The development of critical being? Reflection and reflexivity in an action learning programme for health promotion practitioners in the Netherlands

Leadership development in SMEs: an action learning approach

“…In this paper we have taken a qualitative, case study-based approach to the evaluation of a leadership development programme for SME owner-managers and leaders (Jacobs 2008;Rigg and Trehan 2004). We have argued that the overall design of this programme was based on an action learning ethos in which coaching, learning logs and company-visit-based action learning sets are the means by which the issues and topics covered in the residential learning workshops were turned into practice.…”

“…While many management development courses and programmes have adopted action-learning strategies, little evaluation of these interventions has been conducted apart from obtaining immediate feedback at either the end of a session or the entire course (Jacobs 2008). However, such assessment can be problematic as the knowledge gained tends to be limited to the immediate experience of the participants to that particular moment and does not necessarily capture reflection and change.…”

“…Action and reflection is taken on real-time interventions to current workplace challenges and experimentation with different approaches and behaviours is encouraged. An extended view of the learning arena was adopted in that the programme was structured to include both residential-based sessions, which focus on introducing theoretical concepts and insights, with action learning and workbased practice (Jacobs 2008). The programme comprises 27 days of formal contact time with facilitators and coaches.…”

Reflexivity in Health Promotion: A Typology for Training

“…Indeed, the breadth of reflexivity’s purpose can be a barrier in training since there is often ambiguity of the educator’s goals with regard to the use of reflexivity (Chaffey et al, 2012). Although learning about reflexivity can be an empowering experience for HP practitioners, its consequences are challenging for them because it can lead to a raised awareness of tensions in their practice and ambivalence toward the organizational structures and institutional rules in which they are bound (Jacobs, 2008).…”

Teacher-Carried Research as a Tool for Teachers' Professional Growth

“…The process of the research to discover the causes of difficulties in the process of the research; to relate the efforts employed to obtain the results of one's research issue; to compare conclusions formulated with the available ones on the theme of the research; to analyse the validity of the research findings; to use known patterns and to discover innovative aspects of the issue of the study Presentation to evaluate one's achievements; to evaluate one's research in light of ethical norms and values; to critically analyse the issue of the research; to analyse research findings in light of their practical usage; to relate research results to one's theme of the study Constructivist educators reject the notion of teaching as a one-way linear activity and to view learning as a collaborative problem-posing process of inquiry that fosters higher forms of reflection such as dialogical (Biggs, 1999), critical (Carr & Kemmis, 1986;Kincheloe, 1991) and meta-reflection (Hatton & Smith, 1994;Jacobs, 2008;Schon, 1987). Metareflection is the highest form of reflection that requires students' ability to question their reflective and learning process during the process.…”