Process Of Critical Reflection Research Articles

New Suns

New Suns

Researching one’s own refereeing sports study program: Benefits of an approach based on involvement from the “right” distance

As a physical education teacher and a professional referee for the French Football Federation, the author has led the football refereeing program in Auxerre for 14 years. The program offers students the opportunity to specialize in refereeing. In the context of the author’s doctoral research, his duties and responsibilities within the program provide him with greater insight into how a refereeing school operates, notably through his position as an involved researcher, which merits further explanation. His position provides a number of benefits. However, it also offers apparent benefits in terms of access to “proximate fields,” which can turn out to be difficulties. Therefore, the nature of his position requires a process of critical reflection on the right perspective. In other words, there are means and resources available to researcher-actors that can help to limit the impact of the biases generated by having a close relationship to the object of research.

Situational diagnosis of the practice of professionals in the work process of the school health program: a convergent care research

Objective: To carry out a situational diagnosis on the practice of professionals in the work process and collection of data on actions in the context of the School Health Program (PSE), in the municipality of Sobral, Ceará, Brazil. Method: This is an exploratory, descriptive research, with a qualitative approach, in which the stages of Convergent Care Research (PCA) were used. Results and discussion: Difficulties were found on the part of professionals in recording the data collected from students, in the printed form of collective activity, due to the high quantity of student data to be entered and, in addition, difficulties in monitoring the data of the PSE. Final considerations: The proposal to carry out a critical-reflective process on the work process in the PSE, with the detection of the situational diagnosis, resulting in recognition by management and professionals, the creation of proposals for improvements in the PSE, identifying and minimizing difficulties in data collection, monitoring data in real time, in a shared manner, improving the organization and monitoring of data collected by professionals.

Autoavaliação como estratégia de planejamento em um programa de pósgraduação

Abstract Self-assessment is characterized by a self-analysis process carried out collectively by the actors involved in the process, highlighting strengths, weaknesses and opportunities for improvement. Selfassessment represents a collective effort to implement a process of critical, democratic and participatory reflection. This article aims to present the process of formation and performance of the Self-Assessment Committee (SAC) of the Graduate Program in Health Sciences-Professional Master’s at the Universidade Federal de São Paulo in 2021 and 2022. A Self-Assessment Plan was developed by a working group constituted within the scope of SAC, with the participation of members of the Graduate Teaching Committee and an extended meeting with professors and students. The plan addressed the importance of self-assessment as a powerful strategy for planning and interventions in search of improvements to the program. To achieve its objectives, SAC based its actions on the PDSA proposal (plan-do-study-action). The process resulted in the involvement of different actors to create the Self-Assessment Plan and implement priority actions in the short and medium term.

Involving medical students in re-orienting health services: a photovoice study.

Healthcare reorientation aims for health services focused not exclusively on diseases but also on prevention and health promotion. The implementation depends strongly on professionals' willingness to actively participate in the reorientation. An effective strategy to boost reorientation is to reorient education and role definition of future professionals. This paper examines whether photovoice can be a suitable method to i) increase future health professionals' awareness of users' needs and expectations; and ii) enable a process of critical reflection on role definition and health services organisation. One hundred and seventy-two medical students participated in the photovoice project. Participants were asked to produce one photo combined with a caption, responding to a pre-identified question: "What is, in your opinion, the main aspect affecting users' satisfaction/dissatisfaction in a healthcare facility?". Participants discussed their photos in group discussions (n = 16) and participated in data analysis sessions (n = 4). Participants' contributions revolved around how services were delivered (e.g., kindness, accessibility, attention to additional needs) rather than the service provided. The students showed their empathic side and proposed smart and inclusive solutions to improve overall users' experience. This study demonstrated the value of using photovoice to reach medical students and to integrate health promotion into their professional identities. The photovoice process, teamwork, and discussions opened a breach into traditional thinking regarding aspects of healthcare services that are taken for granted or are overlooked. Furthermore, participants' proposals often implied a change in the behaviour of professionals - their future selves - towards patients and low-cost improvements of organisational practices.

Teaching and Learning through Storyboarding: A New Approach via Critical Reflection

This paper seeks to accomplish three primary objectives: firstly, it introduces the concept of storyboard teaching; secondly, it emphasises the efficacy of storyboard teaching in higher education as a means of customising instructional materials in both traditional and online programmes to suit the learners' needs and contextual factors; and thirdly, it advocates for the integration of storyboard teaching in the classroom, particularly in writing and language courses, alongside other innovative pedagogical approaches. This research highlights the significance of storyboarding as a means to foster critical thinking and active engagement among students. Learning encompasses more than just memory as individuals engage in reflection, evaluation, and personal growth as a direct consequence of their exerted effort. The study's results suggest that the use of storyboarding as a strategy enhances the preservation of essential ideas and graphical aspects within a narrative by highlighting significant events. This methodology allows students to gain information via the process of critical reflection rather than relying only on memorization methods.

The NAVICARE Network for patient-oriented health services research - experiences and lessons learned

Abstract Background In 2017 NAVICARE was established as a Berlin/Brandenburg-based network for patient-oriented health services research. The overall aim is to reduce barriers for patients with age-associated diseases and multimorbidity in the fragmented German health care system. The networks structural goal was to develop a research environment in which scientifically developed regional health services interventions for better coordinated care are piloted. Methods During two funding periods, an overarching infrastructure was built in the network to connect and support participating researchers as well as external stakeholders from different disciplines, support education and coordinate the network's dissemination and events. In a critical reflection process between participating researchers, we collected experiences and lessons learned from work in the multidisciplinary research network. Results A shared coordinating infrastructure, including monthly meetings, to bring in different competencies, perspectives, methods and research questions has been described as beneficial. This includes expertise from participating researchers as well as connected external partners. Experienced challenges are high time effort of networking, bringing together different views as well as logistical-organizational barriers in building overarching and permanent structures. Conclusions Work in a research network can provide structural support by collating information and expertise to support better health services research and allowing the integration of different perspectives from internal as well as external partners involved in health care. An overarching coordinating infrastructure should provide an effective flow of information and connect all partners in a time efficient manner. Key messages • Multidisciplinary networking can support a patient-oriented health services research environment. • However, for the regional network to be efficient a goal-oriented coordination and time-balanced communication is key.

Down but not out: Using restorying to imagine beyond the constraints of mandated texts for critical thinking, empathy, and identity work

AbstractIn this paper, we highlight how restorying with preservice secondary English language arts teachers can encourage them to explore what is possible with mandated texts, like those found in the canon, for diverse world building centered in empathy, self‐exploration, and justice. Findings highlight the critical reflective process preservice teachers engaged in as they restoryed canonical texts. These findings highlight and how preservice teachers can use restorying as a way to engage the self and others for more inclusive storytelling. Finally, the authors argue that in oppressive spaces that seek to silence marginalized voices, restorying can act as a subversive tool to engage in work that bends toward justice.

Using photovoice to generate policy recommendations to improve the alcohol urban environment: A participatory action research project

The place where we live, work and play may influence our alcohol drinking behaviours. This study aimed to present local policy recommendations on urban determinants for alcohol consumption prevention in a low-income and a high-income area of Madrid (Spain) using a participatory action research method, with photovoice and nominal group techniques. Participants (n = 26) engaged in a photovoice project initiated a process of critical reflection by discussing and analysing their alcohol environment based on photographs they took themselves. At the end of six week group discussion sessions, participants identified 33 themes related to their alcohol environment. They later met to translate the final categories into urban policy recommendations using a logical framework approach. Then, with a nominal group, they prioritized these recommendations based on time, impact, feasibility, and cost. Finally, participants produced a total of 61 policy recommendations for the improvement of the alcohol environment, highlighting the need for researcher-community collaborations when designing public health interventions.

The Model of Project Management as a Sustainable Pedagogical Device: Case Study Research in the Tertiary Education Environment

The objective of the research was to analyse the use of project management as a sustainable pedagogical device capable of fostering in tertiary education students the development of those transversal skills that enhance their sustainable employability. The qualitative research design was the emergent grounded theory, applied through a case study methodology (first exploratory and then explanatory). The “Seven-factor model of project management as a sustainable pedagogical device” for the development of transversal skills in tertiary education was the main result presented. It is composed of the factors that can be transposed from practice into the context of tertiary education and contains a description of the method for this translation. Moreover, the “holistic project management integration approach in tertiary education” was presented, and it was explained why it is an effective top-down transformation process for integrating project management in every program or academic level. Learning project management proves effective in enhancing students’ employability by fostering a process of critical reflection that enables them to develop a sustainable career aligned with their expectations and personal growth as individuals, professionals, and sustainable citizens.

(Audio)visual Artivist Research in Anti-Colonial and Anti-Racist Key

This article conceives of the University as a laboratory for the creation of anti-racist and anti-colonial practices through arts, communication, and education. It proposes the realization of (audio)visual artivist practices with an anti-colonial and anti-racist focus as the articulating axis of artistic creation experiences, art education, and educational research. It suggests the creation and exhibition of commented collages and short films of appropriation as instruments for individuals and groups to question colonialism and racism, both in the fields of audiovisual, visual, and sound culture, as well as in the field of their family, school, and cultural consumption formation; while promoting the re-existence of native and Afro-descendant identities, cultures, knowledge, and memories. It employs conceptual and methodological tools of critical pedagogy, visual anthropology, and film studies to describe how anti-“Indian” and anti-“Black” racism and the appreciation for cultural and physical whiteness can be reproduced and resisted. It recovers testimonies from situated processes of critical reflection on one’s personal and family history in relation to the reproduction of colonial and racist violence. It describes a methodological proposal to make (audio)visual artistic analysis and creation tools in the construction of knowledge and emotions for the social transformation of reality, and instruments to build a culture of peace, social justice, and historical memory.

Stewardship

This issue’s editorial is from our new principal editor, Tara Winters. She articulates her understanding of the role and responsibility of being an editor through the lens of stewardship. The contents of the issue are introduced, observing how the ethic of stewardship is present in every article from connections between art and ecology to sustaining a future for art education discourse through critical reflection and re-imagining research processes.

Measuring the impact of academic literacy interventions: Refining an evaluation design through self-reflection and feedback

Abstract This article, located in the discipline of academic literacy studies, draws upon the fields of critical realism, design research, and evaluation studies. It reports on the validation of a flexible evaluation design for assessing the impact of academic literacy interventions. The design was validated in two ways. Firstly, through a process of critical reflection, the researcher considers her own experience with applying the evaluation design to an academic literacy course; the weaknesses and limitations that emerged from this implementation are considered. Secondly, academic literacy specialists responsible for a wide variety of interventions in South Africa were consulted by means of a questionnaire containing both quantitative and qualitative questions. The purpose of this questionnaire was to determine to which extent the evaluation design could be applied to a variety of academic literacy interventions in various contexts. Recommendations regarding the refinement of the evaluation design are made, and a revised evaluation design is put forward.

‘[Now] that I look back, I’m like oh my goodness why did I think like that?’: using critical reflection in training Pharmacy Assistants and Pharmacy Dispensary Technicians working with Medication Assisted Treatment of Opioid Dependence: a case study from Australia

ABSTRACT Despite recognition of the importance of critical reflection for professional development in social and health care – particularly regarding professional competency and self-awareness – the use of reflective practice in professional training has received less examination. This paper evaluates the use of critical reflection as a pedagogical approach in training allied health professionals – in this instance, training Pharmacy Assistants (PAs) and Pharmacy Dispensary Technicians (PDTs) towards increasing critical reflection of their service delivery to Medication Assisted Treatment of Opioid Dependence (MATOD) consumers. Specifically, this paper examines a) the embedding of a critical reflection model within training materials; and b) the experiences of participants who undertook this training, including their experiences of applying their learnings to professional practice. Findings present a mixed picture. Despite the training unearthing and deconstructing problematic values and assumptions in the service delivery of MATOD treatments in pharmacy settings, some participants found the recognition of their own biases and prejudices overwhelming. Hence, although the critical reflection model used in the analysis has enormous potential to tackle stigma and discriminatory attitudes towards opioid dependence and MATOD and improve professional practice, greater attention to scaffolding, designing and implementing the process of critical reflection is needed.

Развитие критического мышления студентов технического вуза при изучении языковых дисциплин

The article is devoted to the actual problem of the development of critical thinking of students of a technical university in the study of the disciplines “Russian language and business communications”, “Russian language and ethics of business communication”. Critical thinking is considered as a component of the professional competence of an engineer and an indicator of the development of creative engineering thinking; it is emphasized that it is at the stage of transition to a special format of education at the university in the junior years that the disciplines of the language cycle have unique opportunities for systematizing and streamlining the thinking process. The article analyzes approaches to the concept of critical thinking in Russian and foreign psychological and pedagogical literature, gives its generalized definition, and, based on monitoring the activities of the teacher and students, generalizes the features of the organization and possibilities of classes that contribute to the development of critical thinking. It is emphasized that the process of critical reflection is based on the ability to handle information: perceive, systematize, highlight the main thing, reproduce taking into account rethinking; At the same time, such quality as independence in working with information acquires special importance. The qualities that contribute to the formation of critical thinking are also determined: self-confidence, tolerance for other people's opinions, the ability to work in a team. The article emphasizes the need to organize learning as a two-way process, the efforts of both sides of the educational process, the presence of a challenge from the teacher in each lesson, its acceptance by students and joint reflection.

Turbulence Generated through Critical Reflection of Internal Waves off the Seafloor due to Nontraditional Effects

Abstract Recent work has shown that, when nontraditional (NT) effects associated with the horizontal component of the Coriolis parameter are taken into account, equatorial waves (EWs) experience critical reflection when they reflect off the seafloor at the latitude where their frequency is equal to the inertial frequency. As a result, the vertical shear associated with the wave is strongly enhanced locally and results in bottom-intensified mixing. Using an off-the-shelf parameterization for mixing, these studies have shown that this process could play an important role in driving diapycnal upwelling in the abyssal ocean, but the specific mechanisms generating the mixing have not been studied yet. In this work, we address this limitation by running two-dimensional, high-resolution, nonhydrostatic simulations of the critical reflection of internal waves modified by NT effects. These simulations can resolve the instabilities triggered when the wave reflects off the bottom, allowing us to characterize the energy cascade to smaller scales and to estimate the mixing it generates. We find that shear instabilities drive elevated turbulent diffusivities between 10−1 and −10−3 m2 s−1 over a critical layer of 100–300 m thick. The shear instabilities result directly from the enhancement of kinetic energy in the reflected wave that is confined against the seafloor during the critical reflection process. Simultaneously, higher harmonics are generated and flux energy upward in the water column. These higher harmonics are unstable to parametric subharmonic instability, which absorbs their energy and drive enhanced dissipation above the critical layer, to a height of O(1000) m off the bottom. We show how these results depend on key elements of the EWs and of the medium and discuss the implementation of a parameterization of these effects in global ocean models.

Professional power in social work education and practice: a process of critical reflection and learning

ABSTRACT Power is embedded within social work practice, yet many social workers are not provided with sufficient opportunities to critically examine or learn about professional power within educational and direct practice settings. Consequently, social workers may be unknowingly influenced by anti-power discourses that lead them towards avoiding professional power without meaningful critique of those discourses. However, power is neither a bad or good ‘thing’ but rather complex, fluid, and relational. Moreover, since power is inherent to the social work role, its disregard may be ill-advised as it then risks being used in unreflective and subversive manners. Social workers are instead encouraged to increase their understanding of power and learn to ethically integrate it into practice. Critical reflection on practice is a theory and process that can support this examination of power. This paper presents an example of using critical reflection within a social work graduate program to learn about power, and describes how the authors (a student and professor) used this tool to deconstruct, reconstruct, and debate their ideas. Contextual and relational aspects of power are also added alongside the authors’ self-reflections and dialogue to describe the complexity of power. The paper concludes with recommendations for social work education and practice.

UNSETTLING CONCEPTIONS OF POWER THROUGH TEACHING AND LEARNING CRITICAL REFLECTION ON SOCIAL WORK PRACTICE

Social work education is expected to offer students the opportunity to develop the skills necessary for critical self-reflection as it relates to professional practice. In this paper, we will describe how a model of critical reflection is taught and practiced within our MSW program in a Canadian School of Social Work. As a professor and student within the course, we describe our experience of engaging with the incident that the student used to learn the underlying theories and process of critical reflection. Her experience involved recognizing previously taken-for-granted conceptions of power, which she explored in her final paper for the course. We continued to critically reflect together following completion of the course, and our explorations are presented and expanded upon in this paper as an example of the potential of critical reflection, and as a reminder of the importance to continually reflect upon the complexity of power. Although we began with differing conceptions of power, we agree that power is neither solely ‘bad’ nor ‘good,’ but rather is complex, fluid, and relational. The paper provides an example of the benefits of incorporating opportunities for sustained critical reflection in social work education and concludes with implications for social work practice.

Applying a framework for critical reflection in educational psychology practice: views of trainee educational psychologists

ABSTRACT A framework to support critical reflection in educational psychology (EP) practice is described. The process of critical reflection and the underlying theoretical ideas are discussed, including the links between critical reflection and action for social justice change in EP work. The article reports on a participatory research project with trainee educational psychologists on their experiences of using the framework in practice. Four focus groups were held involving 16 co-researchers; the videos of the focus groups were analysed using a thematic analysis approach by the co-researchers themselves. Themes identified relating to their experience of using the framework are: ‘positive experience’, ‘flexible application’, ‘facilitating deeper thinking’, ‘influence of self (reflexivity)’. Themes relating to co-researcher views on how the framework can be developed are related to accessibility and usability. The article concludes with implications of the research for use and development of the framework and for critically reflective EP training and practice.

Specific Needs of Patients and Staff Reflected in the Design of an Orthopaedic and Rehabilitation Hospital-Design Recommendations Based on a Case Study (Poland).

The research was conducted on the basis of a case study of a renowned regional orthopaedic and rehabilitation hospital in Poznan, Poland. Rapid assessment methods and questions were examined to describe current approaches and synthesize results. Semi-structured interviews and thematic analysis identified staff and patient's experiences. Participation of hospital staff and patients resulted in design recommendations of high utility value. It was found that the two groups to a certain extent proposed similar recommendations; however, certain proposals submitted by the two groups were totally opposite. the research highlighted the importance of the active research methodology that engages the researcher/expert in the action and critical reflection process. Such a methodology can successfully underlie the formulation of accurate recommendations.