Conceptualizing and Engaging in Reflective Practice: Experienced Evaluators’ Perspectives

2021 ◽  
pp. 109821402098392
Author(s):  
Tiffany L. S. Tovey ◽  
Gary J. Skolits
Keyword(s):  
Reflective Practice ◽  
Interpersonal Skills ◽  
Meaning Making ◽  
Years Of Experience ◽  
Collaborative Reflection ◽  
Evaluation Practice ◽  
Reflective Practitioners ◽  
Contextual Awareness

The purpose of this study was to determine professional evaluators’ perceptions of reflective practice (RP) and the extent and manner in which they engage in RP behaviors. Nineteen evaluators with 10 or more years of experience in the evaluation field were interviewed to explore our understanding and practice of RP in evaluation. Findings suggest that RP is a process of self and contextual awareness, involving thinking and questioning, and individual and group meaning-making, focused on facilitating growth in the form of learning and improvement. The roles of individual and collaborative reflection as well as reflection in- and on-action are also discussed. Findings support a call for the further refinement of our understanding of RP in evaluation practice. Evaluators seeking to be better reflective practitioners should be competent in skills such as facilitation and interpersonal skills, as well as budget needed time for RP in evaluation accordingly.

Preparing Pre-Service Candidates as Effective Reflective Practitioners Using edTPA

2018 ◽  
pp. 205-217
Author(s):  
Sumitra Himangshu-Pennybacker ◽  
David P. Fuller
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
New Teachers ◽  
Reflective Practitioner ◽  
Individual Student ◽  
Evidence Based ◽  
Student Needs ◽  
Teacher Education Candidates ◽  
Reflective Practitioners ◽  
Based Instruction

Proponents of teacher education preparation advocate that in order for new teachers to be effective in their practice they must acquire skills as reflective practitioners, specifically as it relates to lesson designing and instruction and understanding individual student needs. This study demonstrates the use of edTPA reflective commentary to move teacher education candidates from a superficial professional reflection to becoming a reflective practitioner with an in-depth understanding of reflective practice and evidence-based instruction.

THE ROLES OF UNIVERSITY TEACHERS IN BUILDING TEACHER STUDENTS’ CAPACITY OF REFLECTIVE PRACTICE THROUGH THE PROCESS OF EXPERIENTIAL LEARNING

2018 ◽  
Vol 1 ◽  
pp. 600-610
Author(s):  
Loreta Zavadskienė ◽  
Remigijus Bubnys
Keyword(s):  
Experiential Learning ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Theoretical Background ◽  
Experiential Learning Theory ◽  
University Teachers ◽  
Teacher Students ◽  
Reflective Practitioners ◽  
Teaching Learning ◽  
Proper Interpretation

As the carried-out research study shows, proper interpretation of the concepts of reflective learning, the reflective practitioner and the experiential learning theory in the context of higher teacher education provides a solid theoretical background for the analysis of the teaching-learning process of pre-service teachers’ reflective practice and the support to be provided by teacher educators. By employing the method of the scientific literature review, the current research paper aims to investigate the roles of teacher educators within the framework of the afore mentioned theories that are considered to ensure adequate assistance to pre-service teachers in their becoming reflective practitioners. As the results show, in order to carry out effective facilitation, teacher educators should acknowledge and adopt a wide variety of roles while developing pre-service teachers’ capacity of reflective practice. 

Fostering Musical and Personal Agency

2017 ◽  
Author(s):  
Daniel Abrahams
Keyword(s):  
Reflective Practice ◽  
Undergraduate Students ◽  
Meaning Making ◽  
Habits Of Mind ◽  
Personal Agency ◽  
Choral Pedagogy ◽  
Choral Conductors ◽  
Reflective Journals ◽  
Musical Knowledge ◽  
Conducting Students

With the goal to create personal and musical agency in choral conductors, this chapter discusses the application of constructivist principles to choral pedagogy and the teaching of an undergraduate conducting class. In addition to teaching the requisite conducting skills, reflective practice, meaning making, and problem solving were included to foster habits of mind to prepare students to eventually conduct their own ensembles. Undergraduate students in their first conducting class provided the data, which included reflective journals, in class feedback, along with the teacher’s reflective memos. The chapter describes how conducting students navigated the challenges that called upon their previous experiences as ensemble members and their prior musical knowledge. In the end, conducting students expressed feelings of confidence and empowerment that suggested they had achieved both musical and personal agency.

scholarly journals DEVELOPING REFLECTIVE PRACTICE AS PART OF TEACHER TRAINING WITH THE USE OF CRITICAL INCIDENTS

Neofilolog ◽  
2020 ◽  
pp. 93-106
Author(s):  
Sylwia Kossakowska-Pisarek
Keyword(s):  
Reflective Practice ◽  
Critical Incident ◽  
Critical Incidents ◽  
Thinking Skills ◽  
Group Discussions ◽  
Supportive Environment ◽  
Teacher Trainees ◽  
Reflective Practitioners ◽  
Common Concept ◽  
Previous Training

Preparing thoughtful reflective practitioners has become a common concept in the teacher education literature. Prior educational experiences offer excellent opportunity for students to reflect on authentic teaching examples and provide constructive ways to engage in reflective practice. This study examines critical incidents as a tool for developing reflective thinking skills among teacher trainees (N=11). The research on use of critical incidents for training comprised a questionnaire and group discussions. The instrument used for analyzing critical incidents included personal details, factual information and open-ended questions concerning reasons for and consequences of the incident, associated emotions, reflections connected with it, lessons from this incident and its implications for the future. Overall, although some crucial issues arose, the technique proved useful for training, and was assessed as positive and valuable by the teacher trainees. Some pedagogical implications were formulated regarding problems with understanding the notion of critical incident, previous training of the teacher trainees and the need for a supportive environment.

scholarly journals UTILIZING POETRY TO ENHANCE STUDENT NURSES’ REFLECTIVE SKILLS: A LITERATURE REVIEW

2019 ◽  
Author(s):  
Deby Kristiani Uligraff
Keyword(s):  
Nursing Education ◽  
Literature Review ◽  
Reflective Practice ◽  
Clinical Education ◽  
Relevant Literature ◽  
Student Nurses ◽  
Developed Countries ◽  
Academic Education ◽  
Reflective Practitioners ◽  
Reflective Skills

The notion of reflective practice has been considered important in healthcare professionals’ practice. In nursing, particularly in developed countries such as the United Kingdom, Canada, Australia, it has been set as a required competence for registration. Some action has been taken to support the achievement of competent and reflective practitioners, including embedding reflection in the nursing pre-registration education curriculum. In the past twenty years, there has been focus on using art-based initiatives to help student nurses to reflect on their clinical experience. Amongst the art forms, poetry has been used as a reflective tool. Many studies found that poetry could be helpful for developing students’ reflective skills. This literature review was conducted to identify the feasibility and promising benefit of using poetry to increase student nurses’ reflective skills. A comprehensive search of the literature and integrative review were undertaken for reviewing and discussing the evidence-based literature that supports the using of poetry as a reflective tool. A critical and narrative approach was undertaken for 16 relevant literature related to the importance of reflection in practice, the promising potential to enhance students’ reflective skills during academic education, and how poetry might promote students’ reflective skills. The literature review showed that using poetry in education have been carried out, and have yielded positive results. It is promising to note that the development of reflective practice, as required to be an attribute of a registered nurse, could be stimulated and achieved by the employment of poetry as a reflective tool in clinical education. The literature review also demostrated that using poetry as a reflective tool in nursing education is both feasible and worthwhile. Therefore, it is proven that using poetry as a means of reflection in an education setting is beneficial and valuable. 

Collaborative Reflection in Globally Distributed Inter-Cultural Course Teams

2010 ◽  
pp. 172-184
Author(s):  
Nicholas Bowskill ◽  
David McConnell
Keyword(s):  
Reflective Practice ◽  
Online Teaching ◽  
Distributed Teams ◽  
Collaborative Reflection ◽  
Online Journal ◽  
Reflective Dialogue ◽  
Reflection In Action ◽  
Reflection On Action ◽  
The Right ◽  
Globally Distributed

This chapter looks at processes for conducting collaborative reflection in action and collaborative reflection on action. The authors examine this in the context of globally distributed inter-cultural course teams. From a review of the literature, they identify the significance of openness, structure and dialogue as factors that support collaborative reflection. The authors consider these factors in our own experience of global online teaching. They explore and focus upon one technique used in our collaborative inter-cultural reflective practice. This technique involves having one tutor maintain and share an online journal with the other tutors in the course team. This process combined reflective writing and discussion in action. The authors suggest that having one tutor author and share a learning journal may provide facilitation and structure that supports reflective dialogue in inter-cultural globally distributed teams. They consider the influence of cultural pedagogy on inter-cultural reflection. The authors’ technique is culturally sensitive in that it respects the right of others to read the journal and to comment only if they wish. Finally, the authors close with a look at instrumentalist versus developmental collaborative reflective practice.

scholarly journals What Makes Teachers Reflective Practitioners? Findings from Remote Schools in Pakistan

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 82-88
Author(s):  
Sajid Ali ◽  
Dr. Haji Karim Khan
Keyword(s):  
Data Analysis ◽  
Reflective Practice ◽  
Teacher Learning ◽  
Teaching And Learning ◽  
Classroom Observations ◽  
Test Results ◽  
Reflective Journals ◽  
Reflective Practitioners ◽  
Peer Observations ◽  
Very High

Reflective practice is considered a key element of teacher learning. The teaching and learning process are considered incomplete without reflective practice. Therefore, teachers are seen as reflective practitioners and researchers. This paper emerges from a qualitative study carried out in private sector schools in remote Pakistan. We collected data from ten teachers in two private schools through interviews, classroom observations, and document reviews. Data analysis was carried out through qualitative methods. Findings showed that teachers regarded reflections and reflective practice very high for their learning as teachers. Teachers used different approaches for reflective practice including reflective journals, students test results, peer observations, and feedback from parents and communities. Findings have important implications for teaching and learning.

scholarly journals If building trust is important, how do we teach novice evaluators to do it?

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
Bianca Montrosse-Moorhead
Keyword(s):  
Interpersonal Skills ◽  
Skill Development ◽  
Interpersonal Skill ◽  
Learning Activity ◽  
Ongoing Activity ◽  
Evaluation Practice ◽  
Building Trust

People and relationships matter in evaluation. While our literature is replete with examples and guidance about how one might go about using interpersonal skills in practice and the reasons why these skills are important, the pedagogy of interpersonal skill development regarding evaluation remains underdeveloped. In this practice note, an evaluation educator shares an intentional, purposeful, and ongoing activity for helping novice evaluators learn to build trust with stakeholders during a semester-long evaluation practice course. An explanation for why the focus is on trust is presented before describing the learning activity itself. Next, a discussion of factors related to the enactment of this learning activity, including implications for evaluation pedagogy, are presented.

scholarly journals Autoethnographic Reflections of an International Graduate Teaching Assistant’s Co-Teaching Experiences

2020 ◽  
Vol 10 (2) ◽  
pp. 401-419
Author(s):  
Kristina Howlett ◽  
Huong Nguyen
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Interpersonal Skills ◽  
Teaching Experience ◽  
Publicly Funded ◽  
Graduate Teaching Assistant ◽  
Teaching Experiences ◽  
Graduate Teaching ◽  
International Graduate ◽  
Personal Awareness

This authoethnographic study explores the co-teaching experiences of an international graduate teaching assistant (IGTA) assigned to co-teach an undergraduate course at a U.S. publicly funded university. As a sociocultural theoretical framework, Dewey (1938), Vygotsky (1978), and Schön’s (1983) works regarding experiential learning, interaction, and reflective practice were used to analyze narratives and highlight the IGTA’s co-teaching experiences to provide evidence of reflective and collaborative practices. Five themes emerged from the study: a need for professional development, interdependence, mentoring, improving interpersonal skills, and shifting perspectives. The findings uncovered how the co-teaching experience cultivated and sustained an IGTA’s personal awareness of self and others through guided reflection on instructional practices to improve teaching and learning.

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