The collective dimension of reflective practice: the how and why

Abstract

In order to help future teachers develop reflective practice, many initial training programs provide support devices, both individual and collective. In the second case, the collective dimension of reflective practice raises some theoretical issues, given that reflective practice is primarily conceptualized as an individual process. This article attempts to conceptualize the relationship between reflective practice and verbal interaction in a collective approach to reflective practice. To do so, we transpose Vygotsky's concept of semiotic mediation to the concept of reflective practice. From there we develop a model of interactional reflective practice. We then discuss potential conceptual and methodological extensions, conceptual limitations, and future research directions.

What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning

“…The collective dimension of online reflection, embracing the feature of interpersonal and intrapersonal interaction (Collin & Karsenti, 2011), seems to encourage many student teachers to go beyond description to critical inquiry, and foster an ability to question their practice and thought underneath it.…”

Cameos, supporting roles and stars: citation and reflection in the context of initial teacher education

“…This paper argues that the other three papers in this group (Dome et al 2005;Husu, Toom, and Patrikainen 2008;Collin and Karsenti 2011) also adopt citing practices that may appear to accept aspects of the Fendler's criticisms but that actually ensure that their view of reflection leads. Thus Husu et al recognise that Fendler has 'argued against the imprecise use of the concept of reflection' (Husu, Toom, and Patrikainen 2008, 38).…”

“…This 'supporting role' group comprises the following five papers: Dome et al (2005), Amobi (2006), Husu, Toom, and Patrikainen (2008), Collin and Karsenti (2011) and Yesilbursa (2011).…”

Collective reflection in practice: an ethnographic study of Swedish police training

“…As such, the process of reflection can be conceptualized as collective because it involves more than one individual, but the premises for reflection can also be viewed as inherently collective because they are permeated by cultural historical meaning (Reynolds & Vince, 2004). Collin and Karsenti's (2011) socio-cultural framework on reflection provides an example that highlights this connection. Building on Vygotsky's (1962) socio-cognitive theory of semiotic mediation, the authors present a model of interactional reflective practice that conceptualizes collective reflection as being sparked by action, mediated by communication and taking place at both the interpersonal and intrapersonal (interacting) level, where social and cultural norms and premises in addition to social interactions form reflective processes.…”

“…However, research regarding reflection has been criticized because the majority of studies have employed cognitively oriented perspectives on reflection, conceptualizing it as an individual 'inward' process (Reynolds & Vince, 2004;Segall & Gaudelli, 2007). In the studies that conceptualize reflection as a social or collective endeavour, reflection has been discussed from different theoretical perspectives, ranging from everyday common-sense assertions that reflection is social because it takes place in social settings, to more elaborate and theoretically infused descriptions of reflection, mainly from socio-cultural and practice-based perspectives (Collin & Karsenti, 2011;Høyrup & Elkjaer, 2006).…”