The Evolution of a Reflective Practitioner: One Teacher’s Story

Becoming a reflective practitioner requires and active, disciplined process as well as support from colleagues according to the experiences of one elementary school Spanish teacher. This paper provides an overview of the learning experiences in a MAT graduate program that shaped this teacher’s initial thoughts about reflective teaching. It also reviews several experts’ ideas on reflective thought and teaching. Finally, it narrates and analyzes her experience of creating a reflective teachers’ group using a text as the impetus for discussion. The conclusion offers ideas for future development of a reflective teachers’ group

What is reflective practice?

‘Reflective practice’ broadly refers to approaches and tools facilitating critical interrogation of professional practice in the social professions, those “whose role it is to work with people who are regarded as in need of support, advocacy, informal education or control” (Banks & Nøhr, 2003, p. 8). Classroom practice of teachers,for example, is perceived as an ongoing interplay of individual, role, craft, context, setting and interpersonal dynamics; an effective practitioner would be one who can consider, critically evaluate and develop these elements. As a result, students on professionally qualifying programmes are increasingly required to engage in reflective practice. Indeed, the significance of reflective practice has grown such that in some countries (such as UK, USA), it is becoming recognized as a significant element of “graduateness” for all students at Higher Education level. This chapter charts the principles and practices encompassed by the term ‘reflective practice’ with the intention to enable readers to ‘map’ literature on and experiences of reflective practice

Improving Reflection during Student Teaching with Technology

​The process of tapping into the power of reflection is a difficult process for many student teachers to accomplish. Multiple factors hinder the process of reflection in novice teachers. Video recorded lessons provide a contextualized focus for reflection on specific pedagogical skills. This study conducted by an undergraduate student during the student internship demonstrates the value of utilized video recorded lesson to assist in the development of one student’s journey toward becoming a reflective practitioner through the use of video recorded teaching episodes

Re-framing design and designers : Studying design processes through a pragmatist lens

Becoming a competent professional entails both developing scholarly knowledge, learning the craft, and developing the social skills demanded in the profession. In this paper I provide insight into how studying professionals at work can be understood as a continuous social inquiry where both researcher and the professionals reflect on reflection-in-action. Embedded in a performative process approach based on the temporal and transactional understandings of John Dewey and George Herbert Mead, and Donald Schön’s understanding of the reflective practitioner, research on product design processes are discussed and explored as a mutual process of becoming. This paper proposes that studying professional work is a collaboration between professionals and the researcher where both work- and research activities are made possible by the temporal re-framings of social identities and of situations.publishedVersio

The new journeyman: The role of an expert learner in eliciting and transmitting skilled knowledge

This paper presents interim research findings of a project which seeks to elicit the skilled knowledge of master craftsmen through use of an expert learner (Horne) acting as intermediary between the craftsmen and a designer (Wood) creating a multimedia resource to support those wishing to learn the skill. It builds on previous research that evolved a set of principles for the design of multimedia learning materials (Wood & Rust 2003) and moved on to develop techniques for elicitation of expert knowledge from craft masters (Wood 2006). The skills involved in undertaking such craft practice involve a high degree of tacit knowledge which is internalised and frequently difficult for the craft expert to articulate. The expert learner has the ability to learn new skills with minimal instruction then articulate those skills before they become too internalised. The role of designer is to assist with this articulation and develop interpretation suitable for transmitting the knowledge to novice learners. This research focuses on the skills of traditional custom knife makers in Sheffield; Horne has worked alongside two traditional craftsmen, video recorded by Wood. Together they have collaborated to analyse the recordings and develop learning materials to disseminate the craft skill. These are currently being developed and tested using a small group of learners with some one-to-one teaching followed by self-directed development work using an on-line resource. The main finding for this stage of the research was that, as Horne had relatively recently acquired this knowledge, it had not become too internalised and she was able to rapidly adapt her understanding of it to improve transmission to the learners in a manner that had not been demonstrated by more experienced craft practitioners. The interactions between Horne and the learners were mediated by Wood, facilitating reciprocal reflection between the them and designing ‘bridges’ to help transmit the knowledge to future generations of learners. Keywords: Multimedia Design; On-Line Learning; Tacit Knowledge; Craft Skills; Knowledge Elicitation</p

Do training and CPD foster truly reflective GPs?

No abstract available

Reflections on the accreditation process: Advice for in-training practitioners

As professional and public interest in sport and exercise psychology continues to grow, so too the number of students enrolling on sport and exercise psychology courses is on the increase. As a result, the number of graduates looking to embark on a period of supervised experience within this domain is also expected to rise. The importance of practitioner training cannot be understated. It is intended to provide a standardised route to attaining accepted levels of competence in relation to knowledge, skills, and professional conduct. The accreditation process also doubles as a safeguard designed to ensure that the public can identify and are therefore protected from individuals practicing sport and exercise psychology who have not met accepted standards of professional competence. Given the necessity for such a process of training and accreditation, it is imperative that in-training practitioners are offered appropriate levels of information and support to ensure they are able to satisfy the specific criteria outlined by the relevant accreditation guidelines. Following the recent approval of the Society’s Stage 2 qualification in sport and exercise psychology, this article aims to provide current and aspiring in-training practitioners with helpful tips and advice regarding the accreditation process, outlining some of the key considerations that will help individuals successfully navigate the various obstacles they must overcome

A lesson learned in time: Advice shared by experienced sport psychologists

Through experience, sport psychologists will learn countless valuable lessons. Some lessons, however, are likely to stand out vividly to a psychologist because they made a valuable difference to how they practise. The present project focuses on these outstanding lessons. In essence, sport psychologists who had been practising for between 11 and 28 years (mean ± SD = 19 ± 5) were asked to share their most valuable advice about any aspect of sport psychology client work with other sport psychologists. This publication presents participants' full responses

Teachers as action researchers: Towards a model of induction

Towards the end of 2006, a group of secondary and primary teachers, in collaboration with university researchers based at the University of Waikato, began a two-year journey where they researched their own practice as teachers of literature in multicultural classrooms in Auckland, New Zealand. This presentation briefly outlines the Teaching and Learning Research Initiative (TLRI), which initially provided a vision of teachers, working in partnership with university researchers, researching their own practice with the aim of enhancing the practice of the teaching profession as a whole. Through the eyes of one of the university-based researchers, but drawing on the experiences of four of the teacher participants, this presentation reflects on factors that had a bearin

A Challenging Conversation on Integral Futures: Embodied Foresight and Trialogues

Practitioner reflection is vital for knowledge frameworks such as Ken Wilber's Integral perspective. Richard Slaughter, Joseph Voros and others have combined Wilber's perspective and Futures Studies to create Integral Futures as a new stance. This paper develops Embodied Foresight as a new approach about the development of new Integral Futures methodologies (or meta-methodologies) and practitioners, with a heightened sensitivity to ethics and specific, local contexts. Three practitioners conduct a 'trialogue' - a three-way deep dialogue - to discuss issues of theory generation, practitioner development, meta-methodologies, institutional limits, knowledge systems, and archetypal pathologies. Personal experiences within the Futures Studies and Integral communities, and in other initiatory and wisdom traditions are explored