Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

An Exploration of Reflective Conversations in Early Intervention Caregiver Coaching Sessions

This descriptive study included a systematic examination of provider and caregiver reflective conversations during caregiver coaching sessions focused on embedded intervention. Transcribed videos from 31 provider–caregiver dyads in two groups (Embedded Practices and Interventions with Caregivers [EPIC] vs. business-as-usual [BAU]) were used for data collection, resulting in a total of 93 transcripts across three different time points. Using methods of directed content analysis, a coding scheme describing various components of shared reflection was developed and used to code transcripts. Coding data were used to explore the rate per minute and relative frequency of types, topics, and spontaneity of reflection. Although there were no statistically significant differences in the frequency and rate of reflective versus nonreflective conversational turns, there were group differences in the reflective topics and specific types of reflective comments and questions posed by participants. Results from this study and others can help the field further define reflection as a coaching strategy and consider the potential utility of different reflective comment and question types to increase caregiver capacity to embed interventions in home routines. Further research is recommended to explicate further definitions and processes for reflection specific to caregiver coaching, including methods used to code reflective conversations and evaluate how reflection impacts caregivers’ intervention implementation.

Examining Language in Higher Education Courses

Words and labels used about a person inevitably have an impact, whether intended or unintended. This article discusses the need for intentional and overt, critical reflection and discussion in higher education regarding the language faculty and students use. The authors provide language examples commonly used in courses that could have varied meanings. Instructional strategies which support reflective conversations surrounding language in higher education courses are provided.

Learning formative assessment in the field

Purpose It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom. Design/methodology/approach This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in elementary classrooms in the USA. A comparative case study method is used to analyze and synthesize the similarities, differences and patterns across both cases. Findings Qualitative data indicate that reflective conversations enable preservice teachers to reflect on their teaching practices and learn how to conduct formative assessment. However, a lack of critical reflection in the conversations results in generic solutions that do not focus on specific aspects of student learning. Practical implications This study suggests that mentor teachers using reflective conversation to guide preservice teacher’s critical analysis of their prior assumptions and teaching practices while referencing actual student learning is an essential element in learning to use formative assessment in the classroom. Originality/value This study contributes to the line of research that explores conversation between mentor and preservice teachers and provides an empirical analysis of conversations focused on learning to use formative assessment in elementary classrooms.

The significance of reflective conversations for adolescent writers

Purpose For writing instruction, reflection has been an essential tool. Typically, educators ask students to reflect in a structured written, individual format. Less explored is the role that small and whole group reflective conversations have in fostering students’ understandings about writing. The purpose of this paper is to explore several conversations from a young writers’ camp to examine how three high school students engaged in four different kinds of reflective talk during the writing process. Design/methodology/approach This paper draws from a larger qualitative study about how campers constructed and enacted their writer identities in a two-week young writers’ camp. Five researchers observed, video/audio recorded, engaged in interviews and collected artifacts with 58 campers for ten consecutive days. Qualitative analysis was used to examine how young writers (Grades 9-12) engaged in reflective talk to develop understandings about writing. Findings Data illustrated that students engaged in four types of reflective talk: prospective, reflective-in-action, introspective and retrospective. The paper provides one example for each kind of reflective conversation and provides analysis related to how those conversations shaped campers’ understandings about writing. Originality/value This paper illustrated how adolescent writers used prospective, reflective-in action, introspective and retrospective talk during conversations to tell their stories of learning about writing, a topic less studied in the field. This work offers insight into teaching students how to have such reflective conversations so that they are productive and supportive during writing practices.

Precipitating or prohibiting factor: Coaches’ perceptions of their role and actions in anti-doping

Coaches are frequently cited as potentially precipitating or preventing athletes’ engagement in doping. However, little is known about coaches’ perspectives. Therefore, the purpose of this study was to examine coaches’ perceptions of their role and actions in athletes’ anti-doping behaviour. Twenty-three coaches (M = 17, F = 6) working with performance athletes in Scotland participated in semi-structured interviews where topics related to doping and anti-doping were discussed. Thematic analysis, guided by Schön’s role frame and reflective conversation concepts, was used to develop themes. Analysis led to the development of four internal role frame themes: clean sport value, approach to preparation and performance, responsibility to athletes and knowledge; and five boundary role frame themes: Scottish/British sporting culture, potential for benefit, prevalence of doping and testing, clarity of responsibilities and consequences, and beyond coaches’ control. The coaches’ role frame supported an anti-doping stance, but, it also presented a risk and was insufficient to ensure action. Analysis of coaches’ reflective conversations revealed the issues set by the coaches differed and influenced subsequent actions and evaluations.