Reflective Practice最新文献

{"title":"Using design thinking to explore teaching problems in Chilean schools","authors":"Úrsula Bravo, Catalina Cortés, Peter Lloyd, Derek Jones","doi":"10.1080/14623943.2023.2264209","DOIUrl":"https://doi.org/10.1080/14623943.2023.2264209","url":null,"abstract":"ABSTRACTEducational systems face increasingly complex demands, confronting teachers with multidimensional people-centred problems rarely solved by linear or standardised solutions. Nevertheless, teachers must juggle multiple variables simultaneously in their daily work. This can lead to routine and unreflective decisions that do not consider unique situations. Considering that designers’ abductive reasoning could support problem-framing skills, this article discusses how a design thinking approach can contribute to developing reflective teaching practice. This case study explores how 20 Chilean teachers define, frame, and re-frame their pedagogical problems in a design-based teacher professional development programme. Findings revealed three problem-framing triggers that support teachers’ reflection: (a) collaborative discussions, (b) awareness of people and their context, and (c) visualising, making, and testing ideas. Combined, they articulate action and promote reflection, demonstrating the value of a design thinking approach in supporting teachers’ pedagogical decisions.KEYWORDS: Reflective processreflective teachingproblem framing and reframingdesign thinkingChilean teachers Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. According to Simon (Citation1996), all professionals ‘design’ when carrying out actions to change existing situations into preferred ones. Drawing on Simon, Schön (Schön, Citation1998) argues that the concept of design has expanded from architecture, urbanism, engineering and product design to other professions also concerned with changing a current situation into preferred, future and imagined ones.2. The Hasso Plattner Institute of Design at Stanford University.Additional informationFundingThis work was supported by the British Council and Universidad del Desarrollo under grant Newton-Picarte Institutional Skills ISCL22015002.Notes on contributorsÚrsula BravoÚrsula Bravo is an Associate Professor at the Design School of Universidad del Desarrollo in Chile. She has extensive experience teaching design methods in Design and Teaching undergraduate and graduate programmes. She has been a grantee from the Chilean National Research and Development Agency (ANID). She has led projects funded by the British Council, the Ministry of Education and the Ministry of Cultures, Arts and Heritage. She is a member of the Design Research Society and the Design Literacy International Network cofounder. She is the Editor-in-Chief of Base Diseño e Innovación, open access journal.Catalina CortésCatalina Cortés is a professor at the Design School of Universidad del Desarrollo in Chile. She has received national and international funds to enhance knowledge in various design-related areas. These include design literacy for transdisciplinary collaboration, emergent spatial design thinking processes, design thinking for problem-solving in school education, and sustainable packaging design. Additionally, sh","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294972","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}

{"title":"Staff experiences of reflective practice groups in a crisis resolution and home Treatment team: a mixed methods service evaluation","authors":"Sandra T. Neil, Megan Johnstone, Katie Fox, Richard Collins, Lee D. Mulligan","doi":"10.1080/14623943.2023.2264193","DOIUrl":"https://doi.org/10.1080/14623943.2023.2264193","url":null,"abstract":"ABSTRACTCrisis Resolution and Home Treatment Teams (CRHTTs) provide mental health support for people experiencing crises and its employees are at high risk of occupational stress. Reflective Practice Groups (RPGs) hold promise for reducing staff burnout. However, to date, there have been no evaluations of RPGs delivered in CRHTT settings. This study aimed to explore staff experiences of RPGs delivered in one CRHTT. All CRHTT staff members who had attended at least one RPG were approached to take part. Participants completed two supervision questionnaires and a semi-structured interview. Descriptive statistics were calculated to quantify staff experiences and qualitative themes were generated using thematic analysis. Thirteen people participated, all of whom reported positive experiences of RPGs. Three qualitative themes also emerged comprising ‘core components of RPGs’ ‘benefits to staff’ and ‘challenges of RPG delivery’. Staff value RPGs delivered in CRHTT settings, which may reduce staff burnout and contribute to workforce development.KEYWORDS: Adult mental healthcrisis resolution home treatmentreflective practice groupssupervisionservice evaluationstaff views AcknowledgmentsThe authors would like to acknowledge the contribution of Sidra Hussain for her assistance in this service evaluation.Disclosure statementNo potential conflict of interest was reported by the authors.Statements and declarationsThe authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.Additional informationNotes on contributorsSandra T. NeilSandra Neil is a Principal Clinical Psychologist in a Home-Based Treatment Team at Greater Manchester Mental Health NHS Foundation Trust, England. She has previously worked in community mental health and early intervention services. Her research interests include the measurement of recovery from psychosis, developing interventions for people at risk of developing psychosis and bipolar disorder and for those presenting in crisis.Megan JohnstoneMegan Johnstone is a Trainee Clinical Psychologist in her first year of study at Lancaster University, England. She has previously worked as an Associate Psychological Practitioner in a community NHS urgent care setting. Her research interests include understanding the experiences of Clinical Psychologists in positions of leadership, and evaluating interventions for adults experiencing a crisis in their mental health.Katie FoxKatie Fox is a Trainee Clinical Psychologist in her first year of study at the University of Liverpool, England. She has previously worked as an Assistant Psychologist in community learning disability and secondary care mental health services. Her research interests are in the field of perinatal mental health and include understanding the impact of childbirth, maternal mental health and infant attachment.Richard CollinsRichard Collins is a Senior Assistant Psychologist in a Home-Based Treatment Team at Greater Manc","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592429","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}

{"title":"How can a facilitator’s caring approach trigger and deepen pre-service teachers’ reflection on their pedagogical practice? A year-long action research study","authors":"Eugénia Lopes Azevedo, Carla Sofia Valério Fernandes, Rui Manuel Flores Araújo, Ana Gracinda Alves Ramos, Isabel Maria Ribeiro Mesquita","doi":"10.1080/14623943.2023.2264213","DOIUrl":"https://doi.org/10.1080/14623943.2023.2264213","url":null,"abstract":"ABSTRACTThroughout a year-long Action Research (AR) conducted in Physical Education Teacher Education, this study explored how a facilitator’s caring approach can help develop strategies and create circumstances to enhance and deepen Pre-Service Teachers’ (PSTs) reflection on their pedagogical practice. Participants included six PSTs and the first author, who assumed the dual role of external facilitator (EF) and researcher. Three action research-cycles were conducted, enabling the EF to analyze the needs and thoughts of PSTs thoroughly. This allowed EF to tailor her interventions to developed strategies and created circumstances that triggered and deepened the PSTs’ reflection. Qualitative data collected through focus group interviews, informal interviews, reflective journals, and field notes guided the EF’s strategic progression in each AR-cycle through thematic analysis to design subsequent interventions. Through the ongoing AR-cycles, the facilitator underwent a strategic evolution propelled by PSTs’ needs and thoughts. Specifically, PSTs’ reflections transitioned from conformity to autonomy, which embraced multifaceted analysis, transcending consensus. It is recommended that Physical Education Teacher Education programs incorporate a customized caring environment that nurtures vulnerability, fosters the development of trusting relationships, and is responsive to the unique learning context.KEYWORDS: Reflective practiceethics of careinitial teacher educationfacilitatoraction research Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by Portuguese Foundation for Science and Technology (FCT). The authors have no conflict of interest to declare.Notes on contributorsEugénia Lopes AzevedoEugénia Azevedo is a PhD Student in Sport Sciences and is interested in reflective practice in Physical Education Teacher Education, action research, collaborative learning, and sports pedagogy.Carla Sofia Valério FernandesCarla Valerio is a Health and Physical Education lecturer and researcher interested in Physical Education Teacher Education, teacher professional learning, social learning theory, and student-centred approaches.Rui Manuel Flores AraújoRui Araújo is a Lecture and the Course leader of the Physical Education Teacher Education programme at University of Maia. Integrated researcher at the Research Centre in Sports Sciences, Health Sciences and Human Development and Research on Sport Pedagogy. More than 10 years of teaching experience in higher education.Ana Gracinda Alves RamosAna Ramos is a Lecturer at Faculty of Sport, University of Porto and member of Centre of Research, Education, Innovation, and Intervention in Sport (CIFI2D) interested in the area of Sports Sciences, her research interests are related to the topic of Sports Training, Sports Pedagogy, Didactics, Learning, Action-Research, and Long-term Athlete Development.Isabel Maria Ribeiro MesquitaIsabel Mesq","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135458088","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}

{"title":"Teaching reflection in service-learning: disciplinary differences in conception and practice","authors":"Rina Marie Camus, Grace Ngai, Kam Por Kwan, Ka Hing Lau, Stephen Chan","doi":"10.1080/14623943.2023.2264204","DOIUrl":"https://doi.org/10.1080/14623943.2023.2264204","url":null,"abstract":"ABSTRACTFaculty from diverse disciplines are involved in teaching service-learning where reflection is an essential component. This qualitative study explores disciplinary differences in understanding reflection and use of reflective pedagogy. We interviewed faculty (N = 24) from 18 departments to examine differences in how they conceive and practice reflective pedagogy in service-learning courses. We found that disciplinary differences are a factor in how faculty conceive and practice reflection. Faculty from health and social care disciplines demonstrated an advantage compared to colleagues from other fields. Further, we found that how faculty conceive reflection is a factor in reflective practice. Conceptualizations of reflection, which are more student-referent or learner-focused, correlate with the more intense and effective practice of reflective pedagogy.KEYWORDS: Reflectiondisciplinary differencesservice-learninghealth & social carebusiness & humanitiesapplied sciences & engineering AcknowledgmentsWe would like to thank Sarah Chung and Eugene Cheung for their help with the interviews and data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We refer readers to Camus et al. (Citation2021) for details about the research process and findings of our earlier study.Additional informationFundingThe work was supported by the Service-Learning and Leadership Office of The Hong Kong Polytechnic University Hong Kong University Grants Committee [Grant PolyU4/T&L/16–19].Notes on contributorsRina Marie CamusRina Marie Camus was Senior Service-Learning Officer at the Service-Learning & Leadership Office of The Hong Kong Polytechnic University. She is currently Senior Service-Learning Lead at the Centre for Innovative Service-Learning of Hong Kong Baptist University.Grace NgaiGrace Ngai is the head of the Service-Learning & Leadership Office and Associate Professor in the Department of Computing of the Hong Kong Polytechnic University.Kam Por KwanKam Por Kwan is a Professorial Project Fellow at the Service-Learning & Leadership Office of the Hong Kong Polytechnic University.Ka Hing LauKa Hing Lau was Project Associate at the Service-Learning & Leadership Office of The Hong Kong Polytechnic University. He is currently Assistant Manager at the Centre for Innovative Service-Learning and the General Education Office of Hong Kong Baptist University.Stephen ChanStephen Chan was founding head and currently consultant at the Service-Learning & Leadership Office of the Hong Kong Polytechnic University.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135407210","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}

{"title":"Reflective thinking, allyship and mental well-being: a correlational study","authors":"M. Mulik, G. Gawali","doi":"10.1080/14623943.2023.2246385","DOIUrl":"https://doi.org/10.1080/14623943.2023.2246385","url":null,"abstract":"ABSTRACT Detrimental social behaviour radiates from vicious societies. Injustice, insecurity, and discrimination are hitches in social well-being; it generates psychosocial challenges to society. Endorsing congruent social behaviour initiates social well-being and establishes a secure and peaceful society. Allyship practice is wayfaring towards social well-being, but it takes a toll on the mental well-being of allies. Mental well-being contributes to individuals’ productivity, creativity, and overall social relationship. The present study aims to understand the relationship between reflective thinking, allyship, and mental well-being. The sample consists of 496 undergraduate students. The study further suggests that reflective thinking can envisage allyship and mental well-being. Reflection is a scientific inquiry and disciplined way of thinking; it helps to develop appropriate attitudes and beliefs toward other social groups. The study highlighted the significance of reflection in altruistic behaviour like allyship and in mental well-being. It also underlines the necessity to focus more on the well-being of allies.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45617783","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}

{"title":"Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module","authors":"Mark Minott","doi":"10.1080/14623943.2023.2246909","DOIUrl":"https://doi.org/10.1080/14623943.2023.2246909","url":null,"abstract":"ABSTRACT This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs). Using purposeful convenient sampling, twenty-seven(n = 27) students on the education studies pathway at the university, studying the module entitled international and comparative education, participated. The usefulness of the MVRATPD is revealed in several ways. It is primarily a reflective assessment instrument as purported by Minott. It revealed a direct fulfilment of several module objectives linked to several LOCs. However, for this study, it was not useful in capturing data about all 4 LOCs. Specifically, it captured no data related to LOC 2. The conclusion is that the MVRATPD, in its present form should not be the sole determinant of the degree to which LOCs are achieved. It is however, a complementary indirect reflective instrument for assessing LOCs and a user-friendly, practical and uncomplicated data collection tool i.e. using three reflective questions.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363942","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}

{"title":"Reflective writing in social sciences: challenges and opportunities for medical students","authors":"G.Y. Akhmetova, L. Khaliullina","doi":"10.1080/14623943.2023.2237447","DOIUrl":"https://doi.org/10.1080/14623943.2023.2237447","url":null,"abstract":"ABSTRACT An application of Bologna Process parameters in the classroom setting requires new skills on the part of students. One of these significant skills is the ability to reflect upon one’s learning path, which provides an opportunity for students to enhance their knowledge, and, moreover, make pivotal changes in their professional field. Thus, students would benefit greatly from reflective learning skills being harnessed at the early stage of their learning. Aim. This study aims to explore students’ reflections and interpretations of their learning through writing essays. Methodology and research methods. This study employed a survey design with open-ended questions in which 14 out of 23 students participated. In addition, two individual inter-views were conducted, and 345 weekly essays and 23 final student reflections were analyzed. Results. Research results found that over 50% of respondents indicated that they had ac-quired reflective skills as they reflected on their content learning and writing and reading skills. Indeed, 96% of respondents demonstrated a positive understanding of the structure of the essay; however, their reflections remained at the descriptive level, in contrast to an expected change in their learning approach.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44031327","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}

{"title":"Interprofessional reflective practice to improve pediatric healthcare outcomes","authors":"Jessica Parrott, Tammy Speerhas, Benjamin D. Klick, T. Vazifedan, Theresa Guins","doi":"10.1080/14623943.2023.2235585","DOIUrl":"https://doi.org/10.1080/14623943.2023.2235585","url":null,"abstract":"ABSTRACT There is limited research on the combined concepts of interprofessional reflective practice on healthcare outcomes. This research sought to better understand the concepts of interprofessional and reflective practice when utilized together to assess provider perception of improved healthcare outcomes in a pediatric setting. This article explores these concepts while also contributing to the body of knowledge for pediatric healthcare providers and quality improvement (QI) practices. After completion of a reflective QI project, 50 pediatric providers including nurse practitioners, physician assistants, and physicians were surveyed utilizing the reflective practice questionnaire (RPQ) along with other QI relevant healthcare data points. The results of this research demonstrated that interprofessional providers perceived the reflective project beneficial to improve their care to the pediatric population. These perceptions were consistent with the sister QI project that revealed significant improvements in care, thus validating the perceptions of the providers. Furthermore, provider participants demonstrated statistically significant overall satisfaction with an interprofessional reflective process. Many strides have been made utilizing both concepts in the educational preparation of healthcare providers with intentions to improve healthcare outcomes. This research supports the concept that pediatric healthcare outcomes may be improved through interprofessional reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42426001","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}

{"title":"Supporting mentor teacher learning and reflection through audio recordings in professional development","authors":"L. Wexler","doi":"10.1080/14623943.2023.2225425","DOIUrl":"https://doi.org/10.1080/14623943.2023.2225425","url":null,"abstract":"ABSTRACT Mentor teachers of student teachers play an important role in novice teacher development, yet rarely receive training or support. This study investigates five mentor teachers during the 2021–2022 school year as they participated in monthly mentor professional development meetings. It asks the question ‘How can recordings of mentor/mentee conversations be used within mentor professional development to support the development of educative mentors?’ This qualitative analysis used interviews and video recordings of meetings to understand the mentor teacher experiences. It finds that audio clips in mentor meetings worked to support mentor teachers’ learning as mentors and teachers and worked to deprivatize the work of mentoring. Findings from this study can help inform mentor professional development facilitation and can help inform decisions regarding how to prepare and support mentor teachers.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47731375","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}

{"title":"Developing and learning care units—a model for nursing students learning in clinical practice","authors":"H. Holst","doi":"10.1080/14623943.2023.2219619","DOIUrl":"https://doi.org/10.1080/14623943.2023.2219619","url":null,"abstract":"ABSTRACT Nursing education has made a journey from being mainly clinic-based education to being education that is carried out at universities and university colleges. The journey from being clinical education to being a university education has likewise created a gap between theory and practice. In this article, the aim is to describe the learning model of Developing and Learning Care Units (DLCU), based on caring science didactics with a lifeworld approach. To overcome the gap between theory and practice, students are supported by a reflective supervisory approach, to learn to take care of patients. Caring and learning are based on caring science with a lifeworld perspective to ensure caring and learning based on a holistic perspective that includes the individual patient and student.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44412097","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}