Facilitating critical reflection on practice through collaborative research

2001 ◽  
Vol 28 (3) ◽  
pp. 117-139 ◽  
Author(s):  
Gillian Potter
Keyword(s):  
Collaborative Research ◽  
Critical Reflection ◽  
Reflection On Practice

scholarly journals Assessing Learning, Critical Reflection, and Quality Educational Outcomes: The Critical Incident Questionnaire

2008 ◽  
Vol 69 (5) ◽  
pp. 407-426 ◽  
Author(s):  
Donald L. Gilstrap ◽  
Jason Dupree
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Learning Process ◽  
Educational Outcomes ◽  
Critical Incident ◽  
Critical Reflection ◽  
Research Study ◽  
Instructional Program ◽  
Methodological Framework ◽  
Reflection On Practice

This research study incorporates Brookfield’s Critical Incident Questionnaire (CIQ) as a qualitative instrument to assess the ACRL Information Literacy Competency Standards for Higher Education in one library’s instructional curriculum. A sample (n=348) of English Composition II students was studied over the course of two semesters during a four-session instructional program. A methodological framework of critical reflection, incidents, and events was incorporated, as well as reflection on practice. Results of the study showed the CIQ was effective in supporting qualitative methods for assessment of critical reflection in general and the ACRL Standards specifically during the research and learning process.

scholarly journals Sacred Places and Planetary Stresses: Sanctuaries as Laboratories of Religious and Ecological Change

Religions ◽  
2020 ◽  
Vol 11 (5) ◽  
pp. 215
Author(s):  
Willis Jenkins
Keyword(s):  
Environmental Change ◽  
Collaborative Research ◽  
Critical Reflection ◽  
Religious Studies ◽  
Ecological Change ◽  
Sacred Places ◽  
Potential Significance ◽  
Research Practices ◽  
Field Note ◽  
Rapid Changes

How are global relations and planetary flows experienced, interpreted, and managed from places set aside from everyday use, as “sacred” in that sense? Sanctuary Lab, a transdisciplinary initiative at UVA, investigates how religious processes interact with planetary stresses. Provisionally adopting a keyword in religious studies, the sacred, opens a post-disciplinary angle of inquiry into Anthropocene processes of cultural and environmental change. Focusing on dynamics of change in places regarded as sanctuaries affords unique perspective on how rapid planetary changes interact with particular inherited streams of normativity and imagination. This essay integrates field note illustrations from Yellowstone and Bhutan with critical reflection on the lab’s approach in order to share initial hypotheses, collaborative research practices, and potential significance. It suggests that sacralization is part of the process through which cultures make sense of rapid changes; that nonhumans participate in sacralization; that sanctuaries offer unique laboratories of coupled change; and that arts-based exercises can help drive critical reflection on experience and method.

The Reflexive Practitioner

2012 ◽  
pp. 135-148
Author(s):  
Stephen Dobson
Keyword(s):  
Action Research ◽  
Collaborative Research ◽  
Domain Knowledge ◽  
Critical Reflection ◽  
Formal Ontology ◽  
Research Setting ◽  
Ontology Construction ◽  
Planning Strategies

This chapter aims to set out relevant discourse and approaches to consider when planning strategies for acquiring and building knowledge for formal ontology construction. Action Research (AR) is offered as a key means to help structure the necessary reflexivity required to enrich the researcher’s understanding of how they know what they know, particularly within a collaborative research setting. This is especially necessary when revealing tacit domain knowledge through participation with actors and stakeholders: “In this kind of research it is permissible to be openly normative and to strive for change, but not to neglect critical reflection” (Elfors & Svane 2008, 1).

Canine-assisted occupational therapy for children on the autism spectrum: Challenges in practice

2019 ◽  
Vol 83 (4) ◽  
pp. 215-219 ◽  
Author(s):  
Jessica Hill ◽  
Jenny Ziviani ◽  
Carlie Driscoll ◽  
Judy Cawdell-Smith
Keyword(s):  
Professional Development ◽  
Occupational Therapy ◽  
Practice Guidelines ◽  
Critical Reflection ◽  
Continuing Professional Development ◽  
Autism Spectrum ◽  
Ethical Practice ◽  
Therapy Dog ◽  
Additional Training ◽  
Reflection On Practice

Statement of context: Canine-assisted occupational therapy for children on the autism spectrum has been proposed as a means of enhancing goal-directed interventions, yet there remain no clear guidelines of its safe and ethical practice. Critical reflection on practice: Introducing a therapy dog into occupational therapy practices with children on the autism spectrum was found to require a complex and multifaceted set of skills requiring additional training to support the safety and wellbeing of both the client and the therapy dog. Implications for practice: Canine-assisted occupational therapy with children on the autism spectrum requires clear practice guidelines, as well as continuing professional development opportunities.

Tablet devices: Supporting practitioners to conduct informed conversations

2016 ◽  
Vol 80 (5) ◽  
pp. 327-331
Author(s):  
Emily Wechter ◽  
Kate McDonell ◽  
Michèle Verdonck
Keyword(s):  
Intellectual Disability ◽  
Critical Reflection ◽  
Assistive Technologies ◽  
Tablet Devices ◽  
Fact Sheet ◽  
Ongoing Support ◽  
Reflection On Practice

Statement of context The ubiquitous nature of tablet devices and their related applications known as apps has led to their use as assistive technologies in a range of settings, including intellectual disability. Using tablet technology for this purpose requires collaboration to foster informed choices for users. Critical reflection on practice Two initiatives are described, aimed at building knowledge and confidence of practitioners to enable informed conversations with people who plan to use tablet devices. Outcomes of these training workshops and a fact sheet are presented. Implications for practice Findings from 99 attendees indicated that training and resources were beneficial to practitioners to increase knowledge and confidence. However, ongoing support is required to ensure confidence and collaboration.

scholarly journals CMALT 2011 and 2021: Personal narratives for professional recognition

2021 ◽  
Author(s):  
Elizabeth A. Beckmann ◽  
Lynn C. Gribble
Keyword(s):  
Professional Practice ◽  
Critical Reflection ◽  
Personal Narrative ◽  
Personal Narratives ◽  
Learning Technologies ◽  
Learning Technology ◽  
Professional Recognition ◽  
Reflection On Practice ◽  
Significant Opportunity ◽  
Reflective Coaching

Professional recognition through Certified Membership of the Association for Learning Technology (CMALT) provides a significant opportunity for all those who use learning technologies to be acknowledged for their experience, capabilities, and practice. The CMALT portfolio requires a personal narrative that presents description, critical reflection, and evidence of professional practice. Through an experiential lens, this paper considers three facets of the authors’ CMALT experiences a decade apart—how the portfolios as personal narratives encouraged reflection on practice; the commonalities in the technology themes presented in those portfolios; and how reflective coaching contributed to the benefits of applying for CMALT.

scholarly journals MULTIVOCAL DIDACTIC MODELLING: COLLABORATIVE RESEARCH REGARDING TEACHING AND CO-ASSESSMENT IN SWEDISH PRESCHOOLS

2019 ◽  
Vol 77 (6) ◽  
pp. 806-834
Author(s):  
Ann-Christine Vallberg Roth ◽  
Ylva Holmberg ◽  
Camilla Löf ◽  
Catrin Stensson
Keyword(s):  
Video Analysis ◽  
Collaborative Research ◽  
Critical Reflection ◽  
Conceptual Development ◽  
Significant Contribution ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Knowledge Development ◽  
Practical Development ◽  
Didactic Models

In Swedish preschools teachers seem to struggle with the concept of “teaching” in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 co-plans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the “multivocal didactic modelling” concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept “multivocal didactic modelling” paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development. Keywords: co-assessment, didactic models, multivocal didactic modelling, preschool education, Swedish preschools, teaching arrangements.

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