Promoting Student Teachers' Reflective Thinking Through a Philosophical Community of Enquiry Approach

Demissie, Fufy

doi:10.14221/ajte.2015v40n12.1

Cited by 12 publications

(3 citation statements)

References 19 publications

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“…In the course, the candidates were able to self-criticize their personal epistemologies and childhood perceptions. In interviews with prospective teacher candidates who took a P4C seminar, Demissie (2015) found that P4C directs candidates to reflectively consider information and pedagogy. The study shows that P4C provides a strong context in which to stimulate teacher candidates to utilize reflective thinking.…”

Section: Discussionmentioning

confidence: 99%

Philosophy for Children in Teacher Education: Effects, Difficulties, and Recommendations

Çayır¹

2019

iejee

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It is necessary to realize widespread and effective implementation of philosophy for children (P4C) in teacher education. Learning the views of teacher candidates and identifying implementation-related difficulties can help determine the content of such education. Thus, thirty teacher candidates who participated in an elective P4C course were studied. Data obtained through a qualitative study showed that the candidates struggled to ask questions, conduct debates, and associate philosophy with curricula. However, their perceptions of childhood and philosophy changed positively. In order for P4C teacher education to succeed, the importance of philosophical knowledge and perspectives should be emphasized, discussion and questioning processes should be analyzed, and candidates should receive feedback and have opportunities for practice and self-assessment.

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Section: Discussionmentioning

confidence: 99%

Philosophy for Children in Teacher Education: Effects, Difficulties, and Recommendations

Çayır¹

2019

iejee

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“…Many authors have highlighted that reflection is an ambiguous term, and that investigating reflection is highly complex (Fook et al 2006, Moon 1999, Finlay 2008, Demissie 2015. Indeed Beauchamp (2015), in a literature review of studies associated with reflection in current teacher education, concludes that multiple definitions and a shifting terminology are common across all professions who use reflective practice as part of initial education and continuing professional development.…”

Section: Background To Reflectionmentioning

confidence: 99%

“…and conclude that multiple perspectives and sources present better opportunities to gather additional information and check assumptions. Demissie (2011Demissie ( , 2015 explores philosophical communities of enquiry with student teachers and infers that communities provide powerful opportunities to reflect on practice. Both Gustafsson and Fagerberg (2004) and Demissie (2011) however suggest that further research into shared reflection as a learning and professional development tool is necessary.…”

Section: Collective Reflectionmentioning

confidence: 99%

Registered Nurses' Perceptions of Reflection as a Process for Exploring Experience

Hibbert¹

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Reflection is required by Registered Nurses to maintain registration with the Nursing and Midwifery Council of the United Kingdom but the structured mechanisms through which this happens officially do not necessarily foster reflection in practice. This research aims to explore Registered Nurses’ (RN) perceptions of reflection with a particular focus on exploring, learning from and sharing workplace experiences. Using an approach which combined an interpretative phenomenological approach with aspects of narrative methodology, it addresses three questions: How do RNs perceive reflection? What are the features of shared reflection? And how might opportunities for sharing experience provide contexts for reflection? A particular focus here was reflection as a collective, rather than an individualised, activity. The participants were 22 RNs with varying numbers of years and levels of work experience following registration. Qualitative data were collected using audio recordings, field notes and memos from four focus groups, seven follow-up interviews and five individual interviews. The recordings were analysed using the double-listening method which led to constant comparative and iterations of narrative analysis to produce codes, categories and themes. Four overarching themes were identified: perceptions of reflection; the significance of emotions to reflection; confidence, self-deprecation and humour in RN’s accounts and belonging. The findings suggest that, contrary to common recommendations on reflection in nursing practice, it is possible for nurses to benefit from reflecting on each other’s practice, rather than just their own. The findings also demonstrate an emotional, embodied component to reflection that can create and sustain a sense of belonging through sharing stories during reflective conversations. It is argued therefore that sharing stories can form part of the collective reflective practice of nursing, and that collective reflective practice has potential to sustain and develop communities of reflective nursing practice and shared confidence in practice. These conclusions lead to two recommendations. First, experienced nurses should have opportunities to consider their perceptions of reflection as an activity that supports the reflective practice of nursing. Secondly, registered nurses would benefit from sharing reflective stories about their practice to sustain and further develop collective reflective nursing practice.

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Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach

Lin¹,

Wang²,

Zhou³

et al. 2023

Computers & Education

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Promoting Student Teachers' Reflective Thinking Through a Philosophical Community of Enquiry Approach

Cited by 12 publications

References 19 publications

Philosophy for Children in Teacher Education: Effects, Difficulties, and Recommendations

Philosophy for Children in Teacher Education: Effects, Difficulties, and Recommendations

Registered Nurses' Perceptions of Reflection as a Process for Exploring Experience

Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach

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