A New Look at Familiar Words: Formation, Supervision, Ministry

oai:rpfs.pkp.sfu.ca:article/37Volume 27 The Complete Journa

Reflective practice: Dance-making and image narratives.

In this paper I discuss the identification and representation of embodied knowing, focusing on how it is evidenced through reflective practice in dance-making. Grounded in a phenomenological hermeneutic approach, the research from which this discussion is drawn included the development of a model specific to reflective practice in dance-making and an exploration into alternative means of representing embodied knowing in dance-making. The outcome of this exploration is an image narrative which brings together dance-making, images and reflective journals

Professional Learning Portfolios for Argumentation in School Science

This paper reports on the use of portfolios in a continuing professional development programme to advance teachers’ skills in their pedagogy of argumentation. The programme adopted a cyclical process of expert input- teacher practice- sharing practice, in order for professional learning to include reflective analysis of growing accomplishment. Accomplishment was initially defined according to previous research and development on the teaching of argumentation, but was redefined during the programme as teachers shared practice and discussed their achievements. Portfolios were used to help teachers apply their learning, collate evidence of their accomplishment and share reflective analysis of practice with other colleagues on the programme. The paper includes extracts of two teachers’ portfolios; these provide evidence of each teacher’s developing accomplishment in the teaching of argumentation. Portfolios are idiosyncratic and are constructed according to an individual teacher’s motivations, interpretations and situations. Teachers need structure and guidance in creating purposeful portfolios that enhance reflective practice

‘Reflect’. Is This a Reasonable Request?

The aim of this project has been to gain understanding of level 4 (first year) undergraduate Early Childhood students’ perceptions of reflection and reflective practice. The intention behind this was to enable the Early Childhood tutor team to support the development of reflective dispositions within our students. Tutors had recognised from previous cohorts that written reflective accounts were predominantly based upon recollections of experiences. These formed the basis of descriptive accounts demonstrating an ability to recall events but not use the experience to question and make sense of what had happened. This displayed what Knight (1996) and Brookfield (1995) describe as a superficial and tokenistic approach to reflective practice and was devoid of any critical edge. ‘Experience alone does not lead to learning; reflecting on experience is essential’ Loughran (2002:35

Vocational training and knowledge development:a deeper understanding

Construction management research literature has identified the importance of understanding the practical realities of skills and training provision and the role of reflective practice in the development of knowledge. This paper examines vocational training of experienced site staff in the development of their knowledge through SVQ training to investigate the primary factors for successful learning in site-based construction staff with a supervisory/management role. Using semi-structured interviews the impact of vocational training on individual candidates and other sitebased staff are investigated. The paper explores, through the reflections of 26 SVQ candidates (20 SVQ3 and 6 SVQ4), a deeper understanding of how site supervisors and site managers learn through the SVQ process and develop tacit knowledge through formal reflection. Reflective practice develops practical wisdom (Phronesis). The investigation explains aspects of practical wisdom and how knowledge, practice and skills are developed through vocational training. There is a clear perception by those completing the qualification that it has enabled them to perform their job better identifying numerous examples relating to problem solving, critical thinking, making decisions and leadership. It has been found that Phronesis is evident on a day-to-day basis on site activities developed through reflective practice in personal development. The reflective practice in developing knowledge also builds, within individuals, a better understanding of themselves and their capabilities through the learning achieved in the SVQ. Future work is identified around analysing the role of the assessor in facilitating Phronesis in the SVQ context

An Evaluation of the Teaching and Learning of Reflective Practice at the Centre for Textile Conservation, University of Glasgow

The value of reflective practice in both professional education and lifelong learning is well established. In conservation the concept is fundamental to our ability to make informed decisions: to develop the cognitive and affective skills necessary to implement appropriate conservation strategies confidently, competently and ethically in wide ranging and dynamic contexts. Beyond the broad understanding of reflective practice as a process of learning through and from experience in order to gain new insights, it can have a considerable diversity of meanings. Its complexity can make it intimidating and, for conservation students, it has been found to be a challenging task. Through an evaluation of the learning, teaching and assessment of reflective practice at the Centre for Textile Conservation and Technical Art History (CTCTAH), University of Glasgow (UoG), this paper aims to peel back the layers of complexity to consider why it is challenging for students and how learning can be developed and assessed effectively