Experiences Of Reflective Practice Research Articles

Reflection and agency: the experiences of English language teachers in Türkiye

ABSTRACT This study explores English Language Teaching (ELT) teachers' experiences of reflective practice in Türkiye. It looks at the role agency plays in reflection in relation to teacher growth. Thirteen ELT teachers were interviewed through narrative interviews and critical incidents. All teachers were engaged in reflection-in-action and reflection-on-action; however, they differed in the criticality of their reflection and what they reflected on. Their ability to engage in critical reflection, and therefore their growth, was shaped by their agency. Those with a future-oriented agency could focus on their aspirations, detach themselves from present constraints and engage in critical reflection. However, those with present-oriented agency tended to view external factors as disablers and struggled to reflect critically. As critical reflection can lead to teacher development, developing agency to support reflective opportunities throughout pre-service and in-service years seems essential.

On reflective practice

Derek Ford shares his experiences of reflective practice and why he now advocates for it

Reflective Practice on Nursing Students: A Qualitative Study

Introduction: The gap between theory and practice in clinical education settings is still common. Reflective practice in students of a profession program emphasizes the theoretical knowledge that has been acquired and the clinical experience. The purpose of this research was to explore the experience of reflective practice among the students of the Nursing Profession Program. Methods: A qualitative study design was undertaken. Focus group discussions were conducted with 16 participants divided into two groups using Zoom virtual meeting application. Instrument used semi-structured interview guidelines and data analysis used thematic analysis. Results: This research resulted in four themes, namely the gap between theory and practice; the benefits of reflective learning; experiences and expectations; and some barriers and challenges to reflective practice. Conclusion: Based on the existing results, it can be concluded that, although there are still some barriers in its implementation, the implication of this study can facilitate students of profession programs in overcoming the gaps between theories and practical experience during professional education.

Exploring the experience of using music and creative mark-making as a reflective tool during coaching supervision: An Interpretative Phenomenological Analysis

Coaching supervision is still an emergent profession with a limited body of research to support its credibility and practice. This qualitative study is the first to explore the use of music and mark-making as a creative tool within coaching supervision and highlights information about both coach and coach supervisor experience. The research explores the question, ‘How does using mark-making in response to music within coaching supervision affect coaches’ experience of reflective practice?’ through semi-structured interviews, analysed using Interpretative Phenomenological Analysis (IPA) methodology. Findings revealed that using music and mark-making as a creative tool within coaching supervision enhances reflective practice and supports the client-supervisor relationship, enabling highly effective supervision to take place. The results offer coaches, coaching supervisors, coach educators and researchers and other professionals in other contexts where supervision forms an integral part of professional support and development insights into using music and other creative tools in supervision sessions and the impact on reflective practice. Keywords: coaching supervision, music, creativity, coaching psychology, reflective practice

Nursing students’ perceptions and experiences of reflective practice: A qualitative meta-synthesis

Reflective practice is a vital component of nursing education. It allows for the integration of core theoretical knowledge and the clinical experience. Despite a small and growing body of literature exploring the nursing students’ perceptions and experiences of this process, a review of the qualitative literature has not been published. The purpose of this meta-synthesis is to examine the qualitative data of nursing students’ perceptions and experiences of reflective practice. This meta-synthesis provides a model that suggests quality reflection results in an improvement in practice. Students perceive that quality reflection occurs when all facets of this model have been met. This encompasses an understanding of knowledge including, learning and the barriers and enablers to knowledge, as well as self-discovery including, facing emotions and personal growth. Understanding these experiences and perceptions will permit further understanding of the motivations and factors that influence the quality of reflective practice.

La narrativa como estrategia didáctica para una aproximación al proceso de la muerte

<p><strong></strong>Objetivos: Explorar, a partir de una experiencia didáctica basada en la práctica reflexiva, la narrativa sobre una experiencia personal vivida en torno a la muerte, de estudiantes de 2º curso de Grado en enfermería. Comprender el proceso en torno a la muerte y su transcendencia en la práctica de los cuidados enfermeros.<br />Métodos: Estudio cualitativo con un enfoque fenomenológico hermenéutico. Los participantes de este estudio fueron estudiantes de “Comunicación terapéutica” de 2º curso de Grado en enfermería, reclutados en el aula, en la 2ª sesión de la asignatura. Su participación fue voluntaria ya que el estudiante pudo elegir entre 4 temas distintos. Los datos fueron colectados a través de escritura reflexiva. Se analizaron los textos mediante análisis de contenido cualitativo semántico.<br />Resultados: Se identificaron unidades de significado que revelaron la estructura del fenómeno de estudio. Posteriormente, se agruparon en 8 categorías de las que emergieron 6 temas: Impacto de la noticia; Despedida; Evocación; Afrontamiento; Creencias y valores; Crecimiento personal. <br />Conclusiones: Tomar consciencia de la propia vivencia en torno a la muerte permite precisar aspectos significativos que pueden enriquecer los cuidados profesionales. Reconocer las conductas observadas durante el proceso de duelo contribuye al acompañamiento sensible de las personas en procesos en torno a la muerte. El relato pedagógico, como estrategia didáctica, es útil en la formación enfermera ya que posibilita la comprensión de significados y del impacto ante situaciones complejas. La reflexión sobre las experiencias vividas y el contraste con la literatura permite guiar el proceso del cuidado comprensivo.<br /><br /><br /><strong></strong></p>

A Study on the Reflective Practice Experience of a Home Economics Teacher Professional Learning Community Operator

본 연구의 목적은 가정과 교사학습공동체 운영자의 성찰적 실천 경험에 관한 실행연구로 운영자의 의미 있는 경험의 발견과 성찰, 운영에 대한 성찰을 통해 더 나은 제안을 공유하고 이후 교사학습공동체 운영에 실제적인 도움을 주기위한 시사점을 도출하는 것이다. 2013년 5월 31일부터 2014년 5월 19일까지 총 18회의 교사학습공동체에 참여하면서 녹음한 대화 내용을 전사한 텍스트 문서와 활동결과물을 주된 분석 대상으로 삼았으며, 코딩과 범주화를 통해 주제를 구성하였다. 이 연구를 통해 얻어진 연구결과와 그에 따른 결론을 요약하면 다음과 같다. 첫째, 1년간 교사학습공동체를 운영한 연구자의 경험은 새로운 도전에 대한 걱정과 불안감을 견딜 용기, 주제 선정의 중요성, 무모한 도전을 함께하는 교사, 리더가 되는 경험의 공유는 교사학습공동체를 지속적으로 유지할 수 있는 힘이 된다는 것을 알게 되었다. 둘째, 가정과 교사학습공동체 운영자의 경험에 대해 미숙한 부분을 알아내고 성찰을 통해 나은 방안을 제안하였다. 성찰을 통해 관심사가 다른 교사에 대한 배려와 지속적인 모임의 운영을 위한 ‘새판 짜기’가 필요함을 알게 되었다. 이를 개선하기 위해 참여자를 모집할 때 학교급을 분리하거나 참여자들의 의견을 수렴하여 잠정적이지만 운영기간과 프로그램을 정해두는 방법을 고려하거나 특정한 주제를 정하여 단기적으로 학습공동체를 운영한다면 짧은 기간 동안 몰입해서 목표에 도달할 수 있어 참여자들의 만족도를 높일수 있을 것이다. 운영의 미숙함으로는 관심사가 다른 교사를 미처 배려하지 못한 부분과 새로운 주기(round)의 프로그램을 위해 미처 준비하지 못해 후반부에는 참여율이 다소 저조했다고 평가할 수 있다. 둘째, 이런 문제점을 개선하기 위해 (1) 참여자를 모집할 때 학교급을 분리하여 공동체를 구성, (2) 참여자들의 의견을 수렴하여 잠정적이지만 운영기간과 프로그램을 정해두는 방법을 고려하거나 (3) 특정한 주제를 정하여 단기적으로 학습공동체를 운영한다면 짧은 기간 동안 몰입해서 목표에 도달할 수 있어 참여자들의 만족도를 높일 수 있을 것이다.The purpose of this research is to share the experience of reflective practice of a Home Economics teacher professional learning community(PLC) operator and to share better suggestions through reflection on PLC operation. All conversation in the 18 sessions of the PLC totally from May 31st 2013 to May 19th 2014 was recorded and transcribed. All materials of PLC activity were qualitatively analysed. Its themes were grounded on its coding and categorization scheme. Findings and conclusions of this study are as followings. The experience of learning the PLC for a year has found that it is the power to keep the PLC alive: courage and anxiety to face anxiety and anxiety about new challenges, the importance of theme selection, a teacher with a reckless challenge, shares of becoming a leader. Through reflection, I learned that concerns require attention to other teachers and the need for a New Round for ongoing meetings. I, as a operator, did not fully consider participant’s different interest as well as a program for a new round due to the lack of management experience. It led to the low participations in latter sessions of PLC. Suggestions are put as solutions to improve these problems; (1) grouping participants by school levels when collecting participants, (2) setting operation period and program applying participants’ opinions, and (3) operating short-term PLC with certain themes to immerse reaching goal and satisfaction in short time.

Reflecting on reflective practice: a coach’s action research narratives

Reflection is now advocated by coach education programmes around the world as a framework for coaches to learn from their experience. Yet, there is a paucity of empirical and critical work focussed on coaches’ experiences of reflective practice. Consequently, we lack understanding as to the utility of reflection in the messy realities of practice, and of what is meaningful to those who engage in such a personally involving, emotive and challenging process. This article presents a series of narratives that evoke the dilemmas I (the lead author) experienced reflecting on my reflective practice within an action research process. The narratives tell a highly personal tale about the temporal, emotional and contextual qualities of reflective practice, a tale that counters traditional presentations of the coach as a calculated, dispassionate and rational being who operates as if in a social vacuum. By providing insight that befits the problematic nature of practice, we hope to contribute to a more authentic and holistic epistemology in sports coaching.

과학중점고등학교 담당교사들의 반성적 실천경험에 관한 질적 사례연구

과학중점고등학교 담당교사들의 반성적 실천경험에 관한 질적 사례연구

Hizmet Öncesi Eğitimde Yansıtmalı Eğitim

This study aimed to develop insight into pre-service language teachers’ experiences of reflective practice in ‘field experience’. It is assumed that pre-service teachers form habits of reflective practice once they have learnt how to carry it out in their teaching. Hence, this research tries to investigate how well student teachers can apply reflective practice in their field experience and to what extent it is beneficial. The study was conducted at a large state university with pre-service English language teachers. The participants were 30 prospective teachers. The participants were asked to write reflection reports and fill in peer observation forms every week during one term in an academic year. The data was collected with a questionnaire designed by Odeh, Kurt and Atamturk’s (2010). The questionnaire guided the pre-service teachers to reflect on their weekly guided reflection reports and peer observation forms. The study provided insight into the prospective teachers’ tendency to display “reflection-in-action” versus “reflection-onaction” practices in the classroom. The analysis of the questionnaire yielded frequencies. The findings indicate that pre-service teachers are less capable of making decisions about their teaching context during classroom practice. However, when guided effectively participants are found to reflect on their teaching practices after the class and assess the effectiveness of their moves in the classroom after their field practice.

Learning and Sharing through Reflective Practice in Teacher Education in Italy

John Dewey (1933) argued that learning from experience is enriched by reflecting on experience and Donald A. Schön (1987) theorized that reflective practice represents an important factor to improve professional activity. Jack Mezirow, (1991, 2000) gives reflection a central role in learning because through it we become aware of the ways in which we interpret reality and give meaning to actions and behaviour. From this theoretical framework this paper describes a case study about the benefits produced by reflective practice on students during teacher training in Italy, with a particular focus on the connection between reflection, self-awareness and learning. In particular it analyses the experience of reflective practice of thirty-five pre-service teachers’ education, with a qualitative approach, “Clinica della Formazione” of Riccardo Massa (1987, 1990). Based on these results we would like to prepare a model of reflective practice for pre-service teachers and teachers in service.

Learning conversations as reflective practice

This article presents some recent experiences of reflective practice within a UK university business school by two lecturers who are currently reading for doctoral degrees in education, and is partly based on material presented at ‘The First International Theorising Education Conference’ at the University of Stirling in June 2010. It describes how, having agreed to meet regularly to discuss the implications of postmodern educational theories for their practice, the authors set about holding a series of ‘learning conversations’, each beginning with a presentation and discussion of a reading from educational theory or philosophy of education and with no further agenda than a ‘live encounter with the other’. The paper includes a review of some useful texts dealing with both the practicalities and some theoretical frameworks within which to locate reflective practice. There follows a discussion of the rationale for using unconventional ways of presenting (and re-presenting) experiences of this kind of activity. The authors use a layered text technique to illustrate one way of doing this, and to present (re-present) parts of learning conversations held between January and June 2010. The essential claim of this paper is that while a great deal of literature on reflective practice seems to concentrate on ‘reflection on practice’, there is also a need for discussions about the interface between educational theory and pedagogical practice as a particular means of moving ourselves beyond the limits of a self-referential context into a more open-ended and critical space in which we learn to name our experience in new ways.

A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice

This paper explores the experiences of reflective practice with a group of participants during their transition from higher education to professional practice. A longitudinal study was conducted with a group of nine students when they were on a Masters programme with a follow‐up a year into practice. The findings suggest that as students, they all considered reflective practice to be very important. After transition the importance of reflection had magnified due to the direct relevance of reflection to their practice. The methods of reflection had changed for some and had been embedded into their practice. The participants had strong positive and negative views regarding the teaching and assessment of reflection as students and practitioners. Implications for programme design and practice are discussed.

Developing clinical supervision for complementary therapy educators.

To facilitate reflective practice with students of complementary therapy clinical tutors themselves require an understanding and experience of reflective practice. The aim of this study was to implement and evaluate a clinical supervision framework for clinical tutors teaching on the complementary therapy undergraduate program. Clinical supervision was conducted in small groups with a skilled clinical supervisor, and focused on issues arising in the teaching clinic. The evaluation consisted of questionnaires, interviews and focus groups with participants (clinical tutors and clinical supervision facilitators). There is strong evidence that clinical supervision groups offered a supportive learning framework for the clinical tutors, and that this was likely to impact on work with students and patients in a positive way.