Reflection and Critical Reflection in Management Learning

Reynolds, Michael

doi:10.1177/1350507698292004

Cited by 338 publications

(377 citation statements)

References 19 publications

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“…Reynolds (1998) identified four key characteristics, which distinguish reflection from critical reflection. The first of these is the questioning of taken for granted beliefs and values, espe iall those hi h ha e e o e u uestio ed o ajo it positio s. A e a ple of this is my taken-for-granted assumptions about the essentialness of education which has, in part, fuelled my DBA journey.…”

Section: Discussionmentioning

confidence: 99%

Reflections of a ‘late-career’ early-career researcher: an account of practice

Groves

2016

Action Learning: Research and Practice

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Groves, CJReflections of a "late-career" early-career researcher: An account of practice http://researchonline.ljmu.ac.uk/3224/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. ACCOUNT OF PRACTICE Reflections of a late-career early-career researcher: An account of practice Professional and Social Studies, Liverpool Business School, Liverpool John Moores University, Liverpool, UKThis account of practice describes the jou e of a a ide tal a ade i through the Doctoral programme in Business Administration. It reflects on her experience of action learning and lessons learned to better embed action learning in future DBA teaching and assessment. The account is told from the perspective of a mature student straddling business and academic interests. DBA students represent a mature cohort with significant business experience and responsibility. As such, they have an implicit understanding of action learning. Action learning for these individuals should be re-activated rather than re-learned for their doctoral studies. Suggestions are made for improving the utility of action learning for DBA students and their willing engagement in the action learning process.

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Section: Discussionmentioning

confidence: 99%

Reflections of a ‘late-career’ early-career researcher: an account of practice

Groves

2016

Action Learning: Research and Practice

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“…Freire (1996:49), sustentando a importância das experiências individuais para a educação, declara a relevância "das experiências informais nas ruas, nas praças, no trabalho, nas salas de aula das escolas". Para Reynolds (1998), a reflexão tem papel integrador entre a prática e o conhecimento, constituindo um processo de aprendizagem. Mesmo as experiências malsucedidas carregam em si elementos para uma reflexão instigadora para o desenvolvimento.…”

Section: Aprendizagem Na Açãounclassified

Os estágios de aprendizagem de auditores fiscais no contexto da prática profissional

Neto¹,

Silva

2012

Rev. Adm. Pública

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O artigo identifica os estágios de aprendizagem do auditor fiscal da Secretaria de Estado da Receita da Paraíba no contexto da prática profissional. A crescente demanda social por serviços e agentes públicos mais qualificados torna relevante compreender como se efetiva a aprendizagem profissional desses agentes públicos. O lastro teórico desta pesquisa se situa no campo da aprendizagem organizacional, com ênfase para a aprendizagem contextualizada na ação profissional e para o papel da experiência e da reflexão. A pesquisa se caracteriza como qualitativa, norteada pelo paradigma interpretativo, concebendo-se a realidade como socialmente construída. O método de pesquisa é o da história oral temática. As histórias das experiências e reflexões revelaram que os auditores aprendem inicialmente no curso preparatório, prosseguindo no contexto da prática, no convívio com os auditores veteranos, na vivência de práticas profissionais coletivas, no pertencimento à comunidade de prática, no refletir sobre as práticas, individuais e coletivas, no enfrentamento de situações inéditas, revelando um processo de aprendizagem complexo e dinâmico. Também revelaram que o auditor desempenha "papéis" no processo de sua aprendizagem.Pa l av r a s -c h av e : aprendizagem; auditor; contexto social; prática profissional. Learning stages from tax auditors in the context of professional practiceThe article identifies the learning stages of tax auditors from Revenue State Secretary of Paraíba in the professional practice context. The increasing demand for social services and public servants more qualified, it is important to understand how effective the professional learning of those officials. The theoretical ballast of this research is in the field of organizational learning, with emphasis on contextualized learning in professional action, and the role of experience and reflection. The research is characterized as qualitative, guided by the interpretive paradigm, conceiving of reality as socially constructed. The Oral History is the investigative method. The stories of the experiences and reflections revealed that the auditors initially taught in the preparatory course, continuing in the context Artigo recebido em 29 dez. 2010 e aceito em 22 jun. 2011.

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“…In the next step I invited the rest of the set to ask questions about the image, to give their impressions of what the image represented to them and to offer different interpretations of the image to the artist (Reynolds & Vince, 2004). The final stage which was often the most difficult was to facilitate a critically reflective conversation of the problem with the whole of the set (Reynolds, 1998).…”

Section: Facilitationmentioning

confidence: 99%