Importance Of Critical Reflection Research Articles

The scholarly and practice profile of respiratory therapists in Canada: A cross-sectional survey.

Respiratory therapists (RTs) are expected to provide high-quality care for patients with chronic and acute cardiopulmonary conditions across the lifespan by staying abreast of emerging scientific evidence and effectively integrating it into clinical practice. This integration of evidence is encompassed within the competency of scholarly practice. However, there is currently a limited understanding of RTs' scholarly practice. Furthermore, despite RTs' widespread presence in the Canadian healthcare system, comprehensive studies describing the profiles of RTs are lacking. This study aimed to describe the demographic characteristics, scholarly and practice profiles of the respiratory therapy profession in Canada. A cross-sectional survey was distributed via the national professional association and regulatory bodies. The survey contained seven sections with 52 items. We calculated means and standard deviations, or medians and interquartile ranges for continuous variables and frequencies and proportions for categorical variables. Open-ended questions were analyzed using summative content analysis. We analyzed data from 832 participants (6.8% response rate) from Ontario (17.8%), Québec (15.7%), and Alberta (13.3%), and across other provinces. Nearly 40% had completed an undergraduate degree beyond their respiratory therapy diploma. Few participants had authored or co-authored peer-reviewed publications. RTs reported reading approximately 2.2 peer-reviewed publications monthly. Most participants agreed on the importance of critical reflection in practice (93.1%) and that having a supportive work environment was vital. Almost three-quarters of participants (73.4%) reported that they believe that RTs are valued members of interprofessional teams, and 78% agreed that understanding research enables them to engage in patient advocacy. This survey provides a portrait of the practice and scholarly profile of the respiratory therapy profession in Canada. While the profession shows potential for growth, concerns persist regarding limited engagement in activities related to scholarly practice. Addressing these challenges and nurturing a culture of scholarly practice are likely necessary to support the development of scholarly practice in the profession. Creating supportive environments, providing access to resources, and encouraging professional development activities may advance the scholarly practice of RTs. Future national surveys could employ random sampling strategies to achieve a more representative sample of the profession.

Relevance and Experience Constructing Identities as Future Teachers of English Language Learners: Multiple Case Studies of Three Mainstream Teacher Candidates

Given the continuous increase of students from culturally and linguistically diverse backgrounds in K-12 classrooms in the United States (US), there is no doubt that meeting English language learners’ (ELLs’) linguistic and academic needs is a pressing matter. However, teachers report feeling unprepared or believing that ELLs are the responsibility of other specialists. This study responds to the call for preparing mainstream teachers for today’s diverse classrooms by exploring teacher candidates’ teacher professional identity (TPI) construction. Using multiple case study designs of three mainstream teacher candidates, the findings of this study highlight (a) multiple I-positions engaging in dialogues, (b) relevant teacher education experiences (re)shaping TPIs, and (c) relevant diversity-related issues in macrosociety entering minisociety. Findings indicate the importance of critical reflection in teacher education programs and facilitating opportune and considerate practicum placements. Further implications and recommendations for teacher education research and practice are discussed.

Pembebasan Kaum Perempuan dalam Tradisi Pendidikan Islam: Analisis Historis dan Kontemporer

This research explores complex issues related to Islamic education, social transformation, and gender inequality in society. The method used in this study is the literature review method, which is data collection by identifying relevant literature and then analyzed. The results of this research found that Islamic education not only contains religious aspects, but also reflects long socio-cultural dynamics. Problems such as slavery, colonialism, and power hegemony also influenced the complexity of Islamic education, with acculturation of values extending to various parts of the world. In addition, various views on the backwardness of women from the Structural Functionalism school to Marxist and Socialist feminism provide diverse insights. The importance of critical reflection on the values and practices of Islamic education is also highlighted in creating an inclusive society that supports gender equality. Although the concept of equality between women and men exists in Islam, social reality often does not reflect it, with strict social restrictions, especially regarding the role of women in society. However, views such as those expressed by Mernissi and Islamic historians show that women have equal rights and potential, prompting the need for a review of religious interpretations to create a more inclusive understanding and support gender equality. Keywords : Education, Women, Gender

What Motivates Action for Gender Equality among Emerging Adult Women? The Importance of Critical Reflection, Efficacy, and Feminist Identity

The present study investigated whether critical consciousness (CC) and feminist identity help explain emerging adult women’s participation in actions to reduce gender inequality. CC is an applied tool marginalized and oppressed youth can use to combat inequality. It is conceptualized as three components: Critical reflection, critical efficacy, and critical action. Youth who have reflected on inequality are theorized to act against injustice if they have critical efficacy. However, empirical support for connections among components is mixed and questions remain concerning the contexts in which and people for whom CC serves as a resource. For instance, CC has rarely been examined as a tool to reduce sexism. Furthermore, researchers theorize that social identity is related to CC, yet little empirical evidence exists testing these associations. Finally, CC is typically examined within samples of children and adolescents, although advances in cognitive development and identity suggest emerging adulthood is an ideal time to use CC. To begin to fill these gaps, we investigated whether the components of CC in association with feminist identity could predict when emerging adult women act against sexism. A serial mediation model revealed reflection may lead to action for women who identify as feminist and who report greater internal efficacy. The pathway through external efficacy was not significant. Findings suggest CC together with feminist identity may be tools women can employ to transform unjust social conditions and improve their lives. Applied applications of findings are considered.

Introduction

Issue 3 of Volume 37 of Law in Context is an eclectic collection, to some extent (Adamson, Kinchin and a book review) evincing the interest in the digital world and its impact on law evident in the last couple of volumes but also covering such diverse matters as techniques of qualitative research (Keyzer and Richardson), the importance of critical reflection in legal education (Susler and Babacan), the personal privacy versus public safety trade-off in times of pandemic (Moulds et al), models of decision-making with and for adults with cognitive impairment (Then et al), and class actions and human rights litigation (Calnan). It includes three book reviews: of Schultz et al (eds) Gender and Careers in the Legal Academy, Phillip Ayres’ edit of the Washington Diaries of Owen Dixon 1942-1944, and, as mentioned above, of Simon Chesterman’s We the Robots.

Centering Reflection in Teachers’ International Exchange Experience

This policy paper discusses the importance of critical reflection in short-term international teacher exchange programs. It draws from the findings of a larger research project investigating teachers' use of comparison as a framework for pedagogical transfer. The paper defines intercultural pedagogical transfer as an educators' engagement with culture through an exchange experience, which forms the context for policy and pedagogical sense making. Here, culture refers to the norms, values, and expectations that inform teaching practice and policy discourses. Participating in an international exchange program involves teachers' reflections on history, culture and policy as the contexts that inform classroom practices. The discussion presented in this paper highlights the importance of critical reflection on teachers' ability to make and sustain changes to practice following an international professional development experience of a Teacher Exchange Program, supported by the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research.

Studying Human Trafficking in Thailand Increases EPAS Competencies and Compels Action at Home

ABSTRACT This article reports on professional development of nine U.S. social work students of color who participated in a delegation exploring human trafficking in Thailand through a reverse mission program. Through the use of the 2015 Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards (EPAS) as a conceptual framework, this qualitative study provides insight into delegates’ development related to professional roles and identities, understanding the complexity of social contexts, enhancing cultural humility, and sparking community engagement at home in the United States. This study points to the importance of critical reflection and peer support as tools to inspire delegates to take direct action upon return to their own contexts. Discussion of findings and implications for social work educators and students are included.

Revisión de la educación y la tecnología desde una mirada pedagógica

El presente artículo de revisión aborda la pregunta por la producción del campo de relación entre educación y tecnología, desde una perspectiva pedagógica. Se trata de un ejercicio exploratorio fundamentado en el rastreo documental y categorial de artículos publicados por la revista Pedagogía y Saberes, en el periodo 1990–2017. El análisis propone que, para comprender dicho campo, es necesario superar los límites de la escuela y los roles asignados a ella tradicionalmente. En este sentido, se muestran algunas relaciones materializadas en nociones que exponen la mirada sobre las transformaciones culturales y educativas generadas por los desarrollos de la tecnología. El artículo se organiza en tres secciones que presentan los nodos conceptuales sobre la relación educación y tecnología: el análisis pedagógico al efecto de los medios en educación; la búsqueda de la inclusión con el uso de la tecnología y educación virtual; y la subjetividad y experiencia de interacción en entornos tecnológicos. Como conclusiones se destaca el valor de la reflexión crítica que realizan los investigadores en educación y tecnología con el análisis del efecto de los medios masivos de comunicación en educación, desde una perspectiva pedagógica; el proceso de incorporación de la tecnología para la inclusión de los sujetos con discapacidad y de las poblaciones vulnerables y la centralidad de la relación entre subjetividad y tecnología como entorno cultural.

Exploring intercultural competence through the lens of self-authorship

Intercultural competence among educators has long been recognised as important, especially in contexts characterised by growing and shifting cultural diversity such as Australia. However, the capacity to be interculturally competent has only recently been enshrined in teacher standards in Australia, and research into this field among early childhood educators is fledgling. Through the theoretical lens of self-authorship, this case study integrated a developmental model of intercultural maturity with a compositional model of intercultural competence. Combining these two models allowed for a holistic exploration of the complexities of intercultural experiences in an early childhood educational setting. This new integrated framework is applied to a case study that focuses on Heidi, an early childhood educator in a culturally diverse kindergarten. Data were collected through interviews, classroom observations and analysis of philosophy, policy and observational documents. The findings indicated the importance of critical reflection and internal meaning making, as part of a self-authored identity, in relation to intercultural competence. Implications are discussed with a focus on the potential significance of the integrated framework to explore as well as enhance educators’ critical reflection about their intercultural experiences.

Enhancing Critical Reflection amongst Social Work Students: The Contribution of an Experiential Learning Group in Care Homes for Older People

As part of a Practice Learning Centre, representing a partnership between an English University social work department and a non-governmental organisation, 12 students were placed in care homes for older people for their first period of assessed practice. The aims of this initiative were to facilitate: development of critical reflection; deployment of social work skills in a care home setting; and opportunities for social work students to work with care home residents. The learning was captured via four Experiential Groups facilitated by the Practice Educator with responsibility for assessing the students' practice. On-site supervisors also participated. Key learning included understanding of: the importance of critical reflection as a key social work skill; the influence of organisational norms and care home culture on the quality of care practice; the complexity and emotion-rich nature of person-centred care; and the pivotal role of relationships in work with people with dementia. Links made in the Groups—between the experiential and theoretical, the emotional and cognitive, and the structural and personal—demonstrate their value as learning platforms. Placements in care homes have considerable potential to enrich practice education; this is especially important in the context of an ageing population.

The importance of critical reflection in and on academic development

Critical reflection requires us to ponder our practices, processes, and identities. It also requires us to look beyond our own circumstances to the external factors, policies, and people that might...

Using Multimedia in Faculty Development on Multicultural Education: Scenes From the Movie “Crash”

OPEN ACCESSApril 27, 2010Using Multimedia in Faculty Development on Multicultural Education: Scenes From the Movie “Crash” Monica Lypson, MD, Paula Ross, MA, Terence Joiner, MD, Arno Kumagai, MD Monica Lypson, MD University of Michigan Medical School Google Scholar More articles by this author , Paula Ross, MA University of Michigan Google Scholar More articles by this author , Terence Joiner, MD University of Michigan Google Scholar More articles by this author , Arno Kumagai, MD University of Michigan Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.8008 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractTraining medical students to address health care disparities based on race, gender, sexual orientation, and socioeconomic class involves not only education on epidemiologic and clinical evidence for the existence of such disparities, but also the fostering of critical awareness of the impact of assumptions, biases, and prejudice on physician-patient interactions. Development of critical awareness may be achieved through engaged small-group discussions in a safe environment and requires instructors who are skilled at facilitating discussions on potentially contentious issues such as race, gender, sexual orientation, and socioeconomic class.This 1.5-hour workshop will assist faculty in guiding discussions on race, gender, sexual orientation and socioeconomic diversity. Upon viewing four different scenes from the Academy Award-winning movie “Crash,” participants will engage in active discussion sessions in which they reflect on their impressions of the actors, situations, and themes of each scene. Participants will be asked to discuss the contentious and emotionally-charged issues that created the situation in each scene as the basis for exploration of their own personal and professional experiences and identities. In preparation for teaching in these areas, it is essential that the instructors themselves reflect on their own biases, values, and perspectives, and model the types of discussions they will facilitate.This workshop is a unique tool for getting faculty to reflect on their own attitudes toward race and diversity (e.g., race, socioeconomic class, and gender) and to capture the interest and involvement from the audience. This workshop also provides faculty with an opportunity to both discuss how best to manage opposing opinions and difficult topics in the classroom environment, and recognize how struggling with these issues themselves informs them of how students may deal with similar issues. Educational Objectives By the end of this session, learners will be able to: Gain increased critical consciousness and critical thinking of the faculty as it relates to pedagogical theory.Develop faculty instructor's skills in facilitating discussions on issues of diversity, the roles both positive and negative of conflict in interpersonal relationships, and small-group dynamics.Emphasize the importance of critical reflection on personal values and perspectives in fostering the awareness of societal problems and approaches to their solutions. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Crash Faculty Development Workshop.doc Crash Workshop Evaluation.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationLypson M, Ross P, Joiner T, Kumagai A. Using Multimedia in Faculty Development on Multicultural Education: Scenes From the Movie “Crash”. MedEdPORTAL. 2010;6:8008. https://doi.org/10.15766/mep_2374-8265.8008 Copyright & Permissions© 2010 Lypson et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsCultural DiversityEthnologyMulticultural EducationHealth Equity ResearchCultureFaculty DevelopmentEthnicitySocioeconomic FactorsMultimediaEthical Relativism Disclosures None to report. Funding/Support None to report. Prior Presentations Lypson ML, Ross PT, Joiner TA, Kumagai AK. Using Multimedia in Faculty Development in Multicultural Education. Generalists in Medical Education Conference; November 2009; Boston, MA. Loading ...

Critical Reflections on Working with Diverse Families: Culturally Responsive Professional Development Strategies for Early Childhood and Early Childhood Special Educators

Professional development that focuses on supporting teachers' abilities to work with diverse families is keenly needed. This article outlines three instructional strategies and how they were used with undergraduate students in an inclusive early childhood teacher education program: (a) involving diverse family members as instructional supports; (b) performance of family scenarios; and (c) examining diverse families in popular media. These strategies, undergirded by the importance of critical reflection, have been implemented as part of a statewide preservice teacher education initiative in Iowa. Program evaluation data provide preliminary evidence of their potential to foster the development of necessary cultural dispositions for future teachers to meet the growing diversity among children and families.

CONNECTING UNIVERSITY SUPERVISION AND CRITICAL REFLECTION: MENTORING AND MODELING

This study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. Findings include: (a) an understanding of critical reflection is something that builds over time for student teachers through exposure to their supervisor's practice; (b) explicitly modeling, guiding, and communicating the importance of critical reflection in teaching practice through supervisory stance helps teacher candidates develop critically reflective practices and understandings; (c) developing critical reflection in their individual and shared practices takes time for both parties.

The electric teacher: Philosophical pathways to being an empowered early childhood educator

Imagine your shock when you discover that you are not a real teacher, you have just been programmed to think you are real. You are an electric teacher. But do not worry, being an electric teacher can be an authentic journey in teaching and learning. In this article I would like to explain how. idea of the electric teacher comes from a Philip K. Dick short story entitled The Electric Ant. central character discovers he is a programmed machine. A crisis ensues as he feels shocked and upset, yet he is unsure (now) whether these can be called feelings, because, after all, he is a programmed being. So the question becomes, how do we know we are not programmed? Or perhaps, what in our lives as teachers suggests that we might or might not be programmed? These philosophical questions have a strong connection with technology. I believe that such philosophical questions have an important contribution to the ongoing debates regarding both technology in early childhood settings and what it means to be an educator and/or teacher. first section of this article refers to the literature on critical reflection and the nature of the critical pedagogue to claim that a philosophy of technology is essential in understanding and relating to technology in the widest sense. article then explores arguments for enhancing the knowledge and attitudes of early childhood educators in relation to technologies, suggesting that negative expectations of the early childhood teacher continue to undermine their engagement with (and often old) technologies. Significant sources for developing a philosophy of technology are then explored with attention to an influential thinker in the philosophy of technology, Martin Heidegger, and to the role of science fiction in offering an educator the space to think differently about technology. This article does not examine the costs and benefits associated with technology in the early childhood curriculum--an issue that has attracted immense amounts of popular and scholarly opinion and research, particularly with regards to such as personal computers, educational software, the Internet, digital cameras, and more (I'll use the term ICT to cover all these). It might seem that the questions concerning technology in early childhood have recently taken such immense proportions as a result of the new technologies around, but this ignores the fact that influential early childhood curriculum developments centred around the ability of certain educational (think, for instance, of John Locke's alphabet blocks, Froebel's gifts, and Montessori's didactic apparatus) in eliciting certain educational outcomes from the young child (Gibbons, 2007). focus in this article is on the programming of the electric teacher's relationship with technology, a programming that occurs through their teacher education and professional development. This programming, or construction, has a significant impact on how an educator understands their self, their role as an educator in the specific context of ICT, and their wider educational relationships. Philosophy might assist in revealing this programming. Yet, unlike the electric ant, whose response to discovering his programming was attempting to switch himself off, this article suggests a positive sense of such awareness, an electricity of being a teacher in a technological world. importance of critical reflection in teaching practice I am the sort of educator who is generally suspicious of an overstating of research. And there is a lot to be suspicious about with regards to the research on technology in early childhood education. However, I am not referring just to the ubiquitous claims of advocates for ICT in the early childhood curriculum. There is a significant quantity of literature that seeks to challenge and/or resist the potential roles for ICT in early education (Bolstad, 2004). …

The language of teamwork: Reproducing professional divisions in the operating theatre

Bringing together arguments from organizational studies and medical sociology, this study views teamwork as a discursive resource through which the social world is constituted in particular ways. Drawing upon an ethnographic case study of the operating theatre department, the nature and effects of these constitutive practices are examined. Significantly, this article argues that rather than unifying the professions, teamwork produces unintended divisive effects. Teamwork is used to promote unity, whilst at the same time pursuing divergent professional interests around the nature of collectivity. Employing distinct interpretive repertoires, professions construct different versions of team work and make competing legitimacy claims. These discursive practices both reflect and reproduce structural inequality between the professions. Ultimately, the privileged position of surgeons and anaesthetists over nurses and operating department practitioners is legitimated and maintained. This discursive action has far-reaching effects beyond the control of team members, with implications for policy-makers and organizational management. Exposing its performative and ideological nature, this analysis highlights teamwork discourse as co-constitutive with the structural context in which it occurs. The importance of critical reflection on the nature of teamwork as a concept is demonstrated.

Conflict Resolution and Transformative Pedagogy

This article reports on original research designed to track the impact on student learning and development of fundamental pedagogical changes—from tradition to critical pedagogy—in undergraduate conflict resolution teaching in the Department of Peace Studies, University of Bradford. Using grounded theory methodology, the authors researched the transformative learning potential of the pedagogy. They found broad support for the pedagogy on student learning and development grounds in relation to the praxeological challenges of peacebuilding and conflict resolution work many of their students will expect to do after graduation. Out of the data emerged four clusters of learning experience that support transformative learning theory, particularly the role of disruption in learning and the importance of critical reflection, but that also, in a preliminary way, suggest some gaps in our current levels of understanding of transformative learning as praxis.

A World of Flux Requires Information Literacies in the Community and Workplace

This paper outlines two studies that explored alternative methodologies that assisted individuals to identify and critically reflect on their preferred way of being. Central to both studies is the importance of critical reflection as the pathway to fully informed decisions. In one study the researcher explored how managers considered information issues that influenced their leadership style, including the risks that stem from individual attitudes and actions. The other explored consumer reactions to food system risk and the information desired to reduce such risk. Both studies highlight the need to facilitate the enhancement of information literacies in the workplace and in community settings if people are to consciously choose their preferred way of being. Too often the assumption is that the provision of information is enough to bring about behaviour change. However, as Beck (1992) and Giddens (1991) have observed, in today’s world of flux individuals are confronted with an array of decisions that are complicated by both overwhelming information and competing personal priorities. Academics have a responsibility to champion those approaches derived from research that enhance individual ability to recognise the information needed, including how to source this and the capacity to evaluate and use this (Lupton 2004). This encompasses becoming conscious of the gaps in the information required and the identification of reflexivity when making decisions. This can lead to a challenging of the political context of information access, and result in the adoption of alternative behaviours. The two studies exemplify how individuals proficient in information literacies are more able to contribute positively in resolving both workplace issues and acting to achieve common social goals.

Emancipatory education versus school-based prevention in African American communities.

Schools have become strategic settings for the work of community psychologists. In a review of 177 primary prevention programs for children and adolescents, Durlak and Wells (1997) found that 129 (72.9%) were based in schools. The literature in community psychology describes many school-based prevention programs targeting problems such as substance abuse, school "maladjustment," delinquency, and violence (e.g. C. A. Mason, A. M. Cauce, L. Robinson & G. W. Harper, 1999). A large number of these programs are based in schools in African American communities and include social-cognitive, decision making, affective education, and other skills-building modules along with direct instruction. In this paper, it is argued that ideas from emancipatory education (e.g. Freire, 1998) and African-centered education (e.g. H. Madhubuti & S. Madhubuti, 1994; M. J. Shujaa, 1995) should guide school-based interventions in communities of people of African descent. There is an extensive and distinguished history of emancipatory schools and school-based programs in African American communities. Included in this history are the freedom schools during reconstruction, the SNCC Freedom Schools, the Liberation Schools of the Black Panther Party, the Malcolm X Academy in Detroit, Sankofa Shule in Lansing, the Institute for Positive Education/New Concept Development Center in Chicago, the Benjamin E. Mays Institute in Hartford, and the schools affiliated with the Council of Independent Black Institutions (CIBI) to name just a few. This paper will first provide a brief, critical review of the role of schools and social oppression. Second, primary prevention programs in communities of people of African descent will be examined, questioning some of the dominant methods and assumptions. Next, underlying assumptions about relationships between African identity, educational success, and healthy outcomes for young people will be addressed. This will be followed by a discussion of African-centered emancipatory education, focusing specifically on the role of students as agents of social change and the importance of critical reflection on African cultural resources. The Benjamin E. Mays Institute will be presented as an example of how ideas from an African-centered emancipatory approach to education have been incorporated within a school serving a community of people of African descent in Hartford, Connecticut.

Learning from a critical incident

Chia Swee Hong and Charlotte Davies discuss the importance of critical reflection in care practice.