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.

scholarly journals Rediscovering the Self Through Self-Reflection and Transformative Learning

2015 ◽  
Vol 9 (1) ◽  
pp. 237-247
Author(s):  
Vanden Thong
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Educational Programs ◽  
The Self ◽  
Self Reflection ◽  
Studying Abroad ◽  
Potential Benefits ◽  
Personal Reflections

This article explores the relevancy and potential benefits of self-reflection and reflective practice in promoting personal and professional development. In addition, it reviews the concept of transformative learning in conjunction with self-reflection since the two constructs connect to each other as well as to the process of human development. Moreover, different educational programs and activities that increase the likelihood of change and transformation are discussed. Lastly, this article concludes with my personal reflections on my learning and growth as I adapted to change and navigated new environments while studying abroad in Great Britain.

Unified in Learning – Separated by Space

2009 ◽  
Vol 23 (4) ◽  
pp. 331-341 ◽  
Author(s):  
Martin Rehm
Keyword(s):  
Transformative Learning ◽  
Reflective Practice ◽  
Virtual Communities ◽  
International Organization ◽  
Global Organizations ◽  
Knowledge And Skills ◽  
Community Of Learning ◽  
Wide Range ◽  
Global Training ◽  
And Training

The growth of available online learning programmes has created a wide range of new ways for global organizations to train their staff effectively. Previously, global training entailed substantial costs for organizations – costs that had to be endured if the knowledge and skills of the workforce were to be updated. In this context, virtual ‘communities of learning’, defined as groups of people engaging in the collaborative learning and reflective practice involved in transformative learning, are of increasing interest for global organizations because of their potential usefulness in workplace practice and training. This article examines how a community of learning has been developed and implemented for 174 staff from 81 offices worldwide of a large international organization by facilitating the collaborative exchange of knowledge and experience. Based on the participants' perceptions, several key insights are provided that should be taken into account when engaging in community of learning initiatives.

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.

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.

School administrators’ direct and indirect influences on middle school math teachers’ turnover

2019 ◽  
Vol 57 (6) ◽  
pp. 708-730
Author(s):  
Christopher Redding ◽  
Laura Neergaard Booker ◽  
Thomas M. Smith ◽  
Laura M. Desimone
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Teacher Quality ◽  
New Teachers ◽  
Teacher Turnover ◽  
Administrative Support ◽  
Professional Community ◽  
Teaching Quality ◽  
Content Type ◽  
Turn Over

Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.

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 Actual issues of work with the library staff at the present stage of librarianship development

Bibliosphere ◽  
2018 ◽  
pp. 48-55
Author(s):  
O. V. Makeeva
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Personnel Management ◽  
Public Libraries ◽  
Professional Community ◽  
Professional Culture ◽  
The State ◽  
Present Stage ◽  
Training Quality ◽  
Issue Content

The problem of working with library personnel is among the most discussed issues in the professional community over several decades. The analysis of publications and reports of public libraries has showed that the list of main topical problems has not changed for years; changes have mainly touched the issue content: the state of vocational education (infrastructure state and development, training quality, students outflow to other professions, interaction of universities and libraries as employers; professional development; the professional culture loss and degradation; the personnel management state; the profession image; the professional community rigidity; information lack on issues of working with personnel. As the most of these problems remain unsolved for several decades, it is possible to characterize the state of studying and taking measures to eliminate them as poorly satisfactory.

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 Reflective Practice for Professional Development Among Nursing Instructors

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Boniface Harerimana
Keyword(s):  
Nursing Students ◽  
Reflective Practice ◽  
Health Professionals ◽  
Action Plan ◽  
Self Awareness ◽  
Work Experiences ◽  
Clinical Experiences ◽  
Clinical Scenarios ◽  
Reflection In Action ◽  
Reflection On Action

Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities),  and “reflection-on-action” which involves retrospective reviews of the clinical scenarios  experienced by  health professionals (Clouder, 2000; Duffy, 2009). Johns (1995)  suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students.

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.

Sign in / Sign up

Export Citation Format

Share Document