scholarly journals Reflective Practice in Advising: Introduction to the Column

Relay Journal ◽  
2018 ◽  
pp. 55-64
Keyword(s):  
Professional Development ◽  
Narrative Inquiry ◽  
Reflective Practice ◽  
Case Studies ◽  
Inquiry Approach ◽  
Growing Body

The purpose of the regular ‘Reflective Practice in Advising’ column in Relay Journal is to highlight the importance of reflective practice in the professional development of learning advisors. Taking a narrative inquiry approach, the column includes case studies where advisors engage in voluntary self-reflective professional development, and analyse and reflect on their advising sessions and their developing practice. In this introduction, the authors briefly review the literature in the field of advising and provide an overview of how this column aims to contribute to the growing body of work. Examples of reflective practice in our field will be disseminated with the intention of providing researcher-practitioners with examples of advisor development in action and opportunities to contribute to our understanding of advising processes.

Reflective Practice in Advising: Introduction to the Column

Relay Journal ◽  
2018 ◽  
pp. 293-295
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Case Studies ◽  
Professional Community ◽  
Great Success ◽  
Global Community ◽  
Potential Growth ◽  
Community Of Learning ◽  
Reflection On Action

Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a great success. They triggered active discussions among learning advisors, which lead to further reflection-on-action and reflection-for-action (Farrell, 2015) among the contributors. These open and collaborative dialogues across the sociocultural boundaries exemplify professional development for learning advisors.

English Education Master Students' Perceptions on Their Agency as Future EFL Teachers

2021 ◽  
Vol 6 (2) ◽  
pp. PRESS
Author(s):  
Kristian Florensio Wijaya
Keyword(s):  
Professional Development ◽  
Second Language ◽  
Narrative Inquiry ◽  
Language Learning ◽  
English Education ◽  
Central Research ◽  
Inquiry Approach ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
Development Literature

This study investigated English Education Master Students’ perceptions of their agency as future EFL teachers. The underlying concern for conducting this study is a shortage of future EFL teachers’ professional development literature exploring the significance of promoting agency in varied second language classroom contexts. The narrative inquiry approach was employed to obtain more overarching depictions about the apparent stories told by the research participants to fulfil this central research objectivity. Ten open-ended written narrative inquiries were harnessed to shed more enlightenment for future EFL teachers’ professional development with the support of robust agency establishment. This set of narrative inquiry questions heed more profound attention to dig out graduate EFL students’ perceptions of their agency as prospective second language educators. The obtained findings overtly revealed that future EFL teachers could elevate their agency and promote holistic second language learning enterprises while their school institutions imparted continuous mutual supports. Eventually, the findings will shed more enlightenment for ELT experts, practitioners, and policymakers to design more unrestricted educational regulations. They supportively substantiate future EFL teachers' agency growth, particularly in Indonesia's EFL learning contexts, emphasizing the text-based learning achievements.

Reflection of the Editorial Process of an Academic Journal

Relay Journal ◽  
2020 ◽  
pp. 100-109
Author(s):  
Phillip A. Bennett ◽  
Maria Giovanna Tassinari ◽  
Ena Hollinshead ◽  
Fergal Bradley
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Learner Autonomy ◽  
Editorial Process ◽  
Academic Journal ◽  
Editing Process ◽  
Insight Into

This paper is a reflection on our experiences as managing editors and layout editors of volume 2, issue 2 of Relay Journal. In accordance with the developmental aims of Relay Journal, via this reflective practice, our motivations are not only to foster each others’ learner autonomy and grow our professional development, but additionally to encourage others to also share reflections of their editing responsibilities, practices, and realisations. We also believe this will provide insight into the process for those who do not have the experience in such roles, yet wish to pursue them. With that in mind, we will briefly detail the journal-editing process and our roles in such; then follow with our individual reflections upon our experiences. Our reflections will focus on our responsibilities and roles, our feelings, and what we learned through the experience.

Anti-Politics, Depoliticization, and Governance

2017 ◽  
Keyword(s):  
Case Studies ◽  
Political Process ◽  
Common Interest ◽  
Collective Agency ◽  
Nation State ◽  
Growing Body ◽  
Varied Range ◽  
The Relationship

There is a growing body of evidence pointing towards rising levels of public dissatisfaction with the formal political process. Depoliticization refers to a more discrete range of contemporary strategies politicians employ that tend to remove or displace the potential for choice, collective agency, and deliberation. This book examines the relationship between these trends of dissatisfaction and displacement, as understood within the broader shift towards governance. It brings together a number of contributions from scholars who have a varied range of concerns but who nevertheless share a common interest in developing the concept of depoliticization through their engagement with a set of theoretical, conceptual, methodological, and empirical questions. The contributions in this volume explore these questions from a variety of different perspectives by using a number of different empirical examples and case studies from both within the nation state and from other regional, global, and multilevel arenas. In this context, this volume examines the limits and potential of depoliticization as a concept and its contribution to the larger and more established literatures on governance and anti-politics.

scholarly journals Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

2020 ◽  
Vol 5 (2) ◽  
pp. 215-227
Author(s):  
Zuraimi Zakaria ◽  
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Development Programs ◽  
Teaching Improvement ◽  
Policy Makers ◽  
Teachers Professional Development ◽  
The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

scholarly journals Measuring the efficacy and quality of a professional development training on prejudice reduction and reflective practice: Transforming the delivery of change through collective insight and informed action.

2019 ◽  
Author(s):  
Berdine Gordon-Littréan
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Prejudice Reduction ◽  
Professional Development Training ◽  
Sustained Change

<div>This study explored the observed impact of the professional development training on agency employees and disposition toward sustained change in prejudice reduction in their applied practice over a period time.</div>

scholarly journals Exploring EFL Instructors’ Perceptions of the Effectiveness of Reflective Practices on their Professional Development in the Saudi Context

2020 ◽  
Vol 8 (1) ◽  
pp. 88
Author(s):  
Danyah Fahad Alsayeud ◽  
Anas Hamed Almuhammadi
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Qualitative Data ◽  
Reflective Practices ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Efl Context ◽  
Sequential Mixed Methods ◽  
Significant Difference ◽  
Males And Females

This study explores the perceptions of EFL instructors about their reflective practice and its effect on their professional development in a Saudi Arabian university. This study adopts an explanatory sequential mixed-methods approach to collect quantitative and qualitative data. Two study instruments were used; a survey questionnaire with a study sample of 100 male and female participants and semi-structured interviews with a study sample of seven female instructors. The findings show that some instructors in general have a positive perception of reflective practices and they utilize a diversity of reflective tools. Female instructors show a greater degree of involvement in a reflective practice than male instructors in three of the four examined dimensions (cognitive and meta-cognitive, moral and learner and reflective teaching in general). However, no significant difference is reported between males’ and females’ perceptions in terms of the fourth dimension (practical). Based on the findings, recommendations have been made to encourage reflective practices in the Saudi EFL context.

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