Conversation analysis, practitioner based research, reflexivity and reflective practice: Some exploratory remarks.

During the course of this paper we intend to explore some possibilities that relate to ethnomethodology, conversation analysis, reflexive practice and practitioner based research. We intend to explore the way in which conversation analysis may facilitate some objectives and goals of reflexive practice and practitioner based research within professional practice. In order to fulfil this objective, this paper will discuss and describe the methodological approach of conversation analysis, explore the principles of reflexive practice and practitioner based research and consider the extent to which conversation analysis may be used as a means of fulfilling the aims of these inter-related projects within professional settings

The language teacher’s development

This paper provides a commentary on recent contributions to the subject of teacher development and growth, focusing particularly on our understanding of some of the processes and tools that have been identified as instrumental and supportive in teacher development. Implicit in the notions of ‘reflective practice’, ‘exploratory teaching’, and ‘practitioner inquiry’ is the view that teachers develop by studying their own practice, collecting data and using reflective processes as the basis for evaluation and change. Such processes have a reflexive relationship with the construction of teacher knowledge and beliefs. Collaborative and co-operative processes can help sustain individual reflection and development

The nature of practitioner research: critical distance, power and ethics

Researching within one’s place of practice allows the researcher to have the unique position of knowing the participants and the research context. The relationship the participants have with the researcher will impact upon the disclosure of information differently than research conducted by someone outside the area of practice. This can be a benefit and a drawback for the participants, the area of practice and the researcher. However, as is demonstrated within this paper, the role the researcher adopts throughout the process of gathering information is not always clear. As a student on the Doctorate of Education programme myself, the nature of practitioner research and the complexities of this type of research is of great interest to me. Beginning to develop my own research project through this taught programme has allowed an opportunity to think through these challenges and wrestle with the complexity and contradiction, dilemma and incongruity which emerges from being a researching practitioner. Within this piece it is suggested that these quandaries can be considered from the perspective of critical distance, relationships and power and ethical considerations. The idea of considering these conflicts reflexively will be explored here. Although this discussion was not based on empirical research findings as such, it is anticipated that this piece will further the understanding of practitioner research in higher education from the position of being a student and through scholastic analysis of the Ed D programme providing a particular perspective on the nature of research

Systemic inquiry as a form of qualitative Inquiry

Chapter 1 in boo

The dilemmas of providing welfare in an ethnically diverse state : seeking reconciliation in the role of a 'reflexive practitioner'

Despite an increasing commitment to tackle disadvantage and discrimination, welfare states in the West struggle to provide accessible and appropriate health and social care to people of minority ethnic populations. This article analyses the dilemmas of welfare provision in an ethnically diverse state by drawing on empirical findings from a qualitative study exploring the perceptions and experiences of family life and social support for people of Pakistani origin living in the UK, and its interface with the state as a site of potentially competing and conflicting sets of social values. We conclude by suggesting that a notion of 'reflexive practitioner' is fundamental to generating a critical insight that can deal with the tensions posed by diversity for a welfare state

A video life-world approach to consultation practice: The relevance of a socio-phenomenological approach

This article discusses the [development and] use of a video life-world schema to explore alternative orientations to the shared health consultation. It is anticipated that this schema can be used by practitioners and consumers alike to understand the dynamics of videoed health consultations, the role of the participants within it and the potential to consciously alter the outcome by altering behaviour during the process of interaction. The study examines health consultation participation and develops an interpretative method of analysis that includes image elicitation (via videos), phenomenology (to identify the components of the analytic framework), narrative (to depict the stories of interactions) and a reflexive mode (to develop shared meaning through a conceptual framework for analysis). The analytic framework is derived from a life-world conception of human mutual shared interaction which is presented here as a novel approach to understanding patient-centred care. The video materials used in this study were derived from consultations in a Walk-in Centre (WiC) in East London. The conceptual framework produced through the process of video analysis is comprised of different combinations of movement, knowledge and emotional conversations that are used to classify objective or engaged WiC health care interactions. The videoed interactions organise along an active or passive, facilitative or directive typical situation continuum illustrating different kinds of textual approaches to practice that are in tension or harmony. The schema demonstrates how practitioners and consumers interact to produce these outcomes and indicates the potential for both consumers and practitioners to be educated to develop practice dynamics that support patient-centred care and impact on health outcomes

Scholar Practitioner, Reflexive Professionals, the ART of Autobiographical Professional Development

This paper reflects upon Davies (2017) proposition of the ethical, values-focussed HR professional by presenting an autobiographical reflexive account of a group of recent Masters graduates who completed a reflexive digital bricolage (Armstrong, 2018) as their final research project (Human Resource Reflective Project). The challenges facing encouraging CPD in students as future professionals beyond the use of learning logs (Holden & Griggs, 2011). This also proposes a method of overcoming and making sense of values (Gardner, 2009) and the struggles for identity, professional development and career development as discussed by Pettica-Harris and McKenna (2013)

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