Notion Of Reflection Research Articles

Reflection as a Window to Student Development: Insight for Faculty, Preceptors, and Mentors

This article is the third in a series of five articles explaining the grounded theory named RESPoND: Reflection in the Education and Socialization of Practitioners: Novice Development. Participants in the grounded theory study included a cohort of audiology students, clinical faculty, and preceptors. This particular article focuses on the first of three facets that together explain the role of reflection in novice development, in the context of the RESPoND theory. This facet represents the concept of reflection as a window—for faculty, preceptor, and mentor insight—into student and novice development. The notion of reflection as a professional development approach or mechanism for learners or professional practitioners is well documented. However, there is a lack of theorization about how reflection by health professional students may present opportunities for their faculty, preceptors, and mentors to improve their educational approaches. Findings are discussed in the context of implications for audiology education. We acknowledge that these findings relate specifically to the participant cohort; however, the understanding gained from this research may nonetheless be informative to a wide audience of individuals interested in audiology education.

La acción reflexiva en educación: buscando lo sustancial

The first purpose of this study is to explore the main questions and topics connected with the recuperation of the «reflectivity» in education. Also, we pretend to inquiry into the most substantial aspects that accompany such recuperation in moments as live today, characterized by change and educational reform. Nowadays, the great emphasis in the notion of reflection has relation with the rise of qualitative research about the study of educational processes; without to forget the sharp load of situational and / or cultural factors in its treatment. Of course, this involve theoretical and methodological changes. On the other hand, we pay special attention to the process of reflection itself and some approaches post- Dewey. In the same way, we relate the topic with the professional education of teachers. Finally, the cognitive, critical, and narrative elements included in the process of reflection are traced and developed; considering a comprehensive framework of educational improvement for our time.

La acción reflexiva en educación: buscando lo sustancial

The first purpose of this study is to explore the main questions and topics connected with the recuperation of the «reflectivity» in education. Also, we pretend to inquiry into the most substantial aspects that accompany such recuperation in moments as live today, characterized by change and educational reform. Nowadays, the great emphasis in the notion of reflection has relation with the rise of qualitative research about the study of educational processes; without to forget the sharp load of situational and / or cultural factors in its treatment. Of course, this involve theoretical and methodological changes. On the other hand, we pay special attention to the process of reflection itself and some approaches post- Dewey. In the same way, we relate the topic with the professional education of teachers. Finally, the cognitive, critical, and narrative elements included in the process of reflection are traced and developed; considering a comprehensive framework of educational improvement for our time.

Reflection and Mindfulness in Organizations: Rationales and Possibilities for Integration

The notion of reflection has featured strongly in Management Learning in recent years. While there is an important body of knowledge on how organizations can foster reflection-on-action, less seems to be known about how they can promote reflection-in-action. We suggest that reflection-in-action is closely linked to the phenomenon of mindfulness and we outline what existing research on mindfulness may teach us about understanding and organizing reflection-in-action. We believe that integrating the perspectives taken in these two streams of literature is important for a clear understanding of why some organizations seem to learn ‘better’ than others and why some initiatives to promote reflection and learning are more successful than others.

Writing fiction close to home

How do you develop a narrator who does not feel autobiographical to theauthor? This is the very real concern of a self-conscious writer who reproduces his hometown on the page. Two themes emerge in this paper: there is first the notion of reflection, of removing oneself physically from ‘home’, in order to turn around and see it in a new light, allowing for a more objective relationship between writer and setting. Out of this distancing develops the second theme, that of voice. I work to create a narrator with a distinct voice, specifically an idiolect that is not my own, to further allow myself to step out and away from that setting, and let it ‘speak’ for itself. The development of this new narrator is not an affectation but a vehicle of enablement. By using someone else’s voice, I can draw from my own observations and experiences without the vice-grip of self-implication. This essay describes the relationship between the author and the narrator, and the subsequent constraint of speaking with another’s mouth.

The development of critical being? Reflection and reflexivity in an action learning programme for health promotion practitioners in the Netherlands

Public health is a major focus of government policy worldwide and an expanding area of practice that includes an array of professionals and disciplines. Since the 1980s ‘empowerment’ of individuals and communities to gain greater control over the factors that influence their health has become the focus of many national and local policies and practices. In The Netherlands, where the current study is undertaken, empowerment has only recently found its way in the health promotion discourse and a review study found that practitioners feel incapable to transform their current practice in line with the new discourse. Therefore, an action learning programme on empowerment was developed to support practitioners in this process and evaluated using a qualitative case-study approach. In this paper, the process and outcomes of reflection as experienced and described by the practitioners in the action learning programme, are discussed against the background of notions of reflection and reflexivity, critical being and critical pedagogy.

Pedagogical practices of reflection in tertiary dance education

The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory and Kant. We aimed to describe the pedagogical practices of reflection, and to develop a descriptive model of the practices of reflection in tertiary dance education which can be used by dance educators to support their students' reflection activities. Data about the reflection practices were collected from 13 dance teachers in the Netherlands. The developed model of pedagogical practices consists of five types of reflection based on the Kantian and pragmatists' notions of reflection.

Getting the measure of reflection: considering matters of definition and depth

AbstractReflection, reflective learning, reflective writing and reflective practice are used increasingly in higher education and professional development–but we do not work to one definition and there are considerable differences in the views of educationists on issues of definition. Such discrepancies can exist between the staff working with the same student group. The situation can lead to difficulties in indicating to students how to reflect, and what reflective writing ‘should look like’. Once students do manage to represent their reflection broadly in the required manner (usually writing), there is frequently observed to be a further problem because their reflection is superficial and descriptive. A consequence is that their learning from the reflective process is restricted.This paper addresses the issue of definition of reflection initially through clarifying the different words used around the notion of reflection (e.g., reflection, reflective learning, reflective writing) and providing some suggested definitions. It then addresses the matters both of how we should help students to start with reflection, and with the problem of the superficiality of much of their work. The ‘depth’ of reflection is a concept that has not been much discussed in the literature of reflection and yet it seems to be closely related to the quality of reflective work. The paper discusses the concept of depth and then introduces a style of exercise in which a scenario is reproduced at progressively deeper levels of reflection. The exercise is related to a generic framework for reflective writing. The rationale and justification for the exercise and the framework are discussed and suggestions are made for its manner of use. The exercise and the generic framework for reflective writing are in Appendices 1 and 2.The use of reflection to enhance formal learning has become increasingly common in the past 7 years. From the principle beginnings of its use in the professional development of nurses and teachers, its use has spread through other professions. Now, in the form of personal development planning (PDP), there is an expectation that all students in higher education will be deliberately engaging in reflection in the next 2 years.1 In addition, there are examples of the use of reflective learning journals and other reflective techniques in most, if not all, disciplines.2Reflection is not, however, a clearly defined and enacted concept. People hold different views of its nature, which only become revealed at stages such as assessment. For example, what is it that differentiates reflective writing from simple description? There are difficulties not only with the definition itself but also in conveying to learners what it is that we require them to do in reflection and in encouraging reflection that is deeper than description. In this paper, we consider some issues of definition and then focus on the means of encouraging learners to produce a reflective output of good-enough quality for the task at hand. The latter is presented as an exercise for staff and learners (Appendix 1) with a framework that underpins it (Appendix 2).

Mathematics and reflection

The notion of reflection is a broad one, which can be approached from various directions. The intention of this volume is to consider reflection from a (socio-)philosophical and education theoretical point of view and to offer insight into various approaches. Thus, at the centre of attention in this issue are orientations of reflection which concentrate on the discussion of mathematics and its role for, meaning to and effects on each individual, on the learning community, on societal collectives and on the world in the narrow or broader sense. The reference points are mathematics itself, one’s own relationship to mathematics and/or the effects of mathematics on systems, on the world. In the sense of being an opening for this focus, a glimpse above and beyond, in place of different approaches, a metacognitive view of reflection and mathematics will be introduced as an additional aspect, in which the learners reflect on their own position in the learning process and thus make mathematics an object of their own thinking.

Reflecting and learning together: action research as a vital element of developing understanding and practice

This article details how an action research/reflective practitioner approach added value to the efforts of participants who were engaged in developing their practice and working together within a New Labour area-based policy initiative. The process of reflecting and learning together in the project supported practitioners in thinking, learning about, designing, engaging in and changing elements of their practice according to the evidence they had gathered. A key element of the article is how the notion of reflection ‘in’ action and ‘on’ action (Schön) supported people from different backgrounds and settings in understanding and developing their practice through improving self-knowledge and confidence and, in turn, their knowledge of other perspectives. The article raises issues in relation to the use of action research at the interface between micro- and macro-development, individual and group work, and worker and manager perspectives. It concludes by suggesting some of the issues that those engaged in further development of innovative, interagency and interdisciplinary projects might need to address if an action research/reflective practice model of working together for change is to be made more widely available, relevant and useful.

Cayley-type conditions for billiards withinkquadrics in

The notions of reflection from outside, reflection from inside and signature of a billiard trajectory within a quadric are introduced. Cayley-type conditions for periodical trajectories for the billiard in the region bounded by $k$ quadrics in $R^d$ and for the billiard ordered game within $k$ ellipsoids in $R^d$ are derived. In a limit, the condition describing periodic trajectories of billiard systems on a quadric in $R^d$ is obtained.

Reflections on discounting: some philosophical remarks

This paper touches on some crucial ethical topics that are embedded in the economic technique of discounting. It is structured as follows. After a brief introduction, the notion of reflection is clarified in order to make room for a certain perspective from which the economic practice of discounting might be judged appropriately. Some distinctions are drawn, and some common patterns of argument are outlined, which might be helpful for further debate. At the end of the paper, some proposals for modifications, weighings and adjustments of discounting are mentioned. Finally, an argument why discounting should be replaced by discourse-oriented assessments is set out.

Importing Artistry: Further lessons from the design studio

This paper considers what it would take to translate the language and logic of learning in the design studio to that of the general curriculum. Using the practice of exhibition as a case in point, the ground-breaking work of Donald Schön is revisited and the lessons of the design studio are recast in light of Schön's influence on what has come to be known as the reflective practice movement. Rather than seeking to operationalize the general notion of reflection, a closer look is undertaken of the phenomenon of reflection-in-action as it occurs in the particular context of the design studio. This view offers a set of lessons built around what Schön called 'artistry'. The image of exhibition as a pedagogical system rather than merely an assessment strategy suggests a powerful metaphor for instruction, one that might enable practitioners to import the essence as well as the language of artistry into the general curriculum.

Evidence-based care and the case for intuition and tacit knowledge in clinical assessment and decision making in mental health nursing practice: an empirical contribution to the debate.

This paper provides empirical evidence that challenges the view that methods of clinical assessment and decision making should not rely solely on logical positivist approaches. Whilst the National Health Service (NHS) Executive currently takes a hard positivist line on what constitutes evidence-based practice, data reveal that it is not always appropriate to disregard the tacit knowledge and intuition of experienced practitioners when making assessment decisions in mental health nursing practice. Data support the case for a holistic approach which may draw on intuition and tacit knowledge, as well as traditional approaches, to meet the requirements of clients with complex mental health problems. A model based on Schon's notion of reflection in and reflection on practice is proposed which demonstrates the value of intuition and tacit knowledge. This model allows the generation of insights which may ultimately be demonstrated to be acceptable and empirically testable. It is accepted that an element of risk taking is inevitable, but the inclusion of a formal analytical process into the model reduces the likelihood of inappropriate care interventions. The cognitive processes which experienced nurses use to make clinical decisions and their implications for practice will be explored.

Constructing and critiquing reflective practice 1

The work of the late Donald Schön has become influential in the education of many professionals, including teachers. Yet, until recently, comparatively little attention has been paid to difficulties in Schön's work. This article attempts a critique of Schön's notion of reflection by interweaving philosophical concerns and empirical work, and concludes by suggesting that such a critique is capable of beginning to describe a new approach to reflective practice.

The Professional Development Diary A case study of one cohort of physiotherapy students

In its strategy for continuing professional development the Chartered Society of Physiotherapy has expressed its concern to produce physiotherapists who are committed to reflecting on their professional development as a way of learning about their practice and as a basis for improving it. Using descriptive and narrative data, this study charted the progress of one cohort of honours degree physiotherapy students, who began using the Society's Professional Development Diary at the start of their clinical education programme in July 1995. The study looked at the influence of the diary on the students' practice as independent learners and on the professional practice — as clinical educators — of clinicians involved in their clinical education. The results demonstrated that both students and practitioners were more comfortable with the notion of reflection as ‘focusing on practicalities' than they were with other subjective aspects of the reflective process.

Health, Welfare and Practice Walmsley J et al Health, Welfare and Practice SAGE/Open University 242pp £12.95 0-8039-8795-1

The notion of reflection in I practice is central to the teaching and learning principles of Project 2000 and many undergraduate nursing programmes.

A Conceptual Modelling Framework for Knowledge-level Reflection

We argue for the separation of object and reflective problem solving levels and a selfrepresentation that is distinct from the object-level because it is selective, specialised and knowledge oriented, i.e., it is a knowledge-level model congruent with the KADS conceptual model of the object system. As an example we describe a conceptual model for competence assessment and improvement in Office Plan, a configuration system for office space allocation. A broad comparison with notions of reflection in logic and computational reflection clarifies the distinctiveness of our notion of knowledgelevel reflection and investigates some of the architectural options that are open for its realisation in knowledge systems. Introduction

Reflection and transmission at an interface separating transversely inhomogeneous acoustic half-spaces

Summary The problem of reflection and transmission at a vertical interface separating two stratified half-spaces is solved exactly, in principle, in the context of one-way propagation theory. The solution requires a generalization of the usual notions of reflection and transmission coefficients. These coefficients become (formally) pseudo-differential operators. For homogeneous half-spaces the operator symbols are recognized as the usual plane wave reflection and transmission coefficients. For stratified half-spaces the operator symbols should be calculated using approximate formulae that are consistent with whatever algorithm is to be used in the associated propagation problem. We derive formulae that are consistent with a high-frequency algorithm that has already been shown to be superior to other extended parabolic (one-way) theories. The connection between the exact theory and a number of other extended parabolic theories is explored by means of perturbation series.

The Problem of Reflection

The Marxist conception of art is organized around the notion of reflection. "Without slavery, no Greek state, no Greek art and science";1 art, like the other elements of the superstructure, is a product of the material and social conditions of a particular age. Thus to explain art objectively is to trace it back to the reality which it "reflects" and to which it "conforms" in the way that an effect corresponds to its cause. Having set forth this succinct description of the notion of reflection as it is traditionally understood, let us see how well it corresponds to the way Marxists actually use the concept when they apply it to the problems of artistic production. As is well known, the problematic of reflection gives rise to serious objections which challenge its validity. Let us sketch a few examples. If art presents a copy of reality in which that reality can be recognized, what then are the means and the limits of this reproduction? In order to "express" the real, must the representation be focused on a "subject"-whether an individual, a group, or even an abstract thesis-which communicates the way this reality is organized? Or should the representation be decentered so that it can display, in all its complexity, the infinite variety of its forms and situations? We can also examine the content of the imitation: to reproduce all reality is obviously an unattainable-and uninteresting-objective; how do we choose those of its characteristic aspects worthy of being preserved? At first these might seem to be technical problems, having to do with the means of imitation (how to obtain faithful images), but they also concern the quality of the likeness that is produced: what is the "consistency" proper to the image of reality which art provides? What is the material status of the reflection? In what way is it objective--that is to say, identical to the reality it represents? These difficulties can also be exposed with the help of those more or less allusive texts in which Marx confronts the problems of ideology and, in the process, also defines the status of art. Let us review some typical examples. First, a famous passage from The German Ideology proposes, in rudimentary form, a materialist explanation of ideological products (which includes art):