prevented undergraduate research from reaching its full potential.

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Can reflective practice be taught?

Cited by 54 publications

References 12 publications

“I don’t get it”, – the challenge of teaching reflective practice to health and care practitioners

“I don’t get it”, – the challenge of teaching reflective practice to health and care practitioners

Diffraction or reflection? Sketching the contours of two methodologies in educational research

An Analysis of Engaged Thought Through the Lens of Undergraduate Research

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