Importance Of Critical Reflection Research Articles

Treating binge eating disorder

The purpose of this paper is to elucidate some of the many processes that take place during a therapy session. The paper is constructed around a 10-minute segment of a cognitivebehavioural therapy (CBT) session. It demonstrates the author's thinking process, according to the theoretical viewpoint, during the session. The various interventions are assessed for their validity, intention, impact and ejficiency. Alternative interventions are discussed. The paper is intended not only to illustrate theory in practice but also to highlight the importance of critical reflection by the therapist.

The Reflective Teacher and the Teacher Training Agency

abstract In February 1997 the Teacher Training Agency (TTA) published consultation documents on the Training Curriculum and Standards for New Teachers. Amongst other things their proposals for teacher training entail a switch from emphasis on competences to concentration on standards to be realised within a context of classroom practice. The article argues that this context appears to be quite narrowly conceived and that it would in consequence lead to an undesirably restricted view of the nature of teacher training. Specifically the discussion deals with the implications of the proposals for the notion of teaching as a reflective activity. An approach to reflective practice indicated by the proposals is examined and implications for professional knowledge and values investigated. This article acknowledges the central importance of critical reflection on classroom practice for training but maintains that it is likely to be more effective if based on a broader conception of knowledge and educational values than appears to be held by the TTA.

A doctoral graduate's return to the elementary classroom: An example of sociological ambivalence

The importance of critical reflection in teaching has been well established in the educational literature. However, the author expands the discussion of critical reflection by using a heuristic inquiry approach to examine his transition from graduate school back to the elementary classroom. Using journal entries as his primary data source, he argues that schools and universities are characterized by three sets of conflicting norms-doing and thinking, acceptance and debate, and dependency and autonomy. He also argues that “practitioner scholars,” those who try to reconcile their roles as both practitioners and scholars, may experience what is often referred to as “sociological ambivalence.”

転換期の家族社会学

Of all the sub-fields of sociological inquiry in Japan, the study of the family has a long and distinguished history. We know there are numerous excellent empirical and theoretical works, the family having occupied a central position in sociology in Japan.It is also true, however, that, as a result of the centrality of this field, there have been few attempts as sociological reflection on family sociology, such as “What is family sociology?”, “Where does it stand?” and “Where is it going?”This short essay attempts to emphasize the importance of critical reflection on family sociology for the future development of this field. There is little doubt that the symposium “Social stratification and family” provides an important opportunity for considering the nature of family sociology.