Research and theory building functions of heuristic case practice

Abstract

Existing concepts of reflexive and reflective practice are used in this paper to examine the interventive and modelling research functions embedded in case practice. The sequential steps involved in these embedded research functions are compared to those identified in qualitative research methodology and the two models developed by Norma Lang. This paper integrates the research steps involved in both reflexive and reflective practice into a single model of two loops, one truncated and one extended. The six sequential research steps involved in the truncated cycle of reflexive practice are defined as observing, describing, abstracting, generalising, assimilating and acting. The 10 sequential steps involved in the full reflective cycle are defined as observing, describing, abstracting, generalising, categorising, ordering, contextualising, modelling, accommodating and acting. The practical expression of these steps in the field within the processes of critical incident learning and critical mass learning is then discussed.