Critical Reflection and Communities of Practice as Professional Development Strategies for Educators

Akella, Devi; Gibbs, Anna; Gilbert, Belinda; Henry, Brandon; Lee, Valerie; Mathis, Daphine; Williams, Victor

doi:10.20533/ijcdse.2042.6364.2021.0532

Cited by 6 publications

(3 citation statements)

References 10 publications

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“…Most educators concur that lifelong self-reflection is critical to their professional development and to their professional service delivery with clients (Akella et al, 2021), and as we noted previously, the importance of deliberate training in self-reflective practice within health service psychology program is necessary to become a fully competent HSP. How HSPs engage in self-reflective practice likely varies by workplace setting and allocation of time provided to socially responsive reflective practice as part of its organizational culture.…”

Section: Barriers To the Implementation Of Self-reflection In Practic...mentioning

confidence: 67%

Socially responsive reflective practice: A cornerstone of professionalism for health service psychology.

D'Angelo¹,

Hachiya²,

Hagstrom³

et al. 2023

Professional Psychology: Research and Practice

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This article focuses on reflective practice as an essential component of professionalism among Health Service Psychologists (HSPs), especially in their efforts to become more socially responsive and to better serve underrepresented communities within the society-at-large. It highlights the importance of a lifelong process of self-reflection among HSPs-practitioners, faculty, researchers, and consultants-that begins during training and continues as an integral part of professional development. We argue that HSPs have both a professional and ethical obligation to remain up to date in their knowledge and skills, to practice competently, to become more socially responsive, and to better serve underrepresented communities within society. Socially responsive reflective practice should play a crucial role in training settings. Ideally, its impact on students has a ripple effect on the larger society as those same students become professionals contributing to their communities in socially responsive ways. Despite the importance of reflective practice, it comes with several challenges in implementation and execution. Some barriers to this socially responsive self-reflective process are highlighted, and potential ways for practitioners to remedy them are provided. To that end, the Social Responsiveness in Professionalism Checklist is included in the Appendix as a structured review and helpful guide to improve this socially responsive self-reflective process. Public Significance StatementThis article highlights how to enhance, through a number of platforms, an essential component of professionalism, socially responsive reflective practice. Integrating self-reflective practice would ideally begin in training settings and continue throughout the Health Service Psychologist's life span. To begin this socially responsive self-reflective process, a number of tools, including the Social Responsiveness in Professionalism Checklist, are suggested. Socially responsive reflective practice will promote more competent and ethical service to underrepresented and marginalized communities.

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Section: Barriers To the Implementation Of Self-reflection In Practic...mentioning

confidence: 67%

Socially responsive reflective practice: A cornerstone of professionalism for health service psychology.

D'Angelo¹,

Hachiya²,

Hagstrom³

et al. 2023

Professional Psychology: Research and Practice

View full text Add to dashboard Cite

show abstract

“…Critical reflection (includes reflection, dialogue, and collaborations) can be incorporated within a teaching profession for professional development and best teaching practice. Educators can self-assess their teaching cultures themselves (Akella et al, 2021). In becoming a transformative teacher, questioning the broadly trusted assumptions, and examining the deep-seated beliefs can play a significant role, so we need to examine our beliefs and practices in teaching mathematics.…”

Section: Empirical and Theoretical Reviewmentioning

confidence: 99%

Enhancing Critical Reflective Practice in Science Education Through a STEAM Approach

Thapaliya

2023

JrTP

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This article aimed to explore teachers’ beliefs on reflective practice in their professional life and envision perspectives for transforming their practice. I used auto/ethnography as a research methodology for critically reflecting on the self and others’ lived experiences of teaching science, mathematics, and technology in the context of Nepal. I explored that reflective practice is required for understanding and transforming our deep-seated dominant cultural practices. On becoming a critically reflective practitioners, we can incorporate a trans-disciplinary STEAM approach while designing and implementing a curriculum, pedagogy, and assessment system that helps understand learners’ sociocultural backgrounds, beliefs, values, assumptions, and feelings for authentic, inclusive, and meaningful learning.

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“…Following Akella et al . 's (2021) ideas, the teacher, and the artist, alongside the supporting team, reflect on their successes and failures to improve aspects of the partnership and themselves as professionals. Methods for reflection include reflective journals and video recordings of their interactions, and the teacher and artist can engage in researching their partnership in the makerspace.…”

Section: Teacher–artist Professional Learning Within the Makerspacementioning

confidence: 99%

Teacher–Artist Partnership Framework Within School Makerspaces to Foster Students’ Creativity

Santos¹,

Menano²,

Habak³

2022

Int J Art Design Ed

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Creativity is a fundamental skill to prepare individuals to work and live in a changing world.Educators have recognised its value and advocate that schools can provide an environment for fostering the creative thinking skills of students. Makerspaces are emerging in school contexts, and they carry great opportunities for engaging students in creative thinking processes. The school makerspace also offers a professional learning space for teachers and artists to collaborate to support students' creative potential through making activities linked to the curriculum. This paper proposes a teacher-artist partnership framework within the makerspace to support mutual professional growth and opportunities to foster a learning environment conducive to creative expressions. The framework consists of three non-linear and iterative processes, namely (a) developing craft knowledge, (b) co-constructing knowledge, and (c) reflection and researching, supported by a community of practice and internal and external communities. Expected outcomes from the partnership for students, teachers and artists, and recommendations are discussed.

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Critical Reflection and Communities of Practice as Professional Development Strategies for Educators

Cited by 6 publications

References 10 publications

Socially responsive reflective practice: A cornerstone of professionalism for health service psychology.

Socially responsive reflective practice: A cornerstone of professionalism for health service psychology.

Enhancing Critical Reflective Practice in Science Education Through a STEAM Approach

Teacher–Artist Partnership Framework Within School Makerspaces to Foster Students’ Creativity

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