Running Toward Freedom: Developing Fugitive Methodology Through Care and Collective Healing

The potential of reflection for learning and development is broadly accepted across the medical curriculum. Our understanding of how exactly reflection yields its educational promise, however, is limited to broad hints at the relation between reflection and learning. Yet, such understanding is essential to the (re)design of reflection education for learning and development. In this qualitative study, we used participants’ video-stimulated comments on actual practice to identify features that do or do not make collaborative reflection valuable to participants. In doing so, we focus on aspects of the interactional process that constitute the educational activity of reflection. To identify valuable and less valuable features of collaborative reflection, we conducted one-on-one video-stimulated interviews with Dutch general practice residents about collaborative reflection sessions in their training program. Residents were invited to comment on any aspect of the session that they did or did not value. We synthesized all positively and negatively valued features and associated explanations put forward in residents’ narratives into shared normative orientations about collaborative reflection: what are the shared norms that residents display in telling about positive and negative experiences with collaborative reflection? These normative orientations display residents’ views on the aim of collaborative reflection (educational value for all) and the norms that allegedly contribute to realizing this aim (inclusivity and diversity, safety, and efficiency). These norms are also reflected in specific educational activities that ostensibly contribute to educational value. As such, the current synthesis of normative orientations displayed in residents’ narratives about valuable and less valuable elements of collaborative reflection deepen our understanding of reflection and its supposed connection with educational outcomes. Moreover, the current empirical endeavor illustrates the value of video-stimulated interviews as a tool to value features of educational processes for future educational enhancements.

This case study provides an in-depth investigation in a professional development project about facilitating collaborative reflection. This was led by a research team from the university with 13 instrumental music teachers from one music school in Styria (Austria) during 2019-2021 (including the initial COVID-19 pandemic). Research questions considered (1) the participants' descriptions of the collaborative professional development, (2) participants' uses of reflection tools and indications of their identification with workshop interventions, as well as factors responsible for the outcomes from the reflection tools; and (3) ways participants' thinking and attitudes may have developed through the workshops, how they defined themselves as a group (if they did), and how they might have gained trust in one another. Inspired by the design-based research approach, practitioners and researchers worked closely together to enhance teaching and learning implementing interventions with collaborative reflections tools. While the first phase (11 workshops) was primarily led by the project-team, the second phase (7 workshops) was participant-led. Data included focus groups and discussion transcriptions from 18 workshops. The impetus of the study included the role of the director and the participants dealing with the interventions, and finally the participants' descriptions of their experiences in the professionalization process. Literature included collaborative professional development, community of practice, learning communities, self-determined learning, reflective practice, and ethical considerations. Data were analyzed based on thematic analysis and gave rise to five following themes: forming group cohesion, inspiring and appreciating collaboration, bridging theory and practice, identifying deeper thinking and teachers as learners, addressing challenges and potentials during the COVID-19 pandemic, and finally finding the music school's own identity and sense of importance. Findings highlight the importance of establishing meaningful collaborative reflection through appreciative communication and an atmosphere of trust and respect. To be able to make change in and with an institution, leadership members must be engaged as collaborative stakeholders on an eye-level; collaborative professional development can be used as a resource toward rethinking and reworking the identity of one's music school and of teaching and learning. Institutions should provide space and continuity for such development. Finally, the study highlights that a collaborative reflective approach can contribute to professional and social growth.

This paper reports how a nurse-managed primary care clinic (NMPCC) prepared for the implementation of an Electronic Health Record (EHR) system with limited resources. EHR adoption is a complex task that requires not only implementing a system but also an integration of the system into the existing sociotechnical environments. In this study, we identified three stages of the process improvement meetings conducted at the clinic: (1) understanding routines, roles, and practices, (2) identifying problems and deficiencies, and (3) iterating interventions by optimizing resources through reconfiguring artifacts and work practices. Importantly, we found the staff jointly reflecting on one another's experiences and practices by making sense of the collaborative work. We regarded this sense-making process as collaborative reflection, and argued that it enhanced technology readiness of the NMPCC through creating a more technology-compatible and collaborative sociotechnical environment for the impending EHR implementation.

This qualitative case study explores the practices of school-based teacher collaborative reflection based on the experiences of Ethiopian primary school teachers. Guided by constructivist epistemology, data were collected via in-depth interviews, focus group discussions (FGDs) and document reviews, and field notes. The findings revealed that teachers are compelled to engage in school-based collaborative reflection for professional learning through mandatory collaborative teams. This sharply contrasts with teachers’ long-standing norms of autonomy that appreciate independence and non-reliance. As a result, in order for a school-based collaborative practice to be reflective and successful, the tension between teacher autonomy and the need for collaboration must be resolved. Moreover, the findings disclosed that teacher collaborative reflection is a widely touted subject but less of a reality in the context of Ethiopian primary schools because of context-specific structural and cultural factors.

This study aimed to compare the perceptions and practices of excellent teachers in a city in Chile and the Framework for Good Teaching (GTF) established by the Ministry of Education and Chilean teacher evaluation. The central objective was to compare the criteria for good teaching established by the Ministry of Education with the perceptions and practices of excellent teachers from a Chilean city, describing similarities and convergences. A qualitative descriptive methodology used a content analysis approach to describe teachers’ understanding supported by topic frequencies. Six criteria were selected as essentials for the Praxis: 1. Proficient in the national curriculum 2. Students’ characteristics 3. Students’ integral development; 4. Positive learning environment 5. Learning process evaluation, and 6. reflection on their practices. The findings showed several similarities, principally about the importance of curriculum management, preparing classes to plan, learning process evaluation, and integrating students’ interests. Further, it underscores the necessity to use different teaching strategies and technological resources to improve the learning process and as keys to educational success. At the same time, divergences address the need to consider integral students’ development, the learning environment, the teacher’s use of the school coexistence plan, collaborative reflection about the practice, and teachers’ commitment to the students beyond academics. Theoretical and practical implications highlight the necessity to consider teachers’ opinions, especially those who excel in their teaching practices, in creating prescribed ministerial frameworks. For teaching practices, teachers advocate for real collaboration time to improve their reflection and collaboration, positively impacting students learning.

This qualitative study explored the current situation of Chinese early childhood pre-service teachers’ responsiveness during their practicum and examined the role of collaborative reflection in enhancing their responsiveness to children. Qualitative data from 19 pre-service teachers, collected through field notes, stimulated recall interviews, group mentoring sessions, and reflective portfolios, were analyzed using thematic analysis. The results identified three key challenges faced by pre-service teachers: 1) actions, 2) mental states, and 3) role positioning. Collaborative reflection was found to foster two key improvements in responsiveness: 1) responding more maturely and 2) role redefinition. The findings suggested that while pre-service teachers recognized the importance of responding sensitively to children and took some initial action, they faced significant challenges in responding to children in practice. Collaborative reflection helped pre-service teachers become more appropriate and contextualized in their responsiveness, and to adapt their roles to become more assertive and reflective practitioners. This research demonstrated the effectiveness of collaborative reflection in enhancing the responsiveness of early childhood pre-service teachers and provided valuable insights for improving their professional development.

One of the roles of reflection is to support teachers in implementing new instructional techniques. Collaborative reflection is a promising tool in addressing reluctance and resistance to implementing instructional techniques. This qualitative study describes how literacy coaches incorporated collaborative reflection with high implementing and initially resistant-low implementing teachers in four rural, low resourced school districts in the southeastern, United States. The findings indicated that as coaches incorporated collaborative reflection, initially resistant-low implementing teachers were more likely to share instructional needs with coaches, feel more confident in implementing the literacy intervention and express less resistance to coaching. Additional research is needed to understand collaborative reflection more fully as an aspect of the coach-teacher relationship.

The qualitative study examined the processes and approaches to collaboration, reflection, and dialogue of preservice and mentoring teachers who were engaged in a yearlong internship experience. Within the context of a university course grounded in constructivism, social constructivism, and the concept of teacher as researcher, the study explored the social interactions of the teachers throughout the course of the school day. Teachers were observed in the process of planning and reflecting on daily classroom activities through collaborative meetings with a focus on the teaching and learning process. The preservice teachers were educated in the use of the main principles described by the Reggio Emilia Approach ‐ collaboration reflection, and dialogue (Edwards, Gandini & Forman, 1998) and thus, served as a guide for the collaborative interactions with the mentoring teachers.

This paper, co‐authored between three adults and five children aged 8–11, adopts a ‘collaborative writing as inquiry’ approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two ‘young advisory panels’, one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min‐long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co‐framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring ‘silence as voice’, arguing for an extension to participatory research projects, going beyond the research itself and creating a ‘third space’ which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty.

This dissertation is located at the intersection of stakeholder theory, entrepreneurship and innovation research and demonstrates that the concept of Responsible Innovation (RI), with its premise of early stakeholder engagement in innovation processes, is of immense relevance to entrepreneurial organizations, especially with regard to uncertainties in disruptive technology development. Part 1 of this dissertation pioneers the connection of RI to entrepreneurship research. The differing interpretations of RI and three core aspects are explored: design innovation, normative ends and collaborative reflection. After laying out this RI scheme, the notion of entrepreneurship is examined in light of this construct. Furthermore, operationalization strategies of RI in entrepreneurial organizations are outlined on a conceptual level and in practice, with a focus on stakeholder engagement as the key element. Moreover, the vital role played by stakeholders in entrepreneurial organizations and their influence on uncertainties of innovation processes are indicated. In Part 2 of this dissertation, this role of stakeholders is scrutinized more closely. It identifies the reduction of uncertainties as a core driver of stakeholder engagement activities. A mixed-methods approach was utilized. In the qualitative study, nine in-depth interviews were conducted and analyzed. A structure equation model approach was adopted for the quantitative study; 119 questionnaires were completed by managers in the field of advanced biotechnology. Part 2 evidences the vital role of stakeholder engagement in terms of reducing technological, commercial, social and organizational uncertainty during innovation processes in disruptive technology development.

The results of the young Chileans who participated in the International Study of Civic and Citizenship Education 2016 emphasize the need for the school to positively influence the formation of citizens, which has been reinforced by Law No. 20.911. Following a qualitative methodology and an interpretive approach of a multiple case study, this project seeks to characterize the materialization of the educational policy of citizenship education in eight schools throughout the country. This was done based on an analysis of the Plan for Citizenship Education, observation of teacher practices, review of documents and the perception of teachers, principals and 8th grade students, gleamed from interviews. Results show that the elaboration of the Plan for Citizenship Education has lacked proper support and its responsibility lies mainly with the teacher assigned to oversee its implementation, in each school, which implies that in many cases there is no collaborative reflection on the type of citizen that should be formed. Likewise, the work of educating citizens is assigned to the subject of History, Geography and Social Sciences, contradicting the transversal nature of Citizenship Education in the school curriculum. Finally, the Citizenship Education Plan is drawn up primarily to comply with current ministerial regulations.

Citizenship issues in elementary school students are increasingly complex along with social and digital developments. This study aims to examine teachers' strategies in fostering citizenship values through an inquiry learning approach in the context of Citizenship Education in elementary schools. The research used a descriptive qualitative approach with data collection through observation, in-depth interviews, and documentation, and data analysis assisted by NVivo 14 software. The research setting was several primary schools in Kendari City, with the main informants consisting of class teachers, principals, and students. The results showed that teachers implemented five main strategies, namely the use of contextual triggering questions, facilitation of exploration and critical discussion, collaborative reflection on values, participatory citizenship projects, and exemplary values by teachers. These strategies contributed significantly to increasing students' awareness, democratic attitudes and active participation in school life. The findings suggest that the inquiry approach is effective in shaping civic literacy from an early age. This research provides theoretical contributions to value-based pedagogical approaches, as well as practical implications for teachers and policy makers in designing more contextual, reflective and transformative civic learning in primary schools.

Online teacher education programs can be more situated by engaging student teachers in Internet-based collaborative reflection (ICR) and e-learning-oriented assessment (ELOA) via Web 2.0 technology. Thus, this study explored how the role of English-as-a-foreign-language (EFL) student teachers’ ICR practices and ELOA can enhance student teachers’ situated online teacher education. In this qualitative study, 15 Iranian EFL student teachers were chosen purposively within a transcendental phenomenology to conduct ICR on ELOA practices during situated learning in online teacher education. The results showed that implementing ICR on ELOA tended to enhance student-centered teacher education; collaborative and reflective teacher development; social, professional, cognitive, and emotional growth; and the connection of teaching, learning, and assessment within online teacher education. More specifically, ELOA practices allowed for meaningful tasks and authentic activities based on practical experience, triggered continuous feedback on EFL student teachers’ performance via technology, directed online learning and teaching, and enhanced a performance-based and learning-oriented assessment process. Pedagogical implications for the design of student teacher programs are discussed.

In this qualitative study we investigated the role of bantering in creating a learning community for science education. The curriculum was centered on a technology-integrated Project Based Approach (PBA). We examined the pattern of in-service teachers’ interaction with such a learning environment and perceptions of their future instructional practices that result from collaborative reflection on the use of Banter throughout the semester. The findings suggest that exposure to bantering interaction not only helped the in-service teachers to make decisions about the scientific issues they will face in the future but also helped to construct a more inquiry based understanding of the issues in science teaching. Methodological limits and possibilities were explored through the use of data analysis software such as Inspiration and NVivo.

The practicum supervision process in teacher education comprises various cyclic experiential learning activities (e.g. planning, observation and supervision conversation). Research has documented considerable challenges relating to this process, but also that digital technology can help. In the study, a software program designed for practicum supervision (MOSO) is tested in three Scandinavian teacher education programmes in which groups of student teachers are supervised by a mentor teacher. Throughout this process, the participants continuously alternate between individual reflection, and analogue/digital collaborative reflection. The aim of the study is to contribute knowledge about the experiences of using this technology, and data was collected through qualitative survey and focus groups. The software contributed to improving the quality of the practicum supervision process, for example by: safeguarding supervision on lesson planning; improving observations, feedback and recollection; and facilitating more reflective and collaborative student teachers. The study also identifies important challenges when using such technology.