Reflections Through the Looking‐glass: the story of a<i>Course of Writing as a Reflexive Practitioner</i>

Bolton, Gillie

doi:10.1080/1356251990040204

Cited by 14 publications

(9 citation statements)

References 35 publications

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“…the positivistic methods in which I and my physiology research colleagues have been trained) offers potential for a 'different way of knowing' (Sparkes, 1998) and provides an avenue to explore what is really going on inside the minds of those new to the teaching profession (Freese, 2006). Bolton (1999) provides further theoretical support for creative writing by suggesting that such writing practices enables dynamic learning, where the latter is seen to involve cognitive, intuitive and affective dimensions. Furthermore, creative writing offers a way of accessing 'tacit' knowledge which Schön (1987) suggests is the 'knowledge motor' that drives successful reflection in action.…”

Section: Style Of Paper and Demonstration Of Academic Rigourmentioning

confidence: 92%

Critical reflections from a neophyte lecturer in higher education: a self‐narrative from an exercise ‘physiologist’!

Morton

2009

Reflective Practice

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The present paper offers a reflective account of experiences encountered during the first year of full-time teaching within the academic domain of sport and exercise sciences. Using a first person writing style alongside confessional and creative non-fiction vignettes, I critically reflect on several issues that have led me to re-assess my teaching practices and thus arrive at my current teaching philosophy. Major themes of reflection include initial hopes and fears, changing my mindset of what constitutes skilled teaching and also on finding my 'own' style, which seeks to incorporate a humanistic element to my practice. I close by taking stock of what my reflections have taught me and by offering some reflections on the unfamiliar reflective processes that have underpinned the writing process. Despite my initial reservations, I now believe that the process of reflection and specifically, that of reflective writing, provides an invaluable tool by which to assess and improve one's teaching practices, irrespective of whether this form of writing conforms to the traditional scientific paradigms inherent of physiology disciplines.

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Section: Style Of Paper and Demonstration Of Academic Rigourmentioning

confidence: 92%

Critical reflections from a neophyte lecturer in higher education: a self‐narrative from an exercise ‘physiologist’!

Morton

2009

Reflective Practice

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“…Introducing storytelling as an opportunity for undergraduates to communicate their learning experiences sets up a dialogue between the student(s) and the lecturer enabling both to reflect on aspects that whilst familiar are also strange because they are explained from the position of the individual. When initiating storytelling, lecturers need to provide guidance and encouragement, recognising that interpretation and reflection does not come readily to all undergraduates (Bolton, 2011; O’Keefe and Tait, 2004; Rose and Rogers, 2012). Flanagan (2014) suggests that students benefit from support so that they build confidence in writing stories particularly if they do not consider themselves to be natural storytellers.…”

Section: Literature Reviewmentioning

confidence: 99%

A review of undergraduates’ stories about their learning experiences analysed using the lens of fairy tales

Sherwood

2022

Research in Education

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Storytelling is an aspect of research that has gathered significant popularity but is less commonly discussed in the context of student feedback. This paper focuses on how it can be applied to improve a dialogue and relationship with the student so that their learning can be understood in more depth. Forty-seven undergraduates studying an Early Childhood degree in England shared their stories and analysis indicated a synergy between the content, the patterns and themes that are found in fairy tales. This framework led to a deeper insight into the factors that impact their learning experiences. Three structures found in fairy tales are described in this paper; ‘contractual’, which explains how rules that reflect the values of the individual are shaped by society and culture; ‘performative’, that communicate emotions experienced during struggles and challenges; and ‘disjunctive’, that describe the journey of change and transformation within the story (Greimas AJ (1983) Structural Semantics. Lincoln: University of Nebraska Press). Within each story the author identified examples of aspects that were strange and familiar and others that were familiar, yet strange, uncovering students’ priorities and uprooting the writer’s hidden assumptions (Bruner J (2003) Making Stories: Law, Literature, Life. Cambridge Massachusetts: Harvard University Press). The paper concludes that when lecturers analyse storytelling in this way it becomes a dialogue that contributes to relational pedagogy.

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“…Peers (here, other student teachers) are first invited to review the work of others, identify positive aspects, and make suggestions. The dialogue thus generated between students is a facilitator of reflective practice (Bolton, 1999).…”

Section: Guidelines To Support the Production Of Reflective Writingmentioning

confidence: 99%

Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

et al. 2021

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Recent literature has shown the low levels of reflexivity student teachers exhibit when doing reflective writing and the lack of a training program in their initial training to help them. A training program that was developed to support future teachers’ reflective writing was implemented and the program’s results were evaluated. The program was based on a combination of theories from the fields of teacher training and writing instruction. The training program was offered to a class of 16 future primary school teachers in French-speaking Belgium (three males and 13 females, averaging 20 years old) who were in their final year of training. They rewrote a reflective text several times and the 64 texts produced were analyzed quantitatively. The results showed that the training program enabled participants to make major progress from one draft to another and thus improve their reflective writing skills. In addition, a qualitative single case study showed how one student’s writing evolved during the training program. Among the practical implications that emerged from this study were the recommendations to include time in the training curricula dedicated to the teaching of reflective writing and to train trainers to support the writing of reflective texts.

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Reflections Through the Looking‐glass: the story of aCourse of Writing as a Reflexive Practitioner

Cited by 14 publications

References 35 publications

Critical reflections from a neophyte lecturer in higher education: a self‐narrative from an exercise ‘physiologist’!

Critical reflections from a neophyte lecturer in higher education: a self‐narrative from an exercise ‘physiologist’!

A review of undergraduates’ stories about their learning experiences analysed using the lens of fairy tales

Developing Student Teachers’ Reflexivity Toward Their Course Planning: Implementation of a Training Program Focused on Writing and Reflective Skills

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