Pub Date : 2023-05-11DOI: 10.1080/14623943.2023.2211525
Ulas Kayapinar, A. Alkhaldi
ABSTRACT A reflective teacher thinking paradigm usually might shape the teaching practices of professionals, especially in learner-centered educational environments. This study aims to reveal reflective thinking and reflective practices of qualified faculty in higher education institutions in more than twenty countries. To do that, 257 responses to a 5-point scale questionnaire from volunteer university faculty were analyzed. The relationship between reflective thinking and other components of the questionnaire is also presented in the study. The results provide evidence that reflective thinking is not a stand-alone attribute, and it works together with other abilities such as self-assessment, teaching awareness, and self-efficacy. The responses of the faculty were also examined and discussed. Based on the results, most of them have an interest in self-discovery and awareness on what they teach, assess their performance, and value feedback although the scores present a low performance on reflective thinking individually.
{"title":"Reflective thinking in higher education: examining practices of higher education faculty","authors":"Ulas Kayapinar, A. Alkhaldi","doi":"10.1080/14623943.2023.2211525","DOIUrl":"https://doi.org/10.1080/14623943.2023.2211525","url":null,"abstract":"ABSTRACT A reflective teacher thinking paradigm usually might shape the teaching practices of professionals, especially in learner-centered educational environments. This study aims to reveal reflective thinking and reflective practices of qualified faculty in higher education institutions in more than twenty countries. To do that, 257 responses to a 5-point scale questionnaire from volunteer university faculty were analyzed. The relationship between reflective thinking and other components of the questionnaire is also presented in the study. The results provide evidence that reflective thinking is not a stand-alone attribute, and it works together with other abilities such as self-assessment, teaching awareness, and self-efficacy. The responses of the faculty were also examined and discussed. Based on the results, most of them have an interest in self-discovery and awareness on what they teach, assess their performance, and value feedback although the scores present a low performance on reflective thinking individually.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"575 - 590"},"PeriodicalIF":1.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49176359","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 : 2023-05-11DOI: 10.1080/14623943.2023.2211534
Conor Keogh, Kathleen A. Corrales
ABSTRACT Concepts such as active citizenship and critical consciousness are increasingly relevant to enable students to meet the challenges of tomorrow. Additionally, self-reflection is a powerful tool to observe the development of abstract concepts such as these. This qualitative exploratory study examined the extent to which university students in Colombia enhanced their critical consciousness and a sense of active citizenship through projects focused on cases of violence against social leaders in their region. During the project, 93 students in four academic cohorts wrote a total of 155 reflections related to their experiences. These were analyzed using qualitative content analysis with the AtlasTi software. The results evidenced a shift in students’ critical consciousness including a deeper understanding, a recognition of significance, an acknowledgement of privilege, and an awareness of the connection between local and global issues in relation to the topic of the project. In addition, traits of active citizenship were observed such as a sense of collective responsibility, a desire to contribute, a sense of empowerment, and growth in empathy. This research demonstrates the potential for authentic locally based project topics for developing active citizenship and enhancing critical consciousness as well as reinforcing the potential for reflections to demonstrate such development.
{"title":"Using reflection to demonstrate development of active citizenship and critical consciousness through authentic and locally based projects","authors":"Conor Keogh, Kathleen A. Corrales","doi":"10.1080/14623943.2023.2211534","DOIUrl":"https://doi.org/10.1080/14623943.2023.2211534","url":null,"abstract":"ABSTRACT Concepts such as active citizenship and critical consciousness are increasingly relevant to enable students to meet the challenges of tomorrow. Additionally, self-reflection is a powerful tool to observe the development of abstract concepts such as these. This qualitative exploratory study examined the extent to which university students in Colombia enhanced their critical consciousness and a sense of active citizenship through projects focused on cases of violence against social leaders in their region. During the project, 93 students in four academic cohorts wrote a total of 155 reflections related to their experiences. These were analyzed using qualitative content analysis with the AtlasTi software. The results evidenced a shift in students’ critical consciousness including a deeper understanding, a recognition of significance, an acknowledgement of privilege, and an awareness of the connection between local and global issues in relation to the topic of the project. In addition, traits of active citizenship were observed such as a sense of collective responsibility, a desire to contribute, a sense of empowerment, and growth in empathy. This research demonstrates the potential for authentic locally based project topics for developing active citizenship and enhancing critical consciousness as well as reinforcing the potential for reflections to demonstrate such development.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"591 - 603"},"PeriodicalIF":1.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49393874","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 : 2023-05-09DOI: 10.1080/14623943.2023.2210072
N. Drajati, Hilda Rakerda, Martono, I. Kusuma, S. Sulistyaningrum, Ma’rifatul Ilmi
ABSTRACT Digital Storytelling (DST) is a unique and powerful way of conveying knowledge and experiences in almost all fields. The use of DST as knowledge transfer media is a perfect choice, especially in classrooms where knowledge and experiences are shared. However, Indonesian English as Foreign Language (EFL) teachers have little experience in adopting DST in classrooms, especially in English language classrooms. In this regard, this study aims at exploring Indonesian EFL teachers’ experience of applying DST in their classrooms through reflective practice. This case study recruited six EFL teachers as the participants. The teachers participated in a four-week workshop introducing digital storytelling and its potential to be adopted in English classrooms. They were required to create a DST-based lesson plan, implement the lesson plan, and create a DST book. The data were collected from teachers’ written reflective journals and semi-structured interviews. Following Farrell’s stages of English teachers’ reflective practice, this study revealed that Indonesian EFL teachers refined their beliefs and teaching principles as a result of adopting DST in their classrooms. In the practice, teachers saw that DST-based teaching and learning activities encourage students’ active engagement. Implications and further recommendations are discussed.
{"title":"Adopting digital storytelling in English classrooms: lessons learned from Indonesian EFL teachers’ reflective practice","authors":"N. Drajati, Hilda Rakerda, Martono, I. Kusuma, S. Sulistyaningrum, Ma’rifatul Ilmi","doi":"10.1080/14623943.2023.2210072","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210072","url":null,"abstract":"ABSTRACT Digital Storytelling (DST) is a unique and powerful way of conveying knowledge and experiences in almost all fields. The use of DST as knowledge transfer media is a perfect choice, especially in classrooms where knowledge and experiences are shared. However, Indonesian English as Foreign Language (EFL) teachers have little experience in adopting DST in classrooms, especially in English language classrooms. In this regard, this study aims at exploring Indonesian EFL teachers’ experience of applying DST in their classrooms through reflective practice. This case study recruited six EFL teachers as the participants. The teachers participated in a four-week workshop introducing digital storytelling and its potential to be adopted in English classrooms. They were required to create a DST-based lesson plan, implement the lesson plan, and create a DST book. The data were collected from teachers’ written reflective journals and semi-structured interviews. Following Farrell’s stages of English teachers’ reflective practice, this study revealed that Indonesian EFL teachers refined their beliefs and teaching principles as a result of adopting DST in their classrooms. In the practice, teachers saw that DST-based teaching and learning activities encourage students’ active engagement. Implications and further recommendations are discussed.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"496 - 508"},"PeriodicalIF":1.2,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46481168","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}
ABSTRACT It is aimed to reveal the concepts and values on undergraduate medical education within the clinical students’ reflective writings, and to reveal what the students’ suggestions are to improve medical education in their reflective writings. This is a qualitative study, and the reflective writings of the 5th year students were examined. Qualitative document analysis method was used to evaluate and interpret the data to reveal meaning, gain understanding and develop empirical knowledge. As a result of the content analysis of 192 reflective writings obtained from the students, 8 themes were extracted. Themes covering many important concepts such as self-regulated learning, professional concerns, health literacy, problems related to professional ethical values, effective communication challenges, emotional challenges, limitations in clinical training have emerged. Subjects revealed from reflective writings give medical educators important clues about which topics should be developed in medical education. We think that analyzing reflective writings at regular intervals in the evaluation processes of integrated reflection training programs will provide important data to medical educators on development of undergraduate medical education. Therefore, students’ reflective writing can be an important tool for the development of the curriculum.
{"title":"What do reflective writings of clinical year students say to medical educators?; a qualitative study","authors":"Selçuk Akturan, Bilge Tuncel, Yasemin Güner, Ayşenur Duman Dilbaz, Melek Üçüncüoğlu, Canan Ayazoğlu","doi":"10.1080/14623943.2023.2210085","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210085","url":null,"abstract":"ABSTRACT It is aimed to reveal the concepts and values on undergraduate medical education within the clinical students’ reflective writings, and to reveal what the students’ suggestions are to improve medical education in their reflective writings. This is a qualitative study, and the reflective writings of the 5th year students were examined. Qualitative document analysis method was used to evaluate and interpret the data to reveal meaning, gain understanding and develop empirical knowledge. As a result of the content analysis of 192 reflective writings obtained from the students, 8 themes were extracted. Themes covering many important concepts such as self-regulated learning, professional concerns, health literacy, problems related to professional ethical values, effective communication challenges, emotional challenges, limitations in clinical training have emerged. Subjects revealed from reflective writings give medical educators important clues about which topics should be developed in medical education. We think that analyzing reflective writings at regular intervals in the evaluation processes of integrated reflection training programs will provide important data to medical educators on development of undergraduate medical education. Therefore, students’ reflective writing can be an important tool for the development of the curriculum.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"559 - 573"},"PeriodicalIF":1.2,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46351940","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 : 2023-05-08DOI: 10.1080/14623943.2023.2210066
R. Lim, Claire Gek Ling Tan, Kenneth Wee Beng Hoe, Cecilia Woon Chien Teng, A. Müller, Julian Azfar, S. Narayanasamy, Chee Hsiang Liow
ABSTRACT The objective of this study was to assess the perceptions as well as to explore the facilitators and barriers to the regular use of self-reflection as a pedagogical tool by teachers in public health education during COVID-19. We used a mixed methods approach, comprising a cross-sectional survey followed by in-depth interviews. Quantitative findings revealed that there was a significantly greater proportion of regular users of self-reflection who knew how to incorporate self-reflection elements in their teaching than the infrequent users. Qualitative findings revealed that a recurring reason for using self-reflection in teaching was to better understand students, given the online classroom environment during COVID-19. Teachers expressed the need for support to sustain the regular use of reflection in teaching. Facilitating factors could be external or internal to the teacher. For external factors, a recurring subtheme was institutional support, indicating that teachers expected support (or at least no objections) from their organisation. For internal factors, perceived positive impacts on students was identified as a recurring subtheme. Several barriers to the regular use of reflection were described. These included external factors such as the lack of peer sharing, as well as internal factors such as the prioritisation of other contents to teach.
{"title":"Teachers’ perceptions, facilitators, and barriers to the regular use of self-reflection in public health higher education during COVID-19 — a mixed methods approach","authors":"R. Lim, Claire Gek Ling Tan, Kenneth Wee Beng Hoe, Cecilia Woon Chien Teng, A. Müller, Julian Azfar, S. Narayanasamy, Chee Hsiang Liow","doi":"10.1080/14623943.2023.2210066","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210066","url":null,"abstract":"ABSTRACT The objective of this study was to assess the perceptions as well as to explore the facilitators and barriers to the regular use of self-reflection as a pedagogical tool by teachers in public health education during COVID-19. We used a mixed methods approach, comprising a cross-sectional survey followed by in-depth interviews. Quantitative findings revealed that there was a significantly greater proportion of regular users of self-reflection who knew how to incorporate self-reflection elements in their teaching than the infrequent users. Qualitative findings revealed that a recurring reason for using self-reflection in teaching was to better understand students, given the online classroom environment during COVID-19. Teachers expressed the need for support to sustain the regular use of reflection in teaching. Facilitating factors could be external or internal to the teacher. For external factors, a recurring subtheme was institutional support, indicating that teachers expected support (or at least no objections) from their organisation. For internal factors, perceived positive impacts on students was identified as a recurring subtheme. Several barriers to the regular use of reflection were described. These included external factors such as the lack of peer sharing, as well as internal factors such as the prioritisation of other contents to teach.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"447 - 463"},"PeriodicalIF":1.2,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44932062","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 : 2023-05-08DOI: 10.1080/14623943.2023.2210076
P. V. Nguyen
ABSTRACT This paper discusses the extent to which collaborative peer observation of teaching (POT) as a process for teacher professional development could enhance collegiality and collaboration among academics. A single case study was conducted to investigate academics’ perceptions of their POT experience in the Vietnamese context. Purposive sampling was applied to select eleven academics at a university. Data was collected through semi-structured interviews with individual participants and inductively thematically analysed . The findings show that reciprocal POT and collaborative discourse were perceived to nurture collegiality and collaboration between peers and facilitate their reflection and learning about teaching. Eight participants reported that POT made their peer relationships develop to a collegial relationship due to mutual trust and respect. However, there existed concerns in the peer relationship perceived by three other academics who did not develop collegiality. These findings suggest that to promote academics’ willingness and quality engagement in POT, it is necessary to allow academics to decide on the peer dynamics that work for them. It is also crucial to develop a supportive, constructive, and collegial culture whereby academics value POT as a scholarship of teaching. Further research may need to examine the impacts of potential contextual factors in the implementation of POT.
{"title":"Collaborative peer observation of teaching: enhancing academics’ collegiality and collaboration","authors":"P. V. Nguyen","doi":"10.1080/14623943.2023.2210076","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210076","url":null,"abstract":"ABSTRACT This paper discusses the extent to which collaborative peer observation of teaching (POT) as a process for teacher professional development could enhance collegiality and collaboration among academics. A single case study was conducted to investigate academics’ perceptions of their POT experience in the Vietnamese context. Purposive sampling was applied to select eleven academics at a university. Data was collected through semi-structured interviews with individual participants and inductively thematically analysed . The findings show that reciprocal POT and collaborative discourse were perceived to nurture collegiality and collaboration between peers and facilitate their reflection and learning about teaching. Eight participants reported that POT made their peer relationships develop to a collegial relationship due to mutual trust and respect. However, there existed concerns in the peer relationship perceived by three other academics who did not develop collegiality. These findings suggest that to promote academics’ willingness and quality engagement in POT, it is necessary to allow academics to decide on the peer dynamics that work for them. It is also crucial to develop a supportive, constructive, and collegial culture whereby academics value POT as a scholarship of teaching. Further research may need to examine the impacts of potential contextual factors in the implementation of POT.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"524 - 542"},"PeriodicalIF":1.2,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48592525","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 : 2023-05-05DOI: 10.1080/14623943.2023.2210068
Masoomeh Estaji, Javad Ahmadi Fatalaki
ABSTRACT This study was aimed at devising and validating a questionnaire on EFL teachers’ perceptions of reflective practice. To this end, seven experts in the field of Applied Linguistics were invited to check the face and content validity of the questionnaire with a checklist. They were also asked to rate the questionnaire items on a 5- point Likert scale. Based on the experts’ viewpoints (removing 3 items and making some revisions on 8 items) and the review of the relevant literature on teacher reflective practice, 45 items were selected and maintained for the initial scale. To validate the instrument, entailing 45 items, exploratory and confirmatory factor analyses (EFA, CFA) were used. Based on the EFA results, 3 items were removed from the scale due to their ineffective loading on the factors and scree plot indicated that 5 factors (interpersonal, intrapersonal, critical, behavioral, and strategic) had acceptable eigenvalue that corresponded to the tentative model. The result of CFA also reduced the scale to 33 items. This validated instrument can be used to determine EFL teachers’ attempts to be reflective and their perceptions of reflective practice.
{"title":"Development and validation of teacher reflective practice scale for EFL teachers","authors":"Masoomeh Estaji, Javad Ahmadi Fatalaki","doi":"10.1080/14623943.2023.2210068","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210068","url":null,"abstract":"ABSTRACT This study was aimed at devising and validating a questionnaire on EFL teachers’ perceptions of reflective practice. To this end, seven experts in the field of Applied Linguistics were invited to check the face and content validity of the questionnaire with a checklist. They were also asked to rate the questionnaire items on a 5- point Likert scale. Based on the experts’ viewpoints (removing 3 items and making some revisions on 8 items) and the review of the relevant literature on teacher reflective practice, 45 items were selected and maintained for the initial scale. To validate the instrument, entailing 45 items, exploratory and confirmatory factor analyses (EFA, CFA) were used. Based on the EFA results, 3 items were removed from the scale due to their ineffective loading on the factors and scree plot indicated that 5 factors (interpersonal, intrapersonal, critical, behavioral, and strategic) had acceptable eigenvalue that corresponded to the tentative model. The result of CFA also reduced the scale to 33 items. This validated instrument can be used to determine EFL teachers’ attempts to be reflective and their perceptions of reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"464 - 480"},"PeriodicalIF":1.2,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43411717","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 : 2023-05-05DOI: 10.1080/14623943.2023.2210077
Ekram Dehghani, Ehsan Rezvani, Bahram Hadian
ABSTRACT Teachers’ collaborative inquiry is a process of learning through which teams of teachers evaluate and analyze their teaching practice, and reflective practice contributes to teachers’ professionalism. The present descriptive survey study aimed to investigate the role of collaborative inquiry in Iranian EFL teachers’ reflective teaching and whether teaching experience (novice and experienced teachers) affects collaborative inquiry and reflective teaching. For this purpose, 185 Iranian female and male language institute EFL teachers were randomly selected and responded to the survey instruments. The data were collected by the Survey of Reflective Practice and Collaborative Inquiry Survey and were analyzed by multivariate analysis of variance and Pearson correlation. The findings demonstrated a significant positive correlation between pedagogical reflection and collaborative inquiry and a significant negative correlation between critical reflection and collaborative inquiry. Furthermore, novice teachers obtained higher scores in pedagogical reflection whilst their experienced counterparts were more critically reflective. The present study findings contribute to further uncovering the links between reflective teaching practices and collaborative inquiry of EFL teachers. Therefore, school principals can design collaborative learning experiences, especially for novice teachers, to foster reflection. Furthermore, teachers should regard collaboration as a self-growth opportunity and help their colleagues develop and improve their teaching practices.
{"title":"The role of collaborative inquiry in Iranian EFL teachers’ reflective teaching: the case of teaching experience","authors":"Ekram Dehghani, Ehsan Rezvani, Bahram Hadian","doi":"10.1080/14623943.2023.2210077","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210077","url":null,"abstract":"ABSTRACT Teachers’ collaborative inquiry is a process of learning through which teams of teachers evaluate and analyze their teaching practice, and reflective practice contributes to teachers’ professionalism. The present descriptive survey study aimed to investigate the role of collaborative inquiry in Iranian EFL teachers’ reflective teaching and whether teaching experience (novice and experienced teachers) affects collaborative inquiry and reflective teaching. For this purpose, 185 Iranian female and male language institute EFL teachers were randomly selected and responded to the survey instruments. The data were collected by the Survey of Reflective Practice and Collaborative Inquiry Survey and were analyzed by multivariate analysis of variance and Pearson correlation. The findings demonstrated a significant positive correlation between pedagogical reflection and collaborative inquiry and a significant negative correlation between critical reflection and collaborative inquiry. Furthermore, novice teachers obtained higher scores in pedagogical reflection whilst their experienced counterparts were more critically reflective. The present study findings contribute to further uncovering the links between reflective teaching practices and collaborative inquiry of EFL teachers. Therefore, school principals can design collaborative learning experiences, especially for novice teachers, to foster reflection. Furthermore, teachers should regard collaboration as a self-growth opportunity and help their colleagues develop and improve their teaching practices.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"543 - 558"},"PeriodicalIF":1.2,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43478431","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 : 2023-05-04DOI: 10.1080/14623943.2023.2200925
Tejaswini Patil, Jane Mummery, Dominic Williams, Mohammed Salman
ABSTRACT Despite recognition of the importance of critical reflection for professional development in social and health care – particularly regarding professional competency and self-awareness – the use of reflective practice in professional training has received less examination. This paper evaluates the use of critical reflection as a pedagogical approach in training allied health professionals – in this instance, training Pharmacy Assistants (PAs) and Pharmacy Dispensary Technicians (PDTs) towards increasing critical reflection of their service delivery to Medication Assisted Treatment of Opioid Dependence (MATOD) consumers. Specifically, this paper examines a) the embedding of a critical reflection model within training materials; and b) the experiences of participants who undertook this training, including their experiences of applying their learnings to professional practice. Findings present a mixed picture. Despite the training unearthing and deconstructing problematic values and assumptions in the service delivery of MATOD treatments in pharmacy settings, some participants found the recognition of their own biases and prejudices overwhelming. Hence, although the critical reflection model used in the analysis has enormous potential to tackle stigma and discriminatory attitudes towards opioid dependence and MATOD and improve professional practice, greater attention to scaffolding, designing and implementing the process of critical reflection is needed.
{"title":"‘[Now] that I look back, I’m like oh my goodness why did I think like that?’: using critical reflection in training Pharmacy Assistants and Pharmacy Dispensary Technicians working with Medication Assisted Treatment of Opioid Dependence: a case study from Australia","authors":"Tejaswini Patil, Jane Mummery, Dominic Williams, Mohammed Salman","doi":"10.1080/14623943.2023.2200925","DOIUrl":"https://doi.org/10.1080/14623943.2023.2200925","url":null,"abstract":"ABSTRACT Despite recognition of the importance of critical reflection for professional development in social and health care – particularly regarding professional competency and self-awareness – the use of reflective practice in professional training has received less examination. This paper evaluates the use of critical reflection as a pedagogical approach in training allied health professionals – in this instance, training Pharmacy Assistants (PAs) and Pharmacy Dispensary Technicians (PDTs) towards increasing critical reflection of their service delivery to Medication Assisted Treatment of Opioid Dependence (MATOD) consumers. Specifically, this paper examines a) the embedding of a critical reflection model within training materials; and b) the experiences of participants who undertook this training, including their experiences of applying their learnings to professional practice. Findings present a mixed picture. Despite the training unearthing and deconstructing problematic values and assumptions in the service delivery of MATOD treatments in pharmacy settings, some participants found the recognition of their own biases and prejudices overwhelming. Hence, although the critical reflection model used in the analysis has enormous potential to tackle stigma and discriminatory attitudes towards opioid dependence and MATOD and improve professional practice, greater attention to scaffolding, designing and implementing the process of critical reflection is needed.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"361 - 374"},"PeriodicalIF":1.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44700181","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 : 2023-05-04DOI: 10.1080/14623943.2023.2200927
Maria Denami, D. Adinda
ABSTRACT One of the aims of university is to prepare students to meet and behave in a professional field after bachelor or master studies, and to develop professional competencies. Nonetheless, it is observed that after university, students do not have the competencies required to thrive in an economic field. Furthermore, students often cannot name the competencies they acquired or developed at the university. This study aims to understand the use of ‘reflective practice’ and ‘reflective breaks’ in a standard course. We implemented this practice on a ‘professional didactic’ course. Students’ competencies awareness was tracked by collecting their reflective text, and a semantic analysis was performed. Results showed that students gradually develop their competencies awareness especially for the ones targeted by the course, and leave behind their ‘generic’, or academic, competencies.
{"title":"The reflective practice at university: how to enhance students’ competencies awareness by using ‘reflective breaks’","authors":"Maria Denami, D. Adinda","doi":"10.1080/14623943.2023.2200927","DOIUrl":"https://doi.org/10.1080/14623943.2023.2200927","url":null,"abstract":"ABSTRACT One of the aims of university is to prepare students to meet and behave in a professional field after bachelor or master studies, and to develop professional competencies. Nonetheless, it is observed that after university, students do not have the competencies required to thrive in an economic field. Furthermore, students often cannot name the competencies they acquired or developed at the university. This study aims to understand the use of ‘reflective practice’ and ‘reflective breaks’ in a standard course. We implemented this practice on a ‘professional didactic’ course. Students’ competencies awareness was tracked by collecting their reflective text, and a semantic analysis was performed. Results showed that students gradually develop their competencies awareness especially for the ones targeted by the course, and leave behind their ‘generic’, or academic, competencies.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"413 - 432"},"PeriodicalIF":1.2,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45770529","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：