Pub Date : 2022-09-04DOI: 10.1080/14623943.2022.2120463
Marzena Foltyn
ABSTRACT An important shift in teachers’ professional development has emerged since the rising popularity of Instagram. A plethora of educators has adopted this space in pursuit of connection, reflection, new meanings, and entrepreneurial success. English as a Foreign language (EFL) domain is exceptionally fruitful, numerous, and advantageous when compared to other educational settings promoted on this interactive platform. Drawing on seven in-depth interviews, this study uses Pollard’s theoretical framework to interpret EFL teachers’ perceptions of Instagram as a catalyst for reflective practice. This form of a condensed audit allowed for identifying myriads of benefits such as collaboration, teacherpreneurship, support, inclusiveness, problem-solving, action-orientedness, immediate feedback, and creative mediation. Hopefully, this study may better model teachers’ experiences through Instagram-mediated roads of professional development. Clearly, using Instagram for reflective practice turned out to significantly weigh against its limitations in the forms of time consumption and pressure exposure.
{"title":"Hashtags for EFL teachers’ transformation: an insight into Instagram-mediated reflective practice","authors":"Marzena Foltyn","doi":"10.1080/14623943.2022.2120463","DOIUrl":"https://doi.org/10.1080/14623943.2022.2120463","url":null,"abstract":"ABSTRACT An important shift in teachers’ professional development has emerged since the rising popularity of Instagram. A plethora of educators has adopted this space in pursuit of connection, reflection, new meanings, and entrepreneurial success. English as a Foreign language (EFL) domain is exceptionally fruitful, numerous, and advantageous when compared to other educational settings promoted on this interactive platform. Drawing on seven in-depth interviews, this study uses Pollard’s theoretical framework to interpret EFL teachers’ perceptions of Instagram as a catalyst for reflective practice. This form of a condensed audit allowed for identifying myriads of benefits such as collaboration, teacherpreneurship, support, inclusiveness, problem-solving, action-orientedness, immediate feedback, and creative mediation. Hopefully, this study may better model teachers’ experiences through Instagram-mediated roads of professional development. Clearly, using Instagram for reflective practice turned out to significantly weigh against its limitations in the forms of time consumption and pressure exposure.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"690 - 704"},"PeriodicalIF":1.2,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44582893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/14623943.2022.2086534
Sayeh Abdar, A. Shafaei
ABSTRACT Reflective thinking and teaching style are considered as two prominent and influential factors in the process of education. There have been several studies carried out to investigate different aspects of each of these two factors. However, no studies have been done to explore the possible relationship between these two crucial elements. Therefore, the present study set out to fill the gap and explore the relationship between reflective thinking and teaching style among EFL teachers in Iran. Ninety EFL teachers including 50 males and 40 females were chosen as the participants of this research. The questionnaires selected for the data collection phase were given to the teachers and they were asked to fill them out. The collected data were analyzed and it was found that there was a positive correlation between EFL teachers’ reflective thinking and their teaching style. The results of this research study can be of use for EFL teachers and teacher educators.
{"title":"The relationship between EFL teachers’ reflective thinking and their teaching style in Iranian EFL context","authors":"Sayeh Abdar, A. Shafaei","doi":"10.1080/14623943.2022.2086534","DOIUrl":"https://doi.org/10.1080/14623943.2022.2086534","url":null,"abstract":"ABSTRACT Reflective thinking and teaching style are considered as two prominent and influential factors in the process of education. There have been several studies carried out to investigate different aspects of each of these two factors. However, no studies have been done to explore the possible relationship between these two crucial elements. Therefore, the present study set out to fill the gap and explore the relationship between reflective thinking and teaching style among EFL teachers in Iran. Ninety EFL teachers including 50 males and 40 females were chosen as the participants of this research. The questionnaires selected for the data collection phase were given to the teachers and they were asked to fill them out. The collected data were analyzed and it was found that there was a positive correlation between EFL teachers’ reflective thinking and their teaching style. The results of this research study can be of use for EFL teachers and teacher educators.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"565 - 577"},"PeriodicalIF":1.2,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44300959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1080/14623943.2022.2116567
Nahielly Palacios, Rumana Rafique, Felix Kwihangana, Xianming Zhao
ABSTRACT This study explores the effects of online Peer-Led Group Reflective Practice (PLGRP) on students undertaking their master’s degree in the UK, during the Covid-19 pandemic. First, it provides an overview of the online seminar-based project called Holistic Academic and Research Reflective Practice (HARRP) which fostered the PLGRP pedagogical approach presented and evaluated here. Next, it delves into the reflective pedagogical approaches that informed the project design, before looking at its effects on students. A qualitative methodology enabled the implementation of an open-ended questionnaire which helped capture students’ thoughts on the project. Results of a thematic analysis suggest that online PLGRP provided opportunities for students to develop their academic and researcher reflexivity, researcher competence as well as their independent and interdependent learning skills. Issues around lack of time to attend seminars and lack of familiarity with working in peer-led reflective groups enabled further suggestions and improvements to the HARRP project. The contribution of this study lies in the way in which PLGRP approach is designed and operationalised with the purposes of helping students make sense of their academic and research journey individually and in groups. This study also shows how individual and peer-led group reflective practices shape one another.
{"title":"Online peer-led group reflective practice in higher education: a seminar-based project evaluation","authors":"Nahielly Palacios, Rumana Rafique, Felix Kwihangana, Xianming Zhao","doi":"10.1080/14623943.2022.2116567","DOIUrl":"https://doi.org/10.1080/14623943.2022.2116567","url":null,"abstract":"ABSTRACT This study explores the effects of online Peer-Led Group Reflective Practice (PLGRP) on students undertaking their master’s degree in the UK, during the Covid-19 pandemic. First, it provides an overview of the online seminar-based project called Holistic Academic and Research Reflective Practice (HARRP) which fostered the PLGRP pedagogical approach presented and evaluated here. Next, it delves into the reflective pedagogical approaches that informed the project design, before looking at its effects on students. A qualitative methodology enabled the implementation of an open-ended questionnaire which helped capture students’ thoughts on the project. Results of a thematic analysis suggest that online PLGRP provided opportunities for students to develop their academic and researcher reflexivity, researcher competence as well as their independent and interdependent learning skills. Issues around lack of time to attend seminars and lack of familiarity with working in peer-led reflective groups enabled further suggestions and improvements to the HARRP project. The contribution of this study lies in the way in which PLGRP approach is designed and operationalised with the purposes of helping students make sense of their academic and research journey individually and in groups. This study also shows how individual and peer-led group reflective practices shape one another.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"676 - 689"},"PeriodicalIF":1.2,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47103402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-16DOI: 10.1080/14623943.2022.2103107
Mohammad Hossein Arefian
ABSTRACT Pre-service teachers face numerous challenges as beginner teachers at schools during their first practices. Therefore, teachers must reflect on their practices to solve problems and develop professionally. There are several ways to reflect on practices. Collaborative action research (CAR), as a mode of inquiry, is a method of inquiry to explore its effects on pre-service teachers’ inclusion and engagement. Thus, this study aims to investigate CAR’s benefits in enhancing reflections, inclusions, and engagement of pre-service teachers. In this study, 15 Iranian pre-service English language teachers’ perceptions of CAR were qualitatively explored through semi-structured interviews, reflective journals, and observations to know the effect of CAR in developing reflection and inclusion. The thematic analysis of the findings found numerous advantages for pre-service teachers’ personal, professional, and social development. Through CAR, pre-service teachers gain more confidence, become independent, reflect individually and socially, think and act flexibly, receive help and support, observe and predict events, and search for novel approaches and changes. This study will inform pre-service teachers, teachers, and teacher educators to utilize this form of professional development in their practices.
{"title":"Collaborative action research as a reflective tool for pre-service EFL teachers’ inclusion","authors":"Mohammad Hossein Arefian","doi":"10.1080/14623943.2022.2103107","DOIUrl":"https://doi.org/10.1080/14623943.2022.2103107","url":null,"abstract":"ABSTRACT Pre-service teachers face numerous challenges as beginner teachers at schools during their first practices. Therefore, teachers must reflect on their practices to solve problems and develop professionally. There are several ways to reflect on practices. Collaborative action research (CAR), as a mode of inquiry, is a method of inquiry to explore its effects on pre-service teachers’ inclusion and engagement. Thus, this study aims to investigate CAR’s benefits in enhancing reflections, inclusions, and engagement of pre-service teachers. In this study, 15 Iranian pre-service English language teachers’ perceptions of CAR were qualitatively explored through semi-structured interviews, reflective journals, and observations to know the effect of CAR in developing reflection and inclusion. The thematic analysis of the findings found numerous advantages for pre-service teachers’ personal, professional, and social development. Through CAR, pre-service teachers gain more confidence, become independent, reflect individually and socially, think and act flexibly, receive help and support, observe and predict events, and search for novel approaches and changes. This study will inform pre-service teachers, teachers, and teacher educators to utilize this form of professional development in their practices.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"651 - 662"},"PeriodicalIF":1.2,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41964192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1080/14623943.2022.2107501
Esayas Teshome Taddese, C. Rao
ABSTRACT This qualitative case study explores the practices of school-based teacher collaborative reflection based on the experiences of Ethiopian primary school teachers. Guided by constructivist epistemology, data were collected via in-depth interviews, focus group discussions (FGDs) and document reviews, and field notes. The findings revealed that teachers are compelled to engage in school-based collaborative reflection for professional learning through mandatory collaborative teams. This sharply contrasts with teachers’ long-standing norms of autonomy that appreciate independence and non-reliance. As a result, in order for a school-based collaborative practice to be reflective and successful, the tension between teacher autonomy and the need for collaboration must be resolved. Moreover, the findings disclosed that teacher collaborative reflection is a widely touted subject but less of a reality in the context of Ethiopian primary schools because of context-specific structural and cultural factors.
{"title":"School-based collaborative reflection for professional learning: a case study of primary school teachers in Ethiopia","authors":"Esayas Teshome Taddese, C. Rao","doi":"10.1080/14623943.2022.2107501","DOIUrl":"https://doi.org/10.1080/14623943.2022.2107501","url":null,"abstract":"ABSTRACT This qualitative case study explores the practices of school-based teacher collaborative reflection based on the experiences of Ethiopian primary school teachers. Guided by constructivist epistemology, data were collected via in-depth interviews, focus group discussions (FGDs) and document reviews, and field notes. The findings revealed that teachers are compelled to engage in school-based collaborative reflection for professional learning through mandatory collaborative teams. This sharply contrasts with teachers’ long-standing norms of autonomy that appreciate independence and non-reliance. As a result, in order for a school-based collaborative practice to be reflective and successful, the tension between teacher autonomy and the need for collaboration must be resolved. Moreover, the findings disclosed that teacher collaborative reflection is a widely touted subject but less of a reality in the context of Ethiopian primary schools because of context-specific structural and cultural factors.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"663 - 675"},"PeriodicalIF":1.2,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47371979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-25DOI: 10.1080/14623943.2022.2103106
Orna Levin
ABSTRACT Simulation-based learning (SBL) relies on reflective practices presented from the perspectives of the participants, instructors, and actors. To date, most research in SBL has examined the reflectivity of the simulation participants and simulation instructors; only a few have considered the professional actors’ perspectives, and these did not explore their reflective activity in depth. This study is the first attempt to focus specifically on the reflective practices of the professional simulation actors in the SBL process. Fifteen professional simulation actors participated in this case study. Triangulation was achieved by using three data collection tools: reflections, interviews, and focus groups. An inductive analysis of the data revealed the professional actors’ efforts to establish a reflexive relationship with the simulation participants and its significance in the SBL process. The adoption of the clinical model, originating from the medical field, in the field of teacher education, as well as the study’s focus on the practice of reflectivity rather than on specific content, suggests that the findings regarding the simulation actors’ reflective processes may be applied to other fields.
{"title":"Reflective processes in clinical simulations from the perspective of the simulation actors","authors":"Orna Levin","doi":"10.1080/14623943.2022.2103106","DOIUrl":"https://doi.org/10.1080/14623943.2022.2103106","url":null,"abstract":"ABSTRACT Simulation-based learning (SBL) relies on reflective practices presented from the perspectives of the participants, instructors, and actors. To date, most research in SBL has examined the reflectivity of the simulation participants and simulation instructors; only a few have considered the professional actors’ perspectives, and these did not explore their reflective activity in depth. This study is the first attempt to focus specifically on the reflective practices of the professional simulation actors in the SBL process. Fifteen professional simulation actors participated in this case study. Triangulation was achieved by using three data collection tools: reflections, interviews, and focus groups. An inductive analysis of the data revealed the professional actors’ efforts to establish a reflexive relationship with the simulation participants and its significance in the SBL process. The adoption of the clinical model, originating from the medical field, in the field of teacher education, as well as the study’s focus on the practice of reflectivity rather than on specific content, suggests that the findings regarding the simulation actors’ reflective processes may be applied to other fields.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"635 - 650"},"PeriodicalIF":1.2,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47635034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-16DOI: 10.1080/14623943.2022.2093845
J. Reichenberg
ABSTRACT This multiple case study examines the use of a reflective process and lesson video by teachers of adolescent emergent multilingual students within the context of literacy coaching. Analysis of data from four teachers and a coach across seven months explored the relationship between video reflection using a seven-step reflective process and teacher agency in coaching. Video reflection has potential to emphasize teacher agency in coaching, particularly important in complex secondary settings in which teachers and coaches often possess differing expertise. Findings showed that actions taken by teachers while reflecting with video that led to teachers exercising agency were 1) noticing and considering students’ perspectives and 2) inferring. These actions were associated with pedagogical changes to increase student engagement, improve instructional scaffolding, and integrate peer and first-language support. Discussion will highlight sociocultural theory to explain mediation by the reflective process and the video. This study shows the potential of video and a reflective process implemented as part of literacy coaching to impact teacher agency to take action supporting student learning in complex contexts. Suggestions for applying this reflective process in contexts without a coach and contexts in which it is not possible to video record are included.
{"title":"Video reflection with a literacy coach: the mediation of teacher agency","authors":"J. Reichenberg","doi":"10.1080/14623943.2022.2093845","DOIUrl":"https://doi.org/10.1080/14623943.2022.2093845","url":null,"abstract":"ABSTRACT This multiple case study examines the use of a reflective process and lesson video by teachers of adolescent emergent multilingual students within the context of literacy coaching. Analysis of data from four teachers and a coach across seven months explored the relationship between video reflection using a seven-step reflective process and teacher agency in coaching. Video reflection has potential to emphasize teacher agency in coaching, particularly important in complex secondary settings in which teachers and coaches often possess differing expertise. Findings showed that actions taken by teachers while reflecting with video that led to teachers exercising agency were 1) noticing and considering students’ perspectives and 2) inferring. These actions were associated with pedagogical changes to increase student engagement, improve instructional scaffolding, and integrate peer and first-language support. Discussion will highlight sociocultural theory to explain mediation by the reflective process and the video. This study shows the potential of video and a reflective process implemented as part of literacy coaching to impact teacher agency to take action supporting student learning in complex contexts. Suggestions for applying this reflective process in contexts without a coach and contexts in which it is not possible to video record are included.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"607 - 621"},"PeriodicalIF":1.2,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44013297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.1080/14623943.2022.2090325
R. Bray, H. Fotheringham
ABSTRACT This two-stage study was conducted to examine the awareness of policy and underlying pedagogy as well as the use of reflective practice by teaching staff (faculty) within a Scottish university. In the first stage, teaching staff completed a questionnaire; of these 14 then took part in stage two, semi-structured interviews. Interview transcripts were subject to thematic analysis and three main themes emerged: (1) The methods and processes of reflection (‘How’); (2) The personal and organisational drivers for employing reflective practices (‘Why’); and (3) The barriers to reflection (‘Why not’). Significant findings included the dominance of traditional (paper-based as opposed to computer mediated) reflective writing in teaching staff’s own reflection, and the importance of both formal and informal group reflection in methods and process. Reasons for reflection focused on the importance of both organisational drivers such as professional standards and awarding bodies, and personal drivers such as personal growth, identity, and psychological wellbeing. Barriers to reflection included both the concrete such as insufficient time and lack of opportunities to share resources, as well as the attitudinal and cultural. Possible ways of tacking these barriers also emerged. Implications for organisational and individual practice are discussed.
{"title":"How, why and why not – the reflective practice of teaching staff at a Scottish university","authors":"R. Bray, H. Fotheringham","doi":"10.1080/14623943.2022.2090325","DOIUrl":"https://doi.org/10.1080/14623943.2022.2090325","url":null,"abstract":"ABSTRACT This two-stage study was conducted to examine the awareness of policy and underlying pedagogy as well as the use of reflective practice by teaching staff (faculty) within a Scottish university. In the first stage, teaching staff completed a questionnaire; of these 14 then took part in stage two, semi-structured interviews. Interview transcripts were subject to thematic analysis and three main themes emerged: (1) The methods and processes of reflection (‘How’); (2) The personal and organisational drivers for employing reflective practices (‘Why’); and (3) The barriers to reflection (‘Why not’). Significant findings included the dominance of traditional (paper-based as opposed to computer mediated) reflective writing in teaching staff’s own reflection, and the importance of both formal and informal group reflection in methods and process. Reasons for reflection focused on the importance of both organisational drivers such as professional standards and awarding bodies, and personal drivers such as personal growth, identity, and psychological wellbeing. Barriers to reflection included both the concrete such as insufficient time and lack of opportunities to share resources, as well as the attitudinal and cultural. Possible ways of tacking these barriers also emerged. Implications for organisational and individual practice are discussed.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"578 - 592"},"PeriodicalIF":1.2,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46029032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-17DOI: 10.1080/14623943.2022.2090326
A. Sadusky, J. Spinks
ABSTRACT Psychologists are prone to experiences of burnout due to the nature of their work. They are encouraged to engage in reflective practice for gaining self-awareness, such as when their psychological wellbeing is having an impact on their ability to effectively work with clients. This study was the first to investigate the relationships between psychologists’ burnout levels and reflective practices. Psychologists from Australia (n = 110) and other countries (n = 10) completed the Copenhagen Burnout Inventory (CBI), Reflective Practice Questionnaire (RPQ), and Depression Anxiety Stress Scale – Short Form (DASS-21) in an online survey. The correlations between the CBI and RPQ scales were examined. Pre-liminary screening revealed the general mental health of the sample was normal. Two of the 10 RPQ domains were correlated with personal-, work-, and/or client-related burnout: Stress Interacting with Clients and Job Satisfaction. This study illuminated the importance of adequate supervision for psychologists to support their ability to manage their workloads, and wellbeing in the workplace. Person-centered and systemic approaches for addressing RP and burnout in the field of psychology are critical.
{"title":"Psychologists’ engagement in reflective practice and experiences of burnout: a correlational analysis","authors":"A. Sadusky, J. Spinks","doi":"10.1080/14623943.2022.2090326","DOIUrl":"https://doi.org/10.1080/14623943.2022.2090326","url":null,"abstract":"ABSTRACT Psychologists are prone to experiences of burnout due to the nature of their work. They are encouraged to engage in reflective practice for gaining self-awareness, such as when their psychological wellbeing is having an impact on their ability to effectively work with clients. This study was the first to investigate the relationships between psychologists’ burnout levels and reflective practices. Psychologists from Australia (n = 110) and other countries (n = 10) completed the Copenhagen Burnout Inventory (CBI), Reflective Practice Questionnaire (RPQ), and Depression Anxiety Stress Scale – Short Form (DASS-21) in an online survey. The correlations between the CBI and RPQ scales were examined. Pre-liminary screening revealed the general mental health of the sample was normal. Two of the 10 RPQ domains were correlated with personal-, work-, and/or client-related burnout: Stress Interacting with Clients and Job Satisfaction. This study illuminated the importance of adequate supervision for psychologists to support their ability to manage their workloads, and wellbeing in the workplace. Person-centered and systemic approaches for addressing RP and burnout in the field of psychology are critical.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"593 - 606"},"PeriodicalIF":1.2,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43495716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1080/14623943.2022.2071246
Bee Choo Yee, Tina Abdullah, Abdullah Mohd Nawi
ABSTRACT Reflective journal is used by the pre-service teachers (PSTs) to reflect on their learning and teaching experiences in the classroom but they lack writing it in a more critical way. This study aims to explore the common stages of reflective practice among the PSTs using a six-stage framework. The methodology utilised a case study involving a purposive sampling of a group of 20 participants in an institute of teacher education in Malaysia. The instruments were observations, reflective journals and interviews. The journals were analysed using content analysis by following the framework of reflective practice. The results showed that the PSTs reflected mostly at ‘Describing’ (36.04%), followed by ‘Analysing’ (26.00%), ‘Associating’ (21.15%), ‘Feeling’ (12.12%), ‘Assessing’ (2.78%), and ‘Developing’ (1.92%). The findings indicated that the PSTs reflected mostly at the lowest stage of ‘Describing’ compared to the highest stage of ‘Developing’. It is also interesting to note that the PSTs reflected more deeply after they were able to project their feelings and receive peer feedback. The six-stage framework used in this study not only provides the PSTs a guideline to reflect deeply, but also allows them to develop their future roles as teachers. The implication is for the policy makers and educators to include the proposed framework in the course syllabus and it is recommended for the PSTs to use it as a guideline in developing their reflective practice.
{"title":"Exploring pre-service teachers’ reflective practice through an analysis of six-stage framework in reflective journals","authors":"Bee Choo Yee, Tina Abdullah, Abdullah Mohd Nawi","doi":"10.1080/14623943.2022.2071246","DOIUrl":"https://doi.org/10.1080/14623943.2022.2071246","url":null,"abstract":"ABSTRACT Reflective journal is used by the pre-service teachers (PSTs) to reflect on their learning and teaching experiences in the classroom but they lack writing it in a more critical way. This study aims to explore the common stages of reflective practice among the PSTs using a six-stage framework. The methodology utilised a case study involving a purposive sampling of a group of 20 participants in an institute of teacher education in Malaysia. The instruments were observations, reflective journals and interviews. The journals were analysed using content analysis by following the framework of reflective practice. The results showed that the PSTs reflected mostly at ‘Describing’ (36.04%), followed by ‘Analysing’ (26.00%), ‘Associating’ (21.15%), ‘Feeling’ (12.12%), ‘Assessing’ (2.78%), and ‘Developing’ (1.92%). The findings indicated that the PSTs reflected mostly at the lowest stage of ‘Describing’ compared to the highest stage of ‘Developing’. It is also interesting to note that the PSTs reflected more deeply after they were able to project their feelings and receive peer feedback. The six-stage framework used in this study not only provides the PSTs a guideline to reflect deeply, but also allows them to develop their future roles as teachers. The implication is for the policy makers and educators to include the proposed framework in the course syllabus and it is recommended for the PSTs to use it as a guideline in developing their reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"23 1","pages":"552 - 564"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44496365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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