Reflecting on practice: a partnership approach

Corley, Aileen; Thorne, Ann

doi:10.1080/14623940500106146

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…Pour cela, ils médiatisent leurs interactions avec les EF par des outils d'observation et d'évaluation (Yee Fan Tang & Wai Kwan Chow, 2007) tels que des enregistrements audio-vidéo de séquences de classe (Maclean & White, 2007) ou de mises en récit écrites du vécu sous la forme de journal de bord ou de portfolio (Hermann-Wilmarth, 2005 ;Kaminski, 2003 ;Vanhulle, 2005) qui limitent les interprétations divergentes à propos des événements de la leçon (Fairbanks, Freedman & Kahn, 2000). Ce développement de la pratique réflexive des EF par la mise en oeuvre d'un « compagnonnage réflexif » (Beckers, 2004) (Corley & Thorne, 2005 ;Gomez, 2004 ;Hennissen et al, 2008 ;Kohler, Henning & Usma-Wilches, 2008 ;Loughran, 2006).…”

Section: Transmettre Le Métier Aux Ef Ou Les Faire Réfléchir Sur Le Munclassified

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

Chaliès¹,

Cartaut²,

Escalié³

et al. 2009

rechercheformation

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Former à accueillir les élèves en situation de handicap L'utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d'expérience The usefulness of the mentoring system for young teachers: the evidence of a 20 years' experience La utilidad del tutorado para jóvenes docentes: la prueba por 20 años de experiencia Die Nützlichkeit des Tutorats für junge Lehrer: der Beweis durch eine zwanzigjährige Erfahrung

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Section: Transmettre Le Métier Aux Ef Ou Les Faire Réfléchir Sur Le Munclassified

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

Chaliès¹,

Cartaut²,

Escalié³

et al. 2009

rechercheformation

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“…Many authors have discussed the use of communities of practice related to instructional design (Au 2002 ; Barton and Tusting 2005 ;Jawitz 2007 ;Keppell 2007 ;McLaughlin 2003 ;Sim 2006 ). The literature on CoP related to professional development is an area that has developed just recently (Corley and Thorne 2005 ;Guskey and Huberman 1995 ;Hinson et al 2005 ;Meyer 2005 ) and clearly there is room for more investigation in this area. Research into the effective practices and organizational structures of professional learning (Cochran- Smith and Lytle 1990 ;Darling-Hammond 1998 ;McLaughlin 1998 ) have led to the understanding that "the old workshop delivery model for teachers must give way to vibrant and ongoing professional learning communities" (Lieberman and Wood 2002 , p. 40).…”

Section: Situated Cognition and Communities Of Practicementioning

confidence: 99%

Schools for Health and Sustainability

Simovska¹,

McNamara²

2015

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“…Trehan and Rigg (2003) provide one of only a few examples of adopting a critical pedagogy in HRD, and Eades (2004, 2006) and Corley and Thorne (2005) provide much-needed examples of introducing and sustaining critical reflection in HRD.…”

Section: Developing Critical Reflectionmentioning

confidence: 99%

“…Samra‐Fredericks (2003) proposes developing a critical pedagogy in management, which overcomes four specific problems associated with critical approaches. They are:superior moralising;abstraction/irrelevance;difficulties in surfacing and questioning the “taken‐for‐granted” that pervades management practice; andavailability of appropriate curriculum content for doing so.Trehan and Rigg (2003) provide one of only a few examples of adopting a critical pedagogy in HRD, and Corley and Eades (2004, 2006) and Corley and Thorne (2005) provide much‐needed examples of introducing and sustaining critical reflection in HRD.…”

Section: Theoretical Background Of Critical Reflectionmentioning

confidence: 99%

Developing critical reflection in professional focused doctorates: a facilitator's perspective

Sambrook

Stewart

2008

Journal of European Industrial Training

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Purpose -This paper aims to explore the challenges and opportunities for expediting critical reflection in management education and development to highlight particularly how critical reflection has been facilitated within the context of a professionally focused doctoral programme. Design/methodology/approach -The paper draws on empirical research conducted for a broader project, focusing here on two awaydays for DBA supervisors (n ¼ 25 in 2005 and n ¼ 16 in 2006) and a UFHRD workshop in 2007 (n ¼ 12) for members involved and/or interested in doctoral programmes in HRD, where the empirical research findings were presented and discussed. The paper presents selected findings from the perspective of staff through their own critical reflections, drawing on the data from the two awaydays and the UFHRD workshop. Detailed handwritten notes were taken and transcribed, in addition to flipchart material provided by the participants. These qualitative data are analysed using thematic analysis. The quotations presented are as accurate as possible (verbatim) and any ambiguous notes have been deliberately excluded. Findings -Emerging findings include the need to clarify the concept for both staff and students, and embed critical reflection from the beginning of the programme and throughout written assignments. Insights into how staff perceive critical reflection within a DBA programme are offered, including how staff might assume (incorrectly) that advanced practitioners arrive with a high level of maturity to engage in critical reflection, and yet advanced practitioners "worry" about critique and perceive it as negative and/or failure. Research limitations/implications -It is acknowledged that the subjective experience of student participants is not central to this discussion, and, whilst a limitation of this paper, this presents an avenue for further research. Practical implications -The paper presents a critical and reflexive account from a facilitator's perspective and offers practical suggestions for incorporating critical reflection within a DBA programme. Originality/value -Given the dearth of literature of facilitating critical reflection in the context of professionally focused doctoral programmes, this paper makes a small and initial contribution to this field.

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Reflecting on practice: a partnership approach

Cited by 6 publications

References 5 publications

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

L’utilité du tutorat pour de jeunes enseignants : la preuve par 20 ans d’expérience

Schools for Health and Sustainability

Developing critical reflection in professional focused doctorates: a facilitator's perspective

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