Faking it or hating it: can reflective practice be forced?

Hobbs, Valerie

doi:10.1080/14623940701425063

Cited by 148 publications

(105 citation statements)

References 13 publications

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“…Hobbs (2007), for example, suggests that student practitioners may not be developmentally ready to analyse the complex decisions and actions taken during teaching situations. Jarvis (2005) considers that the concept of the 'reflective practitioner' may have become devalued, as a result of inconsistent use or over-theorisation (Rushton & Suter, 2012).…”

Section: Introductionmentioning

confidence: 99%

Student teachers’ perceptions of feedback as an aid to reflection for developing effective practice in the classroom

Crichton

Gil

2015

European Journal of Teacher Education

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Since Schön's influential work on reflective practice reflection has been prioritised in teacher education programmes internationally. The research described in this paper examined the development of postgraduate student teachers' reflective processes in their first school placement. 25 students were asked to write an account of their evolution in an area of their teaching, and how they were supported to evaluate lessons and reflect on their practice. Subsequently, a sample was interviewed to explore themes arising from the essays. In describing their development of a reflective perspective, the students identified useful feedback from three main sources: mentors, peers and pupils. Although the research took place within a Scottish context, the different roles that feedback played in the development of reflection should be of interest to teacher educators and student teachers internationally, as it could be argued that beginning teachers in every country face similar issues relating to reflection.

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Section: Introductionmentioning

confidence: 99%

Student teachers’ perceptions of feedback as an aid to reflection for developing effective practice in the classroom

Crichton

Gil

2015

European Journal of Teacher Education

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“…Strong arguments have been raised in relation to the implementation and effectiveness of some reflective modes of learning (Akbari 2007;Hobbs 2007). Such accounts, which are outlined in more detail below, compel educational researchers to ask some important questions in relation to reflection, among which the following are key: What are the real and tangible elements of reflection?…”

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confidence: 99%

Students’ engagement in reflective tasks: an investigation of interactive and non-interactive discourse corpora

Farr

Riordan

2012

Classroom Discourse

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Reflective learning, a practice carrying relatively high educational value, has been with us for some time. Its popularity has grown to the extent that it is often adopted unquestioningly by educational practitioners. However, there are some important questions to be asked in relation to reflective practice. In reality, its impact on improved and enhanced learning and practice, and ultimately its educational value, cannot be known without further examination, research and consideration. This paper uses evidence from a range of spoken and written corpora to gain some insights into the discourse of reflectivity as it is used by students and educators. The data, collected in a third level educational context, involves students performing tasks widely believed to promote reflection. The spoken data comes from student teachers discussing practice language lessons and their general studies, and the written data comes in the form of student essays, online blogs and online discussions from student teachers, language students, and computer science multi-media gaming students. The corpora are firstly examined for engagement in reflection using levels of contribution and interactivity (quantitatively measured through word counts and utterance length). Secondly, comparative frequency lists are used to generate key lexical items (verbs, adverbs, adjectives, nouns) suggestive of reflective discourse. The analyses suggest that the amount and type of reflection is influenced by the discourse mode, the task, the participants and power dynamics. Ultimately, the objective of this paper is to take a first step towards suggesting a more tangible framework for examining the relatively elusive practice of reflection for educational purposes. In an attempt to do this, it raises some questions and generates further hypotheses for follow-up research investigation.

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“…This view is supported by Hobbs (2007) who states that students may find reflection to be "distasteful or a waste of time", and where this attitude occurs it can lead to hostility and a lack of honesty in reflective output. Wilson et al (2007), state that negative issues are less likely if students are offered good supervision and support.…”

Section: Discussionmentioning

confidence: 53%

Reflective writing: a management skill

Sen

2010

Library Management

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Reflective writing: a management skill. AbstractPurpose: This study analyses students' reflective writing in terms of identifiable outcomes and explores students' thoughts on reflection and reflective writing as a process.Methodology: A mixed methods approach was taken with a qualitative analysis of 116 written reflections from MA Librarianship studying management over an eight month period. A quantitative statistical analysis assessed the relationships between reflective writing and a number of possible outcomes identified from the literature.Findings: A significant relationship was found between 7 of 8 outcomes tested; (1) academic learning, (2) the need for self development, (3) actual self development, (4) critical review, (5) awareness of ones' own mental functions, (6) decision making and (7) empowerment and emancipation. There was some evidence of a relationship between non-academic learning and reflective writing, but it was not significant. A number of themes emerged from the reflective writings regarding reflection itself, with students seeing reflection as a positive activity, with benefits for the individual, groups and in the workplace, and identifying reflection as a skill that can be practiced and developed.Research limitations: The reflection took place as an academic exercise and as such that is likely to have impacted on the nature of reflective content.Practical implications: Reflection and reflective writing as a management skill has potential benefits for personal and professional development and improving work based practice.Originality: This study differs from the previous literature in presenting statistical evidence to confirm the relationships between reflective writing and a range of potential outcomes. Research paper.

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Faking it or hating it: can reflective practice be forced?

Cited by 148 publications

References 13 publications

Student teachers’ perceptions of feedback as an aid to reflection for developing effective practice in the classroom

Student teachers’ perceptions of feedback as an aid to reflection for developing effective practice in the classroom

Students’ engagement in reflective tasks: an investigation of interactive and non-interactive discourse corpora

Reflective writing: a management skill

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