Theory Of Reflective Practice Research Articles

Exploring the Impact of Scholarly Writing on Professional Development and Reflective Practices Among Vietnamese Tertiary EFL Teachers: A Qualitative Inquiry

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers on the role of writing scientific journal articles in their professional development and its contribution to their reflective teaching practices. Nine EFL teachers from two Vietnamese tertiary institutions, representing novice, mid-career, and near-end career stages, participated in semi-structured interviews. Thematic analysis was employed to interpret the data, grounded in reflective practice theory and situated learning theory. The findings reveal that teachers across all career stages perceive scholarly writing as a crucial component of their professional growth. Novice teachers viewed it as a reflective tool for self-discovery and skill enhancement, mid-career teachers as a means for consolidating experiences and contributing to the field, and near-end teachers as an avenue for mentorship and legacy building. Additionally, the study found that scholarly writing significantly fosters reflective teaching practices, enhancing self-reflection, pedagogical innovation, and mentoring across different career stages. The study highlights the multifaceted role of scholarly writing in professional development and reflective practices of EFL teachers. It underscores the need for tailored support for scholarly writing at various stages of a teaching career, emphasizing its value not only in academic contribution but also in enhancing teaching quality. The findings suggest that engagement in scholarly writing is a powerful catalyst for professional and pedagogical growth among EFL teachers, particularly in the evolving educational context of Vietnam.

Enhancing Reflective Teaching in Vietnamese Tertiary Education: Exploring the Role of Organizational Support in EFL Teachers’ Professional Development

This qualitative study explores the organizational supports necessary for effective reflective teaching practices among Vietnamese tertiary English as a Foreign Language (EFL) teachers and how these supports contribute to their professional development. Conducted within the specific context of Vietnam’s rapidly evolving educational landscape, the study involved semi-structured interviews with nine tertiary EFL teachers from two institutions, representing a range of career stages: novice, mid-career, and near-end career. The thematic analysis revealed a significant need for structured professional development programs focused on reflective teaching methodologies. Teachers across all career stages emphasized the importance of such programs, highlighting their role in enhancing teaching efficacy and pedagogical skills. The findings were interpreted through the lenses of Reflective Practice Theory and Organizational Support Theory, underscoring the importance of institutional support in the professional growth and reflective practices of teachers. The study contributes to the field by highlighting the specific needs and perceptions of Vietnamese tertiary EFL teachers regarding organizational support, offering insights for educational administrators and policymakers. It emphasizes the necessity for tailored professional development initiatives and institutional cultures that foster reflective teaching. These findings have implications for the enhancement of teaching practices and the professional development of EFL teachers, not only in Vietnam but in similar contexts globally.

Rethinking Collective Reflection in Teacher Professional Development

Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön’s theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This study of collective teacher reflection in a professional development workshop calls prevailing assumptions into question by bringing an alternative lens, textual trajectories, to bear on this ubiquitous activity to better account for oft-ignored issues of context and identity. Using linguistic ethnographic methods, it traces textual trajectories of key ideas indexed in a collective reflection event. Key findings include the nonlinearity of the reflective process and the centrality of identity-work in collective teacher reflection. This study thus reveals functions of this ritual that belie its ostensible purposes and suggest a rethinking of this practice.

Rethinking reflective practice: John Boyd’s OODA loop as an alternative to Kolb

The world is changing and business schools are struggling to keep up. Theories of reflective practice developed by the likes of Schon (1983), Gibbs (1988), Driscoll (1994, 2007) and Kolb (1984, 2015) are outdated and unfit for current purposes. Problems include the chronology of events, the orientation of the observer, the impact of external inputs, and the fact that neither education nor the workplace follow a structured, linear path.In response to these challenges, we propose a new ‘solution’: John Boyd's OODA loop. We argue that OODA loops offer the chance to reshape reflective practice and work-based learning for a world in which individuals must cope with ‘an unfolding evolving reality that is uncertain, ever changing and unpredictable’ (Boyd, 1995, slide 1). By embracing the philosophy of John Boyd and his OODA loop theory, business schools can develop greater resilience and employability in graduates, preparing them to embrace change while also embedding the concept of life-long learning to make them better equipped to face the uncertainty that the modern world brings.

A conceptual model of students' reflective practice for the development of employability competences, supported by an online learning platform

PurposeIn a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.Design/methodology/approachWhen studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.FindingsThis resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.Research limitations/implicationsFuture research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.Practical implicationsThe conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.Originality/valueThis is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.

Fostering motor skills in physical education: A mobile technology-supported ICRA flipped learning model

In order to stimulate students' active participation and thirst for knowledge, researchers have attempted to integrate flipped learning into courses, which aims to solve the problems in the traditional stereotypical physical skills learning mode (e.g., imitation and repeated practice) as well as to increase peer and teacher-student interaction. However, most of the flipped learning approaches use text for knowledge transfer, and lack guidance for practicing skills. Hence, the present study referred to the educational theory of reflective practice, and proposed the Identification, Communication, Reflection, and Analysis (ICRA) learning strategy. This strategy was applied to badminton skill learning so as to develop a flipped learning approach more suitable for physical skill learning. A total of 35 students were recruited as the experimental group, which adopted the ICRA-based mobile flipped learning (ICRA-MFL) approach, while 39 students in the control group adopted the conventional mobile flipped learning (C-MFL) approach. The findings indicated that the ICRA-MFL approach could significantly enhance students' serve accuracy, serve quality, and self-reflection. Based on students' feedback, it was verified that instructing students to identify the crucial concepts, carry out peer interaction, observe their practice videos, as well as providing the criteria for objective analysis could effectively support students’ self-reflection and enhance their learning performance.

Are low- and middle-income countries profiting from fast fashion?

PurposeIn the last two decades, the fashion value chain traveled to developing parts of the world. To these nations, it paved a path for socio-economic development initially but lately, the aftermath has costed more. This article visualizes the gains and losses of fast fashion to these countries.Design/methodology/approachAn in-depth systematic literature review was performed to analyze the secondary data from academic journals and reports from international organizations. The authors have compiled their empirical journeys in academia, research and industry from low- and middle-income countries (LMICs) based on Schon's (1983, 1990) theory of reflective practice. Further on, the article is structured using the value chain analysis (VCA) method which visualizes the aftermath of mass-producing fashion for the developed countries.FindingsIn this research it was found that LMICs have made substantial economic progress in the past two decades, however at a high social and environmental cost. It is the right time to find a balance between economic development and harm caused to the citizens of these nations.Originality/valueAt the moment the existing academic literature talks about unsustainable practices in the fashion sector around the world. This research precisely targets the LMICs where the aftermath is supposed to be much more severe. Further, it provides solutions and urges these nations to bring a substantial change throughout the value chain for a robust future.

Don’t call me grandma: how to write formidable country women over the age of 65 as lead protagonists in an Australian feature film

ABSTRACT In recognition of the lack of female representation on screen, in 2015 Screen Australia launched the Gender Matters Program. However, it did not address the lack of representation of older women (defined as over 40 or ‘a woman of a certain age’). The research question addressed by this article is how to write older female characters over the age of 65 who are tough, capable, and complex. The research methodology combined Schon’s reflective practice theory, and Denscombe’s action research model with Batty and Baker’s practice-led research principle to create a feature film screenplay as the research artefact. The research strategy encompassed a broad approach comprising a field excursion to Winton to interrogate place and theme and a comprehensive review of literature in the field of gender, screenwriting, and female representation. The investigation revealed that in feature films there are a lack of complex female characters who are leaders in their community, who determine their own destiny and are still considered young at 40 years of age. A set of 10 guiding principles were identified which shaped the writing of the older characters in the research artefact, the feature film screenplay Myrtle and Ivy. Myrtle and Ivy seeks to redress this lack of older female representation to depict complex, tough, and capable characters.

Training and practice of nurses in Primary Care management: perspectives of Schön's Theory.

to analyze the process of permanent professional training of Primary Health Care nurse managers from the perspective of reflective practice theory, built by Donald Schön. this is a theoretical-reflective study. the findings apply to nurse managers' practice to deal with the dilemmas that present themselves in the professional routine according to their knowledge, skills and attitudes, anchored in the reflection-in-action movement, which unites the process of permanent and practical training reflective, favoring the development of skills relevant to management. nursing health managers, during their ongoing training process, can develop skills to act effectively in Primary Care, reflecting in practice and on practice, deciding on the need to remain in training to address the issues arising from that same practice.

90. E-LEARNING AND COMMUNITY PARTNERS: “TEACH”ING RESIDENTS TO ADDRESS CHILD POVERTY

Background Children in poverty are more likely to experience adverse health outcomes, but trainees often lack the knowledge or confidence to address the effects of poverty. Methods Our Trainee Education in Advocacy and Community Health (TEACH) curriculum uses objectives modified from the Academic Pediatric Association's US Child Poverty Curriculum to train residents to recognize and address the effects of poverty. Residents were randomized by continuity clinic to participate in the Epidemiology of Child Poverty portion of the curriculum and compared to residents not participating. The curriculum consists of interactive modules, experiential learning (government benefits site and museum exhibit on eviction) and debrief/reflection. We use Reflective Practice Theory as a theoretical framework, in which residents question their own assumptions and make meaning of their experience. Knowledge and attitudes about poverty were compared pre/post (within the intervention group) and between the intervention and control groups. Resident experience with the curriculum was analyzed using inductive coding of audio-recordings of the debriefs. Results From June 2018-June 2019, intervention (n=35) and control (n=10) groups were similar in race, gender, training year, age, and pre-test scores. The intervention group increased in knowledge score from pre- (35.1%) to post-test (69.2%, P Conclusion The TEACH curriculum improved resident knowledge, confidence, and attitudes in addressing child poverty. As child poverty is ubiquitous, the TEACH curriculum can be a resource for other residency programs.

Reflective practice in the newswork of Filipino journalists: A grounded theory study

How journalists reflect on their work considering the factors that affect their newswork remains to be less analysed. This grounded theory research aimed to examine how 25 Filipino journalists employ reflective practice in their work. The research is anchored on Donald Schön’s reflective practice theory – of learning through and from experiencing, towards becoming a better professional. Based on respondents’ answers, researchers developed a model called the Infinity Reflective Cycle by Journalists in Newswork. This model describes the processes of introspection used by journalists – beginning with news gathering and ending with applying lessons learned in future news gathering and writing. The Infinity Reflective Cycle also deals with internal and external factors that affect journalists’ newswork, as well as cultural peculiarities contextualizing daily newswork. This study contributes to the growing research on reflective practice, particularly in the context of Philippine journalism.

Meta-emotion of Occupation with Wissen (MeOW): Feeling about feeling while doing with meaning

ABSTRACT Meta-emotion is feeling about feeling. Meta-emotion of occupation is feeling about feeling while doing with meaning, a holistic concept that relates to the psychobiology of man (as expressed by Meyer). This paper builds the concept of meta-emotion of occupation, its emotional dimension, by sharing the meta-emotion strategies employed to draft this paper. Deepening the discussion, meta-emotion is defined and a summary timeline and short history of meta-emotion is presented, showing how the facets of meta-emotion are predicated upon a true paradigm shift in understanding how the brain functions. Building on that foundation, the meta-emotion of occupation is defined, with concomitant illustrative examples. I argue that the need to identify and use emotional processing during engagement in meaningful occupation begins to ‘fill the crack’ left in our disciplinary study of occupation when emotion is not considered. Drawing on recent neuroscience research and philosophy to provide an understanding of how the brain constructs reality, this paper addresses how meta-emotion of occupation is a reflective process wherein the object of reflection is an emotion. Schön’s theory of reflective practice is adapted for use as reflection-on-action and reflection-in-action during engagement in occupation, and illustrated through forms of meta-emotion of occupation. The concept of wissen is introduced as the collective knowledge and understanding of meta-emotion of occupation. This concept allows for an acronym related to Meta-emotion of Occupation with Wissen or MeOW. Given the prevalence of others doing in-depth description of occupations, emotion and reflection need to be incorporated into our theory. To that end, research to delineate the meta-emotion of occupation is summarized, with guiding questions proposed.

Developing Expertise: Benefits of Generalising Learning from the Graphic Design Project

AbstractThe ability to transfer knowledge between design projects has been linked to developing expertise and, as such, is an important skill for designers. However, externalising and analysing the knowledge from the design project in ways that support transfer can be a challenge. This article explores how reflective practice can foster the conditions for knowledge transfer and links these outcomes with design expertise characteristics. A structured and critical approach to reflection was introduced alongside a graphic design project with the aim to foster the conditions for transfer to other projects. A case study strategy of inquiry was employed, drawing on a qualitative research approach, and framed by theories of reflective practice and cognitive psychology. The research demonstrates that graphic design students readily reach an ability to describe, analyse and make judgements from their design experience. However, the types of reflection that supports knowledge transfer from one design experience to another – generalisation and abstraction – are not as apparent. This outcome aligns with the behaviours associated with the expertise characteristics of a novice designer.

Shared learning from national to international contexts: a research and innovation collaboration to enhance education for patient safety.

Patient safety is key for healthcare across the world and education is critical in improving practice. We drew on existing links to develop the Shared LearnIng from Practice to improve Patient Safety (SLIPPS) group. The group incorporates expertise in education, research, healthcare, healthcare organisation and computing from Norway, Spain, Italy, the UK and Finland. In 2016 we received co-funding from the Erasmus + programme of the European Union for a 3-year project. SLIPPS aims to develop a tool to gather learning events related to patient safety from students in each country, and to use these both for further research to understand practice, and to develop educational activities (virtual seminars, simulation scenarios and a game premise). The SLIPPS project is well underway. It is underpinned by three main theoretical bodies of work: the notion of diverse knowledge contexts existing in academia, practice and at an organisational level; the theory of reflective practice; and experiential learning theory. The project is based on recognition of the unique position of students as they navigate between contexts, experience and reflect on important learning events related to patient safety. To date, we have undertaken the development of the SLIPPS Learning Event Recording Tool (SLERT) and have begun to gather event descriptions and reflections. Key to the ongoing success of SLIPPS are relationships and reciprocal openness to view things from diverse perspectives and cultures.

Integrating critical cross-field outcomes in an anatomy course at a university of technology: A reflective perspective

Background. Recent trends in higher education have become particularly directed towards incorporating elements of general education in profession-specific training. Consequently, the inclusion of critical cross-field outcomes (CCFOs) – a set of generic outcomes gazetted by the South African Qualification Authority – in curricula, is directed towards stimulating a critical social conscience among students. This embraces the concept of education, more than simply certification, in embedding underlying principles that foster lifelong learning, critical thinking and social responsibility, and provides an opportune platform to examine our teaching strategies in the context of reflective practice. Objectives. This article demonstrates an application of the theory of reflective practice in the modification of teaching strategies and the integration of the CCFOs in a human anatomy course at a university of technology. Methods. We present the different teaching strategies that were applied, and highlight the CCFOs embodied in each approach. Results. In so doing, we demonstrate how the integration of underpinning general education principles and discipline-specific core competencies can be easily attained through simple modifications of conventional teaching practices. Conclusion. The teaching methods highlighted attempt to encourage and ensure that students evaluate, understand and apply their knowledge in an integrated and shared manner, as embraced by the CCFOs.

Situated Design-Thinking in Architectural Practice: Analyzing and Extending Schön’s Epistemology

Nearly thirty-five years ago Donald Schon proposed an epistemology of design practice as an antidote to the crisis of legitimacy in architecture and other professional design disciplines. His theory of reflective practice is popular in teacher and nursing education programs and ‘design-thinking’ has gained credibility to promote innovation in business. Yet he failed to provide the epistemic credibility for architectural practice he promised. This critical analysis compares constructs in Schon’s theory against knowledge from mind and brain science to assess their validity and limitations. Findings inform suggestions for extending his theory toward developing a more complete epistemology of architectural practice.

A two-nation Asian phenomenological study: Roles and purposes of graduate journalism education through the lens of global journalism

This phenomenological study sought to describe the essence of the roles and purposes of graduate journalism education through the eyes of 16 Asian students from three graduate journalism schools in Japan and the Philippines. This article is anchored in the theory of reflective practice. Responses of students produced a Bridge of Traits of Graduate Journalism Education that illustrates these roles and purposes of graduate studies. This Bridge of Traits also entered into the theory-and-practice discussions, not to mention that this bridge represents respondents’ efforts to connect their personal, academic and professional milieus and aspirations as journalists. Making these connections is done within the realm of journalism’s theory-practice continuum, which, as respondents surprisingly articulated, is important, complementary and applicable. Respondents’ views offer hope that university-based journalism programmes can run viable graduate journalism programmes implementing several elements in pedagogy and substance that espouse a spirit of critical reflective practice in journalists. They aspire to new perspectives and approaches in the teaching, study and practice of journalism.

Connecting learning from the graphic design project with thinking about approaches to design practice

Abstract This study explores how a structured approach to reflective practice can guide graphic design students to connect their learning from the project with thinking about approaches to design practice. The research employed a case-study approach with a mixed-method research strategy, framed by theories of reflective practice and cognitive psychology. The results indicate that when guided to reflect in a structured and critical manner, students can identify and analyse learning from their project and connect this learning with thinking about approaches to practice. This occurred in a manner that has parallels with the concept of high- and low-road transfer. However, not all participants achieved this, and nor did participants achieve this all the time. This evidence-based study contributes to the limited empirical research in graphic design education, and to the role reflection can play to enhance learning opportunities from the design project.

Reimagining planning: moving from reflective practice to deliberative practice - a first exploration in the Italian context

This paper explores what can be lost, both theoretically and pedagogically, if we reduce “planning” to “plan-making.” Under conditions of political conflict and plurality, complexity and connectedness, a subject-centered theory of reflective practice should give way to a situated and relational, inter-subjective and learning-oriented deliberative practice. By exploring diverse planners’ practices in Italy, based on 31 grounded, practice-focused oral histories, this paper represents an innovation, in terms of method and theory, in assessments of contemporary Italian urban and regional planning. The innovation is in identifying significant issues such as relationship-building, joining expertise with political power, integrating top-down and bottom-up approaches, refining participatory intelligence systems, and assuring public accountability in the conduct of planning for further analysis, and it identifies topics, strategies and skills that planning educators can and should address as well. Throughout, we explore not formal legal issues but informal social and political characteristics of critically pragmatic and interactive, deliberative practices that will be resonant with experiences of readers and practitioners in many contexts.

Implicated reading: a method for reflecting on practice

This paper evaluates an attempt by the author to operationalise the theory of reflective practice within the context of initial teacher education. Whilst an integral element of many teacher education programmes, the problematic of ‘how’ to reflect on practice remains a concern. In response, and taking inspiration from the work of Deleuze and Guattari, specifically their critique of representational thought and common understandings of text, the author experiments with a method for reflecting called implicated reading. The method involves the reading of students’ lived experiences as beginning teachers (recorded in written form), against a variety of other texts. The author draws on interview data to analyse and discuss the merits of the approach. The paper concludes that the method of implicated reading has the potential to unsettle the common tendency to focus on meaning and interpretation when reflecting on events and experiences. It is argued that the student teachers involved in the project instead begin to experience reflection as a process of connectivity, rethinking pedagogy as a result.