Embedding Critical Reflective Practice Groups

2021 ◽  
pp. 104-120
Author(s):  
Fenix Cornejo ◽  
Hasna Siddika
Keyword(s):  
Reflective Practice ◽  
Critical Reflective Practice

Critical Reflective Practice, Critical Pedagogy, and Culturally Relevant Pedagogy

2020 ◽  
pp. 64-90
Keyword(s):  
Professional Development ◽  
Critical Pedagogy ◽  
Reflective Practice ◽  
Teacher Professional Development ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Educational Challenges ◽  
Teacher Professional ◽  
Critical Reflective Practice ◽  
Relevant Pedagogy

This chapter describes the frameworks of critical pedagogy, culturally relevant pedagogy, and related experiences that teachers engage in as part of the authors' antiracist professional development work. Critical reflective practice is at the core of these pedagogical approaches and is central in offering effective antiracist teacher professional development, with these frameworks having the potential to help teachers become aware of the ways that institutional racism pervades schools and society and the ways we are all complicit in perpetuating racism; shift the focus of oppressive educational challenges from individuals—including self as teacher, parents, and students—to systems of oppression; support teachers to develop the knowledge and skills to advocate and take action for antiracist attitudes, policies, and practices, both in society and in their own classrooms; support teachers' antiracist teaching that positions students to develop as critical, antiracist, and engaged citizens; and ensure that teachers and schools recognize and support the optimal development of every child.

787 Burn Resuscitation Critical Reflective Practice

2020 ◽  
Vol 41 (Supplement_1) ◽  
pp. S228-S229
Author(s):  
Jennifer Schoonard ◽  
Jeanne Lee ◽  
Eli Strait ◽  
Jeremy Cabrera ◽  
Jen Garner
Keyword(s):  
Reflective Practice ◽  
Patient Outcomes ◽  
Interdisciplinary Teams ◽  
Communication Process ◽  
Team Members ◽  
Staff Members ◽  
Critical Reflective Practice ◽  
Trauma Bay ◽  
Burn Resuscitation ◽  
Parkland Formula

Abstract Introduction The Burn Resuscitation Critical Reflective Practice (CRP) was started as collaborative meetings to review 1st 48 hours of admission for burn resuscitations (resus) October 2018- July 2019. All multi- disciplinary teams were invited. The problem identified was on average burn resus patients (>20% TBSA) were being over resuscitated in 1st 24 hours of admission. The goals of the CRP were: 1) Decrease resus fluid in the 1st 24 hours; 2) Increase knowledge of the current fluid resus pathway; 3) Increase communication with interdisciplinary teams during the resus. Methods CRP initiated in October 2018. 6 CRPs were held October 2018- July 2019.The average ml/ KG/ TBSA prior to CRP from January 2017- September 2018 was 5.17ml/kg/TBSA (goal: < 4ml). Chart reviews were done to gather data from each resus (i.e. urine output, fluids, labs, events). Discussions held with staff involved in the 1st 24 hours of resus regarding any communication/process issues.Patient data was presented & staff members present would discuss questions/ issues that came up during the resus. Multi-disciplinary teams surveyed prior to CRP to assess comfort/competence with current resus pathway and communication. 46 surveys received prior to initiating CRP. After initiating CRP October 2018- July 2019, staff members that had attended >1 CRP were post-surveyed. Results January 2017- October 2018 average ml/ KG/ TBSA was 5.17ml/kg/TBSA. October 2018- July 2019 POST CRP implementation, the avg ml/ KG/ TBSA was 3.86 ml LR/ kg/ TBSA in 1st 24 hours of resus. 3 new practices were implemented 1) Decrease fluids by 200ml/hr (instead of 100) when UOP is >100/hr at least 2 hours into resus; 2) Double sign by 2 RNs required when calculating Parkland Formula; 3) Guideline created to guide communication between Burn RNs & trauma bay when burn resus arrives. Post- survey data showed increase in comfort communicating with physicians regarding resus & increase in comfort/confidence in calculating Parkland Formula. 2 additional subjective questions were added onto the post- CRP survey. Conclusions Fluids given in the 1st 24 hours decreased from 5.17 to 3.86 average ml/ kg/ TBSA post- CRP. 3 new practices were implemented as discussed in results. Staff felt more comfortable communicating with team & calculating Parkland formula. Staff had positive responses on the post- survey. Applicability of Research to Practice The monthly CRPs are to be continued to discuss all burn resus patients received during the prior month. Allows team members to continue to modify practice as needed by what’s learned through each CRP to help better our patient outcomes and decrease overall resus fluids.

scholarly journals Waking Up to Memmi

2018 ◽  
Vol 7 (2) ◽  
pp. 72-92
Author(s):  
Craig Wood
Keyword(s):  
Reflective Practice ◽  
Lived Experiences ◽  
Power Relations ◽  
Temporal Relationship ◽  
School Curriculum ◽  
The State ◽  
Curriculum And Pedagogy ◽  
White Teacher ◽  
Critical Reflective Practice ◽  
Waking Up

This critical reflective practice article juxtaposes the temporal relationship between lived experiences in my past, with my present actions as a schoolteacher. Presented in the style of a dwam—the state of semiconsciousness that precedes sleep—I uncover dominant colonial narratives that continue to inscribe racialized power relations in school curriculum and pedagogy, and that have done so throughout my experiences as a child–student and an adult–teacher. Drawing from Albert Memmi's “colonizer who refuses,” my dwam demonstrates critical awakening as a white teacher through six scenes that span four decades.

scholarly journals TEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION

2014 ◽  
Vol 60 (1) ◽  
pp. 54-66
Author(s):  
Diana Carmela Di Gennaro ◽  
Erika Marie Pace ◽  
Iolanda Zollo ◽  
Paola Aiello
Keyword(s):  
Capacity Building ◽  
Reflective Practice ◽  
Inclusive Education ◽  
Strategic Alliances ◽  
Critical Reflection ◽  
Practical Implementation ◽  
Teacher Capacity ◽  
Beliefs And Values ◽  
Critical Reflective Practice ◽  
Teacher Capacity Building

In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to be identified. Recent literature on teachers’ attitudes has suggested that the adoption of inclusive policies, although necessary, is not sufficient for its implementation. Particularly, it has highlighted that the successful creation of inclusive environments requires critical reflection on the beliefs and values underpinning the attitudes towards the practical implementation and long-term sustainability of inclusive education. The research presented in this article outlines the historic evolution of the principles characterising inclusive education in Italy and Europe. It then delineates the competencies required for teacher capacity building in inclusive contexts and provides an overview of the founding principles supporting critical reflective practice. In conclusion, it proposes a guided strengths-oriented process aimed at enhancing critical reflection during initial and in-service teacher education courses in order to give teachers the opportunity to reflect on the beliefs and values shaping their practice, as well as explore new routes to bring about improvement and build strategic alliances to be able to handle the complex nature characterising current school contexts. Key words: critical reflective practice; continuous professional development; inclusive education; inclusion; teacher training.

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