The Portfolio: A Method of Reflective Development

2012 ◽  
pp. 211-232
Author(s):  
Shoshana Hellman
Keyword(s):  
Reflective Development

Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education

2021 ◽  
pp. 154134462110581
Author(s):  
Stephanie L. Dodman ◽  
Nancy Holincheck ◽  
Rebecca Brusseau
Keyword(s):  
Teacher Education ◽  
Transformational Learning ◽  
Critical Reflection ◽  
Teacher Inquiry ◽  
Graduate Course ◽  
Practicing Teachers ◽  
Self Reflection ◽  
Liminal Spaces ◽  
Reflective Development

This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow’s theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions.

The Role of the Researcher in New Information Infrastructure Research

2012 ◽  
pp. 196-217
Keyword(s):  
Critical Reflection ◽  
Information Infrastructure ◽  
Methodological Choices ◽  
Is Research ◽  
New Information ◽  
Reflective Development ◽  
Long Term Impact ◽  
Research Choices

In this chapter, the role of the researcher in new information infrastructure research is explored. The key ideas informing this chapter are drawn from a critical reflection on trends in information systems (IS) research and the need for a more pragmatic approach (Constantinides et al., 2012). The focus is on developing a better understanding of the consequences of research choices by drawing on the notion of phronesis – the reflective development of prudent knowledge that is continuously shaped by and imbued with situated values and interests (Flyvberg, 2001). Specifically, it is argued that, IS researchers must recognize that research involves not just choices about how to conduct a study (i.e. theoretical and methodological choices), but also about why we study what we study and who is affected by our work (i.e. the desirable outcomes and long-term impact of research).

A Journey Toward Cultural Competence

2016 ◽  
Vol 28 (2) ◽  
pp. 119-127 ◽  
Author(s):  
Caroline Nilson
Keyword(s):  
Cultural Competence ◽  
Personal Development ◽  
Aboriginal Community ◽  
Building Relationships ◽  
Australian Aboriginal ◽  
Natural Tendency ◽  
The Everyday ◽  
Reflective Evaluation ◽  
Australian Aboriginal Community ◽  
Reflective Development

This article highlights the personal journey of reflective development that a non-Aboriginal White researcher and health professional underwent to be “fully positioned” in the everyday lives of a rural Australian Aboriginal community in Western Australia. The article explains the researcher’s personal development in areas important to building respect, building relationships, and ensuring reciprocity while undertaking Aboriginal research. The researcher reports on the reflective evaluation of her worldview. Understanding that judgment is a natural tendency, the researcher used reflexivity as a tool to examine and contextualize her judgments, presumptions, and preconceptions, which positioned her to be open to differing viewpoints and actively explore alternate perspectives. The researcher explores her evolutionary understanding that cultural competence is not a destination but a continual journey, and she details her knowledge development regarding the Aboriginal research paradigm, which requires that all the learning, sharing, and growth taking place is reciprocal and engages all parties actively.

The Structure of Reflective Development of a Person in the Age Dynamics as the Basis of Psycho-pedagogical Design

2014 ◽  
Vol 6 (2) ◽  
pp. 35-49
Author(s):  
V.G. Vasiliev ◽  
Yu.G. Yudina
Keyword(s):  
Human Development ◽  
Developmental Education ◽  
Middle Childhood ◽  
Educational Technologies ◽  
Main Task ◽  
Theoretical Construct ◽  
Age Dynamics ◽  
Pedagogical Design ◽  
Reflective Development ◽  
Teachers Training

The main purpose of this article is to construct and justify a working hypothesis of the structure of the “reflection” concept in the age dynamics of human development. This is the foundation for understanding the content of developmental education and the creation of new modern educational technologies. The main task is developing a theoretical construct of the research object – the structure of reflective human development in the age dynamics. The main criteria are the logic and results of studies by leading psychologists, educators, philosophers. The first step for us is experimentally proven framework of the reflective development in middle childhood of V.I. Slobodchikov and G.A. Zuckerman, named as “defining reflection”. We build such structures for other ages: teen, youth, student age, as forerunners of adulthood. We use the established structure of the reflective development in student's age is used in experiments during developmental education teachers’ training in elementary school, which may be useful also for other psychological and pedagogical development practices.

scholarly journals A New Program in Pain Medicine for Medical Students: Integrating Core Curriculum Knowledge with Emotional and Reflective Development

Pain Medicine ◽  
2011 ◽  
Vol 12 (2) ◽  
pp. 186-195 ◽  
Author(s):  
Beth B. Murinson ◽  
Elizabeth Nenortas ◽  
Roberts Sam Mayer ◽  
Lina Mezei ◽  
Sharon Kozachik ◽  
...  
Keyword(s):  
Medical Students ◽  
Core Curriculum ◽  
Pain Medicine ◽  
Reflective Development

scholarly journals Undergraduate Accounts of the Impact of Lockdown on Their Self-Managed Reflective Development of Graduate Abilities

2020 ◽  
Vol 8 (9) ◽  
pp. 54
Author(s):  
John Cowan ◽  
Ellen Doorly ◽  
Clarissa Harte ◽  
Damien Madigan ◽  
Keomea O’Connor
Keyword(s):  
Problem Solving ◽  
Civil Engineering ◽  
First Year ◽  
First Semester ◽  
External Facilitator ◽  
Individual Contributions ◽  
Reflective Development ◽  
The Impact

This account is mostly written by students in the first year of their discipline-based study of civil engineering. It features their self-managed development of graduate abilities in the second semester of an undergraduate Irish course in problem-based civil engineering. The principal abilities were creativity, problem-solving, presentations and teamwork. The case-study paper concentrates upon four students’ reports and reflections on their experiences concerning their second (partially locked-down) semester. Their accounts complement the review of the early weeks of their first semester experience, that has already been published elsewhere. They are joined by the tutor who was an external facilitator of their early drafts of reviews. He suggested the compilation and structure of this paper, and has assisted with the assembly of the condensed individual contributions.

scholarly journals Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education

2016 ◽  
Vol 13 (2) ◽  
pp. 99-118 ◽  
Author(s):  
Dawn Bennett ◽  
◽  
Anne Power ◽  
Chris Thomson ◽  
Bonita Mason ◽  
...  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Rural Areas ◽  
Aboriginal People ◽  
Project Work ◽  
Team Members ◽  
Three Stages ◽  
Reflective Development ◽  
Urban And Rural Areas ◽  
Past Experiences

Reflection is an essential part of students’ critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and pre-service teachers worked with Aboriginal people in urban and rural areas of Australia. The paper uses Ryan and Ryan’s (2010) 4Rs model of reflective thinking for reflective learning and assessment in higher education to ascertain the effectiveness of the project work toward engendering a reflective mindset. The paper discusses how students learned to engage in critical self-monitoring as they attended to their learning experiences, and it describes how they “wrote” their experiences and shaped their professional identities as they developed and refined the philosophy that related to their developing careers. Examples taken from the narratives of students, community partners and academic team members illustrate the principal finding, which is that through a process of guided reflection, students learned to reflect in three stages: a preliminary drawing out of existing attitudes and expectations; a midway focus on learning from and relating to past experiences; and a final focus on reciprocal learning, change and future practice. The three stages were apparent regardless of program duration. Thus, program phase rather than academic year level emerged as the most important consideration when designing the supports that promote and scaffold reflection.

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