scholarly journals Pivoting academic skills support online: a critical reflection on practice

2021 ◽  
Author(s):  
Julie Nolan ◽  
Helen Jamieson
Keyword(s):  
Critical Reflection ◽  
Academic Skills ◽  
Reflection On Practice

scholarly journals Assessing Learning, Critical Reflection, and Quality Educational Outcomes: The Critical Incident Questionnaire

2008 ◽  
Vol 69 (5) ◽  
pp. 407-426 ◽  
Author(s):  
Donald L. Gilstrap ◽  
Jason Dupree
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Learning Process ◽  
Educational Outcomes ◽  
Critical Incident ◽  
Critical Reflection ◽  
Research Study ◽  
Instructional Program ◽  
Methodological Framework ◽  
Reflection On Practice

This research study incorporates Brookfield’s Critical Incident Questionnaire (CIQ) as a qualitative instrument to assess the ACRL Information Literacy Competency Standards for Higher Education in one library’s instructional curriculum. A sample (n=348) of English Composition II students was studied over the course of two semesters during a four-session instructional program. A methodological framework of critical reflection, incidents, and events was incorporated, as well as reflection on practice. Results of the study showed the CIQ was effective in supporting qualitative methods for assessment of critical reflection in general and the ACRL Standards specifically during the research and learning process.

Canine-assisted occupational therapy for children on the autism spectrum: Challenges in practice

2019 ◽  
Vol 83 (4) ◽  
pp. 215-219 ◽  
Author(s):  
Jessica Hill ◽  
Jenny Ziviani ◽  
Carlie Driscoll ◽  
Judy Cawdell-Smith
Keyword(s):  
Professional Development ◽  
Occupational Therapy ◽  
Practice Guidelines ◽  
Critical Reflection ◽  
Continuing Professional Development ◽  
Autism Spectrum ◽  
Ethical Practice ◽  
Therapy Dog ◽  
Additional Training ◽  
Reflection On Practice

Statement of context: Canine-assisted occupational therapy for children on the autism spectrum has been proposed as a means of enhancing goal-directed interventions, yet there remain no clear guidelines of its safe and ethical practice. Critical reflection on practice: Introducing a therapy dog into occupational therapy practices with children on the autism spectrum was found to require a complex and multifaceted set of skills requiring additional training to support the safety and wellbeing of both the client and the therapy dog. Implications for practice: Canine-assisted occupational therapy with children on the autism spectrum requires clear practice guidelines, as well as continuing professional development opportunities.

Tablet devices: Supporting practitioners to conduct informed conversations

2016 ◽  
Vol 80 (5) ◽  
pp. 327-331
Author(s):  
Emily Wechter ◽  
Kate McDonell ◽  
Michèle Verdonck
Keyword(s):  
Intellectual Disability ◽  
Critical Reflection ◽  
Assistive Technologies ◽  
Tablet Devices ◽  
Fact Sheet ◽  
Ongoing Support ◽  
Reflection On Practice

Statement of context The ubiquitous nature of tablet devices and their related applications known as apps has led to their use as assistive technologies in a range of settings, including intellectual disability. Using tablet technology for this purpose requires collaboration to foster informed choices for users. Critical reflection on practice Two initiatives are described, aimed at building knowledge and confidence of practitioners to enable informed conversations with people who plan to use tablet devices. Outcomes of these training workshops and a fact sheet are presented. Implications for practice Findings from 99 attendees indicated that training and resources were beneficial to practitioners to increase knowledge and confidence. However, ongoing support is required to ensure confidence and collaboration.

scholarly journals CMALT 2011 and 2021: Personal narratives for professional recognition

2021 ◽  
Author(s):  
Elizabeth A. Beckmann ◽  
Lynn C. Gribble
Keyword(s):  
Professional Practice ◽  
Critical Reflection ◽  
Personal Narrative ◽  
Personal Narratives ◽  
Learning Technologies ◽  
Learning Technology ◽  
Professional Recognition ◽  
Reflection On Practice ◽  
Significant Opportunity ◽  
Reflective Coaching

Professional recognition through Certified Membership of the Association for Learning Technology (CMALT) provides a significant opportunity for all those who use learning technologies to be acknowledged for their experience, capabilities, and practice. The CMALT portfolio requires a personal narrative that presents description, critical reflection, and evidence of professional practice. Through an experiential lens, this paper considers three facets of the authors’ CMALT experiences a decade apart—how the portfolios as personal narratives encouraged reflection on practice; the commonalities in the technology themes presented in those portfolios; and how reflective coaching contributed to the benefits of applying for CMALT.

scholarly journals Estágio supervisionado e formação de professor: uma reflexão sobre integração teoria e prática

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Maria Anunciada Nery Rodrigues
Keyword(s):  
Research Methodology ◽  
Critical Reflection ◽  
Theory And Practice ◽  
Integration Theory ◽  
Theoretical Construct ◽  
Teacher Formation ◽  
Supervised Training ◽  
Reflection On Practice

Resumo: O presente estudo tem por objetivo apresentar algumas reflexões e discussões sobre a importância do estágio supervisionado nos cursos de formação de professores com base em uma construção teórica que privilegia a reflexão crítica sobre a prática. Para o desenvolvimento deste estudo utilizou-se como metodologia uma pesquisa bibliográfica, tendo como parâmetro alguns teóricos da área de formação de professores. A partir da interpretação de diferentes autores, concebemos o estágio supervisionado enquanto práxis permeada por um processo de reflexão, que pode ser construída e reconstruída, objetivando a transformação da realidade escolar. Palavras-chave: Formação de professor. Estágio supervisionado. Reflexão. SUPERVISED TRAINING AND TEACHER FORMATION: A REFLECTION ON INTEGRATION THEORY AND PRACTICE Abstract: This study aims to present some reflections and discussions about the importance of supervised training in teacher formation courses based on a theoretical construct that focuses on critical reflection on practice. For the development of this study, it was used a bibliographical research methodology, having as parameter some theorists of the teacher formation area. From the interpretation of different authors we considered the supervised training while praxis permeated by a process of reflection, which can be built and rebuilt, aiming at transforming the school reality. Keywords: Teacher formation. Supervised training. Reflection.  

Analysing and interpreting outcomes data to support evidence-based practice using the example of AusTOMs-OT

2017 ◽  
Vol 80 (10) ◽  
pp. 631-637 ◽  
Author(s):  
Carolyn A Unsworth
Keyword(s):  
Occupational Therapy ◽  
Outcome Measures ◽  
Critical Reflection ◽  
Evidence Based Practice ◽  
Occupational Therapists ◽  
Therapy Outcome ◽  
Evidence Based ◽  
Reflection On Practice ◽  
Support Evidence

Statement of context Occupational therapists working with clients who have neurological impairments routinely collect outcomes data. However, data cannot inform practice unless it is routinely reviewed. The aim of this paper was to show how outcomes data collected on the Australian Therapy Outcome Measures – Occupational Therapy scale were analysed and interpreted. Although the example pertains to clients with neurological problems, the approach can be applied to all areas of practice. Critical reflection on practice When outcomes data are routinely analysed and findings reviewed, occupational therapists have an increased understanding of practice strengths and limitations. Implications for practice Incorporating analysis and interpretation of outcomes data for clients with neurological problems into practice contributes evidence to support therapy and ensures clinicians retain control of their data.

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