Role Of Critical Reflection Research Articles

The use of critical reflection in one-to-one supervision in children and families social work in England: an evidence review

PurposeEnglish social work policies and regulatory bodies propel critical reflection as a professional requirement and a worthwhile activity. The purpose of this paper is to report on the current international and UK evidence that informs the understanding and use of critical reflection and associated terms – reflection, reflective practice and reflective supervision – in one-to-one practitioner supervision in local authority children and families social work in England.Design/methodology/approachA review of the evidence was undertaken using documentary policy analysis and a scholastic literature review to examine the history and current knowledge available as of December 2022.FindingsThe historical policy and professional context of critical reflection in one-to-one supervision in England is discussed. The current evidence review identified three themes – the role of critical reflection in models of supervision, the influences of national, organisational and professional cultures and the supervisor practitioner relationship. The nuanced nature of the presence of critical reflection in supervision and a lack of clarity when theorising and describing critical reflection has implications for policy, supervisory practice and research design.Originality/valueCritical reflection in one-to-one social work supervision is under researched. This review draws on the evidence from international research and local policy to offer an understanding of the complexity of theorising, practicing and researching critical reflection in one-to-one supervision in local authority children and families social work in England.

Development of leaders of technologically-based companies: a trans-formative learning perspective

This research aims to understand the learning processes of leaders of technology-based companies (TBCs) from the perspective of transformative learning, in which leader development is a process of changing awareness and transformation throughout life. A qualitative methodology consistent with the interpretative paradigm was applied, using thematic oral history as a method. Data were collected in semi-structured interviews with six EBT leaders. Data analysis was conducted based on the deductive and inductive coding approach. The findings suggest that learning processes and their outcomes implied changes in the way of leading. In processes, the informal character of transforming experiences, disorienting dilemmas as learning triggers, the role of critical reflection, and emotions during transformation stands out, in addition to “urge for change”, an aspect rarely included in empirical research on transformative learning. In the outcomes of the processes, data revealed learning in different dimensions: world view, self, epistemological and ontological learning, behavior, and capacity. The scientific contributions to the literature refer to the unprecedented use of the theoretical perspective of transformative learning to understand the development of TBCs leaders, especially the relationship between processes and learning outcomes, something that has not been studied so far in this type of organization.

Preservice Teachers’ Experiences on Becoming Culturally Responsive Educators: An Action Research Case Study

Reflection on teaching and learning is considered one of the most essential elements of teacher development. With the rise of multilingual learners in U.S. public schools, the role of critical reflection has become even more prominent in teacher preparation programs to disrupt preservice teachers’ (PSTs) biases and stereotypes regarding these learners and their families. Moreover, to address the widening educational inequities and to enact more equitable teaching practices, PSTs ought to reflect on their pedagogical practices with the guidance of an educator-mentor. Therefore, this qualitative action research case study explored how one teacher preparation program implemented reflective and experiential practices in their graduate Teaching English to Speakers of Other Languages coursework to assist PSTs in systematically examining their understandings of culturally responsive practices. Our research was grounded in culturally responsive teaching. Our findings revealed that our PSTs had an awareness of culturally responsive pedagogy; they recognized the importance of learning from and with their students and families but still had areas for growth when implementing culturally responsive practices, prompting us to further explore how these PSTs enact culturally sustaining practices in their future classrooms.

Феномен университетской лекции в повести А.П. Чехова «Скучная история» и критическая рефлексия преподавания высшей математики

The relevance of A.P. Chekhov’s novella “A Dreary Story” with the subtitle “From the Notebooks of an Old Man” is revealed in why the famous professor and a very successful lecturer fades from natural old age and illness, loses ties with the outside world and falls into the abyss and emptiness of indifference. The article analyzes the problem of lecturer skill and addresses the philosophical reflection of individual features of higher mathematics teachers. It defines the role of critical reflection in the aesthetic phenomenon of a good university lecture on mathematics in the formation of student’s critical thinking.

Predicting Contribution in High Achieving Black and Latinx Youth: The Role of Critical Reflection, Hope, and Mentoring.

Contemporary approaches to adolescent development are framed by positive youth development models. A key outcome of these models is that healthy and positively developing youth are more likely to contribute to their family, schools, and communities. However, little work on contribution and its antecedents has been conducted with youth of color. As high achieving youth of color often become leaders in their communities, it is important to consider malleable predictors of contribution within this population. Therefore, through a cross-sectional design, we examined the relations between youth critical reflection, hopeful future expectations, and mentoring relationship quality and youth contribution in a sample of 177 youth of color (60% Black, 40% Latinx) attending an afterschool college preparation program at six sites around the U.S. Results indicated that youth critical reflection, hopeful future expectations, and mentoring relationship quality significantly predicted contribution. Exploratory analyses suggested that these relations were significant for Black youth but not Latinx youth. Implications of these findings for future scholarship are discussed.

Critical reflection and innovative work behavior: the mediating role of individual unlearning

PurposeAlthough employees' innovative work behaviors are crucial for innovativeness and the success of modern organization, the impact of individual unlearning and critical reflection on innovative work behaviors is underresearched. This study's goal is to empirically examine relationships between job characteristics, critical reflection, unlearning and innovative work behaviors.Design/methodology/approachThis study uses survey data from 252 Polish employees and the partial least squares method.FindingsThe results indicated that, among three considered job characteristics, only problem-solving demands were related to critical reflection. This study also shows that critical reflection is both direct and indirect, through individual unlearning, related to both idea generation and idea realization. However, nonmanagers have stronger relationships between unlearning and innovative work behaviors than do managers, while managers have stronger relationships between critical reflection and innovative work behaviors.Practical implicationsResults of this study may be used by human resource development managers to improve employees' innovative work behavior.Originality/valueThe study contributes to the limited empirical research on the role of critical reflection and individual unlearning for innovative work behavior. This study also explores which job characteristic affects critical reflection.

The role of critical reflection as an employability skill in sport management

ABSTRACT Research question: The two research questions driving this study were (1) ‘To what extent do sport management students address the individual and social dimensions of critical reflection during work-integrated learning (WIL) experiences?’, and (2) ‘Do these skills align with what employers need from those working and seeking employment in the sport industry?’. Research methods: A total of 314 WIL stakeholders (i.e. students, Academic Supervisors and Industry Supervisors) representing 20 tertiary sport management institutions in the Netherlands participated in the study’s questionnaire. The purpose was to identify the potential differences across perceptions of three stakeholder groups on the extent to which students address the individual and social dimensions of critical reflection and the ways critical reflection skills align with the sport management industry needs. MANOVA and separate ANOVA tests compared perceptions on students’ integration of three individual and three social dimensions of critical reflection. Results and findings: Results showed disparities between perceptions on the extent to which students critically reflect. Industry Supervisors perceived students only addressed two of six dimensions of critical reflection (i.e. asking for feedback and reflecting on career ambitions). Findings in this study are consistent with other empirical evidence concerned with graduates’ level of key employability skills and highlight the need to strengthen the development and alignment of social critical reflection skills with sport industry employer needs. Implications: This study addresses the need to align sport management graduates skill set with sport industry workforce needs and enhance graduate employability. The classification of critical reflection skills into six dimensions offers a useful guide to sport organisations and helps assess which dimensions require attention or further development.

Co-production of knowledge for sustainability: an application of reflective practice in doctoral studies

ABSTRACTThis paper examines how doctoral students of sustainability science acquired reflective practice skills and engaged in critical reflection. Using the experience of a doctoral theory course on rural studies at the University of Guelph, students and faculty employed the principles of co-production and dialogue to explore the question: What does it mean to reflectively braid knowledge systems for sustainability? To do this, each doctoral scholar independently responded to the question, and then followed the response with an additional individual reflection. As a final discussion, we extended the reflection process and shifted the focus of conversation to ourselves and to the methodological aspects of the dialogical writing that we engaged in. Throughout this process, we used reflective practice and co-production to demonstrate how such processes must be integrated into the skills training and education of students who are taking inter- and trans-disciplinary programs. To finish, we reflect on the role of critical reflection, one that takes the normative dimensions of sustainability seriously, concluding that it is inseparable from reflective sustainability research and practice.

Developing professional judgement in surgical trainees: the role of critical reflection

Critical reflection is a disciplined process that aims to critically evaluate everyday medical practices to more fully understand and learn from them. It can lead to improved professionalism and clinical reasoning and is increasingly seen as a core component of continuing professional development in a number of disciplines. While critical reflection is a central element of expert surgical practice, its processes are often tacit and hence invisible to trainees. In this paper, we describe a pilot project aimed at introducing critical reflection techniques into a plastic surgery training program. We also discuss the use of critical reflection as a tool to allow learning surgeons to develop, observe and critique their own clinical thinking, and outline a framework for surgical supervisors and trainers to guide, monitor and assess the development of professional judgement in their trainees.

Developing professional judgement in surgical trainees: the role of critical reflection

Critical reflection is a disciplined process that aims to critically evaluate everyday medical practices to more fully understand and learn from them. It can lead to improved professionalism and clinical reasoning and is increasingly seen as a core component of continuing professional development in a number of disciplines. While critical reflection is a central element of expert surgical practice, its processes are often tacit and hence invisible to trainees. In this paper, we describe a pilot project aimed at introducing critical reflection techniques into a plastic surgery training program. We also discuss the use of critical reflection as a tool to allow learning surgeons to develop, observe and critique their own clinical thinking, and outline a framework for surgical supervisors and trainers to guide, monitor and assess the development of professional judgement in their trainees.

Transformative professional learning: an ecological approach to agency through critical reflection

Within the global economy, education leverages social and economic improvement. Teachers are positioned as drivers and agents of compliance within change processes. Addressing this concern, we investigate intern teacher agency, as transformative professional learning, that occurs through a process of critical reflection. Critical reflection is conceived as an important element of teacher agency within the current political milieu. This article addresses the role of critical reflection in school-based intern teacher professional learning (PL). It is argued that intern teacher agency is inherent in transformative PL characterized through partnerships, which provide scope for decision-making and critical reflection.

Giving advice in medical Spanish: pragmatic and intercultural competence in the Spanish for the health professions curriculum

ABSTRACTThis article presents the results of a study focused on the management of the speech act of giving advice and its linguistic realizations by Spanish second-language learners and heritage learners enrolled on two advanced courses of Professional Spanish. We analyzed how two groups of students gave advice in three discourse completion tasks with different scenarios. Results indicate that both groups relied on a few basic structures with limited consideration of the proposed contexts, and highlight the need for a pragmalinguistic approach in Spanish for Health Care courses. We then propose a pedagogical approach that emphasizes the role of critical reflection, increases language competence beyond medical terminology, and focuses on an understanding of cultural parameters guiding health care interactions.

Making a MEAL out of a Global Professional Learning Community: A transformative approach to global education

The implementation of global education in schools has, despite the plethora of differenttermsusedtodescribeit, beendefinedbyanapproachthatensuresglobal issuesareembedded(1)inthecurriculum(asubject-specificapproach),(2)across all subject areas (an interdisciplinary approach), and (3) in the school's ethos (a 'whole-school approach'). The means by which each of these three approaches has been implemented, however, have been far less cohesive. This paper will argue that one potential tool is extending the Professional Learning Community (PLC) model to focus on the global (i.e.creating a Global Professional Learning Community [GPLC], also known as a Networked Learning Community). We suggest that this form of collaborative working is a vital tool in creating effective policy and shared practice for global learning. Moreover, its methods incorporate the key values of the global learning ethos: participation, inclusion, and critical and creative thinking. The paper explores this premise through the analysis of Sazani Associates' GPLC, established over a period of ten years and incorporating approximately 40 schools in both Wales and Zanzibar. It focuses on how the GPLC has developed through peer exchange, skill sharing, continuous professional development, and a critical learning approach to evaluation in both localities. This paper explores how this GPLC contributes to the quality of education from a Northern and Southern perspective, and how it counters the tension between the aims of global learning approaches and their more prescriptive means. It also considers the role of critical reflection in measuring a transformative approach to learning, where both educators and pupils are able to explore the global in a structured yet holistic way.

Transformative learning for better resource management: the role of critical reflection

Since 1992, integrated management has been promoted as the solution to challenges facing governments and civil society around the world when managing natural resources. It was argued that integrated management could lead to sustainable development if new participatory approaches to social learning could be developed. Since that time, social learning theory has been an important component of resource management literature. This paper argues that until social learning theory leans more heavily on group processes of transformative learning, sustainable development will elude us. Further, a process of systematic, critical reflection is key to transformative learning, as we illustrate using a five-year research project into the role of communities in integrated management in the Canadian Maritimes. Our experience shows how critical reflection processes can strengthen participatory research to further inform the practice of integrated management. We conclude by observing that room must be made for critical reflection and for true social learning in all integrated management institutions, whether community-based or government-initiated.

UCSF LEaP (Learning From Your Experiences as a Professional): Guidelines for Critical Reflection

OPEN ACCESSJanuary 9, 2012UCSF LEaP (Learning From Your Experiences as a Professional): Guidelines for Critical Reflection Louise Aronson, MD, Marieke Kruidering, PhD, Brian Niehaus, MD, Patricia O'Sullivan, EdD Louise Aronson, MD University of California, San Francisco, School of Medicine Google Scholar More articles by this author , Marieke Kruidering, PhD UCSF Google Scholar More articles by this author , Brian Niehaus, MD UCSF Google Scholar More articles by this author , Patricia O'Sullivan, EdD UCSF Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9073 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: Since the late 1990s, accrediting bodies and oversight organizations have recognized reflection as an essential skill for health professionals and an important tool for competency-based assessment. As a result, educators and clinicians across the medical education spectrum are looking for guidance in the teaching and development of reflective ability. Based on a literature review and survey, we developed a consensus definition of reflection, and created the Learning From Your Experiences as a Professional (LEaP) Guidelines; a brief, stand-alone guide for both medical students and faculty. Methods: The guidelines resource is a three-page document. The first page includes student instructions on the effective use of reflection. Page two consists of a reflective exercise modeled on the clinical SOAP (Chief Complaint/Identification, Subjective, Objective, Assessment, and Plan) note. Page three concludes with a review of frequently asked questions. The resource takes approximately 1 hour to administer. Results: We conducted a randomized trial of the LEaP guidelines with third-year medical students at the University of California, San Francisco. We assigned half our sample of 167 students to receive the LEaP guidelines and half to receive only a definition of critical reflection in medical education. We found that the LEaP guidelines improved performance. Mean reflection scores were 3.81 (SD = 1.9) using LEaP guidelines and 2.22 (SD = .89) without the guidelines (p < 0.001). Discussion: In reflective learning, as in clinical practice, it appears that guidelines improve performance. Although to date more work has been done on assessing reflection skills in learners, it stands to reason that teaching the characteristics of more effective reflection and helping learners acquire the skills to reflect well should occur in conjunction with evaluations of their ability to do so. Questions remain about the dose and timing of instruction and guideline guided exercises needed to develop reliable reflective skill. Educational Objectives By the end of this session, learners will be able to: Distinguish critical reflection from reflection.Identify the role of critical reflection in professional development.List the components of a critical reflection.Use the Subjective, Objective, Assessment, and Plan note template provided in the Learning From Your Experiences as a Professional (LEaP) guidelines to produce a critical reflection. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: UCSF LEaP Instructor's Guide.doc UCSF LEaP 2011.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. Related UCSF LEaP (Learning From Your Experiences as a Professional): Guidelines for Critical Reflection The UCSF Faculty Development Workshop on Critical Reflection in Medical Education: Training Educators to Teach and Provide Feedback on Learners' Reflections Copyright & Permissions© 2012 Aronson et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial license.KeywordsProfessional CompetenceReflectionDiagnostic Self-Evaluation Disclosures None to report. Funding/Support This research was support by AAMC Western Group on Educational Affairs Medical Education Research Grant (Aronson) and a UCSF Medical Education Research Fellowship (Aronson). Prior Presentations Aronson L, Niehaus B, Hill-Sakurai L, Lai C, O'Sullivan P. A Randomized Trial of Reflective Learning Guidelines and Feedback Among Third Year Medical Students. Presented at: Western Group on Educational Affairs Annual Meetings and UCSF Education Day; April 2011. Aronson L, Robertson P, Lindow J, O'Sullivan P. Guidelines for Reflective Writing Produce Higher Quality Reflections. Presented at: AAMC Annual Meeting; November 2009. Aronson L, Topp K, Kruidering M. Teaching Reflection to First Year Medical Students: Applications to an Early Leadership Experience. Presented at: Western Group on Educational Affairs Annual Meeting and UCSF Education Day; April 2010. Loading ...

Becoming a community of critically reflective HR practitioners

PurposeThe purpose of this paper is to provide insight into the central role of critical reflection for practitioners.Design/methodology/approachThis joint paper is informed by a practitioner and an academic perspective and is an output from ongoing research. An MA in Strategic HR provides the initial focus. This partnership programme is informed by action learning ethos and method and the emancipatory potential of critical reflection. The paper illustrates how students talk about becoming critically reflective, and in doing so it explores the opportunities and challenges involved.FindingsIt is argued that in order for critical reflection to realise its potential of emancipatory change, pedagogy needs to be underpinned by critical process and critical content. However, it is unfortunate that a majority of critical literature appears to be addressed to an academic audience. The paper also highlights the need to support learning conversations beyond the original set.Originality/valueThe paper highlights the need for development initiatives to support the questioning of taken‐for‐granted assumptions. This draws attention to the necessity of supporting an emerging community of critically reflective practitioners by ensuring an open dialogue about values and practice.

Reflecting upon reflection: theory and practice in one Australian University teacher education program

Over the past 20 years the teaching profession has embraced the notion of the teacher as ‘reflective practitioner’. This has led to an increased emphasis on teacher action research and teachers reflecting‐in‐action with resultant increased respect for ‘teaching craft knowledge’, and more recently incentives by research funding bodies to enhance researcher/classroom teacher partnerships. In pre‐service teacher education programs students are encouraged to reflect on their teaching experiences and to consider what they can do to improve their performance. However in practice many of these metacognitive rambles are token observations focused on minor technical aspects of their teaching. At the University of Newcastle in Australia convenors of three program have worked together to continually update the reflective practices of the students involved in practical teaching experiences. This article presents developing strategies to assist student teachers better manage their role as reflective practitioners. Reflecting upon our reflection raised questions crucial to the training of pre‐service teachers including; What are the key skills of a beginning teacher’s practical experience? Does the traditional teacher trainee program do enough to prepare the pre‐service teacher for practical experience? What is the role of critical reflection in pre‐service practical experience? Is reflection on the complexity of the teaching experience possible?

Teacher Research as a Way to Engage in Critical Reflection: A Case Study

This study examines the necessary processes to move teacher research to a self-critical examination of belief systems that informs and guides teacher practices. Whereas much teacher research, found in popular literature, takes the form of technical reflection, the teacher research addressed in this article argues for a critical reflection on beliefs, values, and assumptions that shape and influence practice. In addition to this, two additional strands of theory ground this study: (1) theories that address the role of critical reflection in transformative learning; and (2) theories that underlie the need for, and endorse the value of collaborative, inquiry-based learning to promote critical self-reflection and professional growth. This study examines these theories through a professional development course that involved teachers improving elementary science instruction through action research processes.

Autonomy for democracy in a primary classroom: A first year teacher's struggle

The purpose of this qualitative study was to examine how a beginning teacher's autonomous teaching beliefs were translated into classroom practice. This study revealed that the teacher had an overarching belief in autonomy as an avenue for participation in a democratic society. It was represented in her practical teaching philosophy through four interrelated themes: (1) valuing children as individuals while promoting dynamic group membership for everyone; (2) questioning students to facilitate their thinking; (3) setting clear expectations for behavior; and (4) expecting children to accept responsibility for their behavior. The teacher encountered extreme pressure to conform to the existing school culture which valued teacher-oriented practices. After the explication of this teacher's struggle and the role of critical reflection, as well as other factors, implications for first-year teachers and teacher education are discussed.

The development of student teachers' practical theory of teaching

This study explores the professional development of two student teachers. Changes in their “practical theories”—their system of knowledge, attitudes, and values related to teaching—provide an insight into their professional development. The study reveals the evolution of their practical theory of teaching and identifies a number of interrelated factors which impinge on their professional development. The role of critical reflection is explored as one of these factors.