Pub Date : 2023-04-10DOI: 10.1080/14623943.2023.2200926
Mohsen Shirazizadeh, Afsaneh Abbaszadeh
ABSTRACT Teacher resilience research complements studies on teacher stress and burnout and is gaining increasing attention due to its influence on teachers’ thriving in their profession. However, this construct has not yet been defined in operational terms in foreign language teaching, and its constituent components are not specified due to the absence of a robust and context-specific instrument. Therefore, the current study aimed at developing a tool for measuring the resilience of English language teachers (ELT). At the initial stage, qualitative semi-structured interviews with 14 Iranian EFL teachers complemented by a survey of the related literature on teacher resilience helped us develop an instrument with 44 Likert-type items. The English Language Teacher Resilience Instrument was then validated with a sample of 224 ELT teachers, resulting in the deletion of nine of its items. The final multidimensional 35-item instrument can measure ELT teachers’ resilience by focusing on the five factors of their internal motivations, social skills, emotional management, pedagogical skills, and contextual support.
{"title":"EFL teacher resilience: instrument development and validation","authors":"Mohsen Shirazizadeh, Afsaneh Abbaszadeh","doi":"10.1080/14623943.2023.2200926","DOIUrl":"https://doi.org/10.1080/14623943.2023.2200926","url":null,"abstract":"ABSTRACT Teacher resilience research complements studies on teacher stress and burnout and is gaining increasing attention due to its influence on teachers’ thriving in their profession. However, this construct has not yet been defined in operational terms in foreign language teaching, and its constituent components are not specified due to the absence of a robust and context-specific instrument. Therefore, the current study aimed at developing a tool for measuring the resilience of English language teachers (ELT). At the initial stage, qualitative semi-structured interviews with 14 Iranian EFL teachers complemented by a survey of the related literature on teacher resilience helped us develop an instrument with 44 Likert-type items. The English Language Teacher Resilience Instrument was then validated with a sample of 224 ELT teachers, resulting in the deletion of nine of its items. The final multidimensional 35-item instrument can measure ELT teachers’ resilience by focusing on the five factors of their internal motivations, social skills, emotional management, pedagogical skills, and contextual support.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"375 - 388"},"PeriodicalIF":1.2,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43549437","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 : 2023-04-06DOI: 10.1080/14623943.2023.2198204
C. Murphy, T. O’Mahony
ABSTRACT While the benefits of reflection for students are well documented, there is a parallel body of research pointing to varying levels of engagement with reflection. Students on a four-year business information systems programme have to complete a reflection as part of their placement assessment. Using a constructivist qualitative methodology, this research explores the students' experience of reflecting with a view to identifying what supports could be useful to guide students in the future. Using semi-structured interviews, the students described a focus on description of activities and overall uncertainty on what to write. There are multiple possible interventions which could support the students but some would require significant and high-level support within the university.
{"title":"Submitting the ‘right’ reflection","authors":"C. Murphy, T. O’Mahony","doi":"10.1080/14623943.2023.2198204","DOIUrl":"https://doi.org/10.1080/14623943.2023.2198204","url":null,"abstract":"ABSTRACT While the benefits of reflection for students are well documented, there is a parallel body of research pointing to varying levels of engagement with reflection. Students on a four-year business information systems programme have to complete a reflection as part of their placement assessment. Using a constructivist qualitative methodology, this research explores the students' experience of reflecting with a view to identifying what supports could be useful to guide students in the future. Using semi-structured interviews, the students described a focus on description of activities and overall uncertainty on what to write. There are multiple possible interventions which could support the students but some would require significant and high-level support within the university.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"347 - 360"},"PeriodicalIF":1.2,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42950846","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 : 2023-03-26DOI: 10.1080/14623943.2023.2194623
U. Hameed, Mike Mimirinis
ABSTRACT This article reports the results of a multiple case study that sought to understand how textile design students engaged in digital reflective practice (DRP) and how such engagement related to creativity. Theoretically informed by symbolic interactionism and constructivism, the study incorporated the views of textile design teachers, heads of departments and students in four different higher education institutions in Pakistan. The findings suggest that the use of digital tools for reflection in textile design studio courses can enhance students’ creativity, self-consciousness or awareness, and understanding of tasks and concept development. The creative process also entailed new possibilities of expression, presentation and meaning making by revisiting their work.
{"title":"How does digital reflective practice in textile design education relate to creativity?","authors":"U. Hameed, Mike Mimirinis","doi":"10.1080/14623943.2023.2194623","DOIUrl":"https://doi.org/10.1080/14623943.2023.2194623","url":null,"abstract":"ABSTRACT This article reports the results of a multiple case study that sought to understand how textile design students engaged in digital reflective practice (DRP) and how such engagement related to creativity. Theoretically informed by symbolic interactionism and constructivism, the study incorporated the views of textile design teachers, heads of departments and students in four different higher education institutions in Pakistan. The findings suggest that the use of digital tools for reflection in textile design studio courses can enhance students’ creativity, self-consciousness or awareness, and understanding of tasks and concept development. The creative process also entailed new possibilities of expression, presentation and meaning making by revisiting their work.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"310 - 323"},"PeriodicalIF":1.2,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48036319","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 : 2023-03-26DOI: 10.1080/14623943.2023.2194624
Jennifer J. Chen
ABSTRACT This study investigated how early childhood teachers might reflect on their teaching-learning process related to the unconventional instructional modalities necessitated by COVID-19 during the 2020–2021 school year. The participants consisted of 15 teachers (ages 24–45 years, M = 32 years) teaching children in preschool to third grade in New Jersey, USA. Data collection involved interviewing each teacher virtually via Zoom for 60–90 minutes (M = 75 minutes). This study analyzed only the data directly related to reflection, leading to 20 most salient ‘Reflective Instances’ (RIs) being identified and subsequently coded according to a 3 (types: reflection-for-action, reflection-in-action, and reflection-on-action) x 3 (dimensions: technical, practical, and critical) framework. The analysis revealed four main findings. First, while there was evidence of all three types of reflection, reflection-on-action was the most prominent. Reflection-on-action was also the only type exhibiting evidence of all three dimensions. Second, the RIs concentrated most predominantly on the practical dimension, which was also the only one occurring in all three types of reflection. Third, the intersection between reflection and dimension revealed that reflection-in-action along the practical dimension was the most salient. Fourth, the teachers’ sociodemographic characteristics did not appear to account for the variations in the patterns of the reflection types and dimensions.
{"title":"Reflecting on reflection among early childhood teachers: a study of reflection for, in, and on action intersecting with the technical, practical, and critical dimensions","authors":"Jennifer J. Chen","doi":"10.1080/14623943.2023.2194624","DOIUrl":"https://doi.org/10.1080/14623943.2023.2194624","url":null,"abstract":"ABSTRACT This study investigated how early childhood teachers might reflect on their teaching-learning process related to the unconventional instructional modalities necessitated by COVID-19 during the 2020–2021 school year. The participants consisted of 15 teachers (ages 24–45 years, M = 32 years) teaching children in preschool to third grade in New Jersey, USA. Data collection involved interviewing each teacher virtually via Zoom for 60–90 minutes (M = 75 minutes). This study analyzed only the data directly related to reflection, leading to 20 most salient ‘Reflective Instances’ (RIs) being identified and subsequently coded according to a 3 (types: reflection-for-action, reflection-in-action, and reflection-on-action) x 3 (dimensions: technical, practical, and critical) framework. The analysis revealed four main findings. First, while there was evidence of all three types of reflection, reflection-on-action was the most prominent. Reflection-on-action was also the only type exhibiting evidence of all three dimensions. Second, the RIs concentrated most predominantly on the practical dimension, which was also the only one occurring in all three types of reflection. Third, the intersection between reflection and dimension revealed that reflection-in-action along the practical dimension was the most salient. Fourth, the teachers’ sociodemographic characteristics did not appear to account for the variations in the patterns of the reflection types and dimensions.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"324 - 346"},"PeriodicalIF":1.2,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46940242","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 : 2023-03-16DOI: 10.1080/14623943.2023.2190578
S. Brownhill
ABSTRACT Assertions that reflection plays a critical role in both our individual growth and professional success are reinforced by personal experience and empirical research from around the world. Those keen to engage in the key skill of reflection can access a ‘sea of support’ that includes academic papers, modular-based websites, practical handouts, and peer assistance. In contrast, those wishing to engage in self-reflection are likely to be discouraged by the modest amount of quality information and resources that are readily available for practical use. Prompted, in part, by the concluding commentaries offered by Brownhill (2022a, 2022b), this thoughtpiece offers a refreshing literature-based exploration of self-reflection as an essential act, facilitated by asking and answering additional key questions such as what additional definitions and types of self-reflection exist, what is the process of self-reflection, and how can self-reflective activity be undertaken and encouraged in others. Written to be accessible in both content and scope, this thoughtpiece serves as a constructive ‘go-to’/short resource that has the potential to help individuals self-reflect as part of their personal learning and professional development/practice with enhanced understanding, assurance, and enjoyment.
{"title":"Asking additional key questions of self-reflection","authors":"S. Brownhill","doi":"10.1080/14623943.2023.2190578","DOIUrl":"https://doi.org/10.1080/14623943.2023.2190578","url":null,"abstract":"ABSTRACT Assertions that reflection plays a critical role in both our individual growth and professional success are reinforced by personal experience and empirical research from around the world. Those keen to engage in the key skill of reflection can access a ‘sea of support’ that includes academic papers, modular-based websites, practical handouts, and peer assistance. In contrast, those wishing to engage in self-reflection are likely to be discouraged by the modest amount of quality information and resources that are readily available for practical use. Prompted, in part, by the concluding commentaries offered by Brownhill (2022a, 2022b), this thoughtpiece offers a refreshing literature-based exploration of self-reflection as an essential act, facilitated by asking and answering additional key questions such as what additional definitions and types of self-reflection exist, what is the process of self-reflection, and how can self-reflective activity be undertaken and encouraged in others. Written to be accessible in both content and scope, this thoughtpiece serves as a constructive ‘go-to’/short resource that has the potential to help individuals self-reflect as part of their personal learning and professional development/practice with enhanced understanding, assurance, and enjoyment.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"149 17","pages":"400 - 412"},"PeriodicalIF":1.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41284880","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 : 2023-03-01DOI: 10.1080/14623943.2023.2184786
Kirsty Brownlie
ABSTRACT The fundamental importance of compassion in promoting high quality patient care is well recognised, but teaching compassion is no easy task for the medical educator. In this thought piece I will explore the journey I have taken with year 2 medical students, exploring how to make compassion matter to my learners, and how to translate reflection into compassionate practice. I will look at the role of medical humanities, and reflective writing in particular, in promoting compassion and empathy, and achieving a deeper understanding of what it means to practise in a truly patient-centred way. I will reflect on my own approach to teaching compassion and encouraging reflection, through role modelling, storytelling and involving patients as educators, and the successes and shortcomings that I have encountered in my teaching. I will then consider the next steps I plan to take as an educator in order to support my learners to become compassionate, reflective practitioners.
{"title":"A penny for your thoughts: promoting compassionate medical practice through reflection","authors":"Kirsty Brownlie","doi":"10.1080/14623943.2023.2184786","DOIUrl":"https://doi.org/10.1080/14623943.2023.2184786","url":null,"abstract":"ABSTRACT The fundamental importance of compassion in promoting high quality patient care is well recognised, but teaching compassion is no easy task for the medical educator. In this thought piece I will explore the journey I have taken with year 2 medical students, exploring how to make compassion matter to my learners, and how to translate reflection into compassionate practice. I will look at the role of medical humanities, and reflective writing in particular, in promoting compassion and empathy, and achieving a deeper understanding of what it means to practise in a truly patient-centred way. I will reflect on my own approach to teaching compassion and encouraging reflection, through role modelling, storytelling and involving patients as educators, and the successes and shortcomings that I have encountered in my teaching. I will then consider the next steps I plan to take as an educator in order to support my learners to become compassionate, reflective practitioners.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"389 - 399"},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43571796","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 : 2023-02-28DOI: 10.1080/14623943.2023.2183189
A. Anderson, Justina Or, Scott W. Greenberger, Kelly R. Maguire, Cheryl L. Martin
ABSTRACT As the number of refugees continues to increase, it is important to improve the public’s understanding of their lived experiences. Refugee simulations are helpful immersive activities for individuals to learn more about refugees. Since these simulations tend to leave participants with a sense of disequilibrium, they may benefit from engaging in effective reflection, which requires reflective readiness. In addition to Dewey’s understanding of reflective readiness as predispositions for effective reflection (open-mindedness, wholeheartedness, and responsibility), reflective readiness can also be conceptualized as the character strengths of curiosity, honesty, judgment, love of learning, perseverance, and zest. This qualitative descriptive study aimed to provide empirical information about this conceptualization by exploring how community college students expressed reflective readiness (as indicated by their curiosity, honesty, judgment, love of learning, perseverance, and zest) through structured reflection about their experience in a refugee simulation. Two instruments were used to collect data for this study, including the VIA Character Strengths Assessment and an adapted Guide for Reflective Practice. The results of this study indicated that community college students’ reflective readiness aided their structured reflection about their experience in a refugee simulation. The findings have several implications, but further research on reflective readiness is recommended.
{"title":"Reflective readiness: character strengths for effective reflection on refugee simulations","authors":"A. Anderson, Justina Or, Scott W. Greenberger, Kelly R. Maguire, Cheryl L. Martin","doi":"10.1080/14623943.2023.2183189","DOIUrl":"https://doi.org/10.1080/14623943.2023.2183189","url":null,"abstract":"ABSTRACT As the number of refugees continues to increase, it is important to improve the public’s understanding of their lived experiences. Refugee simulations are helpful immersive activities for individuals to learn more about refugees. Since these simulations tend to leave participants with a sense of disequilibrium, they may benefit from engaging in effective reflection, which requires reflective readiness. In addition to Dewey’s understanding of reflective readiness as predispositions for effective reflection (open-mindedness, wholeheartedness, and responsibility), reflective readiness can also be conceptualized as the character strengths of curiosity, honesty, judgment, love of learning, perseverance, and zest. This qualitative descriptive study aimed to provide empirical information about this conceptualization by exploring how community college students expressed reflective readiness (as indicated by their curiosity, honesty, judgment, love of learning, perseverance, and zest) through structured reflection about their experience in a refugee simulation. Two instruments were used to collect data for this study, including the VIA Character Strengths Assessment and an adapted Guide for Reflective Practice. The results of this study indicated that community college students’ reflective readiness aided their structured reflection about their experience in a refugee simulation. The findings have several implications, but further research on reflective readiness is recommended.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"295 - 309"},"PeriodicalIF":1.2,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41342492","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 : 2023-02-12DOI: 10.1080/14623943.2023.2174963
Kevin Costello, Rosie Jewitt-Beck, Thomas M. Leeder
ABSTRACT Developing coaches as reflective practitioners is a key tenet of coach education frameworks, with coach developers playing a significant role in facilitating reflection. Consequently, the aim of this research was to explore the exercises, mechanisms, and challenges coach developers utilise and face when facilitating reflective practice within formal coach education. In-depth, semi-structured interviews were conducted with six active coach developers within an Irish sport governing body (SGB), with transcripts subject to a reflexive thematic analysis process. Findings indicated that while coach developers’ understanding and conceptualisation of reflective practice varied, they each attempted to facilitate reflection through similar pedagogical practices. Specifically, coach developers’ roles included adapting sessions to utilise learning opportunities, addressing the needs of coaches struggling with reflective practice mechanisms, and active engagement through prompts and feedback. While the relationship between the coach developer and coach was deemed significant in facilitating reflection, time constraints were highlighted as a major challenge when seeking to enable meaningful reflection. Furthermore, learners’ motivations for, and attitudes towards, coach education influenced their engagement in reflective discussions. This research adds to the growing body of literature on coach developers by specifically highlighting the practical demands they face in facilitating reflective practice.
{"title":"Coach developers and reflective practice: evaluating exercises, mechanisms, and challenges in facilitating reflection within novice coach education","authors":"Kevin Costello, Rosie Jewitt-Beck, Thomas M. Leeder","doi":"10.1080/14623943.2023.2174963","DOIUrl":"https://doi.org/10.1080/14623943.2023.2174963","url":null,"abstract":"ABSTRACT Developing coaches as reflective practitioners is a key tenet of coach education frameworks, with coach developers playing a significant role in facilitating reflection. Consequently, the aim of this research was to explore the exercises, mechanisms, and challenges coach developers utilise and face when facilitating reflective practice within formal coach education. In-depth, semi-structured interviews were conducted with six active coach developers within an Irish sport governing body (SGB), with transcripts subject to a reflexive thematic analysis process. Findings indicated that while coach developers’ understanding and conceptualisation of reflective practice varied, they each attempted to facilitate reflection through similar pedagogical practices. Specifically, coach developers’ roles included adapting sessions to utilise learning opportunities, addressing the needs of coaches struggling with reflective practice mechanisms, and active engagement through prompts and feedback. While the relationship between the coach developer and coach was deemed significant in facilitating reflection, time constraints were highlighted as a major challenge when seeking to enable meaningful reflection. Furthermore, learners’ motivations for, and attitudes towards, coach education influenced their engagement in reflective discussions. This research adds to the growing body of literature on coach developers by specifically highlighting the practical demands they face in facilitating reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"279 - 294"},"PeriodicalIF":1.2,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46596512","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 : 2023-01-26DOI: 10.1080/14623943.2023.2170342
Kenan Dikilitaş, Simon Mumford
ABSTRACT In the post Ph.D. thesis period, Simon, the only participant in this study was encouraged to reflect on his learning process by his supervisor through interviews. Simon had already reflected on the practice of colleagues during the thesis process; however, this follow-up study brought out the researcher’s own voice. Taking a view of identity that emphasizes the interaction between the personal and the professional, the study reveals that Simon was able to understand how reflection on a wide range of incidents and memories, and the classification and thematising of these, led to insights into his own identity growth. The analysis of his own interview data led to reflection on the connections between different aspects of identity. As the analysis progressed, self-confidence and self-realisation emerged as personal themes, and changed teaching content, and changed relationships with students, as professional themes. The learning in the thesis became subject to greater scrutiny, or meta-reflection, and he was able to compare himself with thesis participants, and insights into his changed identity in relation to them. The links emerging involved his roles as writer, researcher, learner and teacher. Some implications for thesis supervision are provided.
{"title":"Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation","authors":"Kenan Dikilitaş, Simon Mumford","doi":"10.1080/14623943.2023.2170342","DOIUrl":"https://doi.org/10.1080/14623943.2023.2170342","url":null,"abstract":"ABSTRACT In the post Ph.D. thesis period, Simon, the only participant in this study was encouraged to reflect on his learning process by his supervisor through interviews. Simon had already reflected on the practice of colleagues during the thesis process; however, this follow-up study brought out the researcher’s own voice. Taking a view of identity that emphasizes the interaction between the personal and the professional, the study reveals that Simon was able to understand how reflection on a wide range of incidents and memories, and the classification and thematising of these, led to insights into his own identity growth. The analysis of his own interview data led to reflection on the connections between different aspects of identity. As the analysis progressed, self-confidence and self-realisation emerged as personal themes, and changed teaching content, and changed relationships with students, as professional themes. The learning in the thesis became subject to greater scrutiny, or meta-reflection, and he was able to compare himself with thesis participants, and insights into his changed identity in relation to them. The links emerging involved his roles as writer, researcher, learner and teacher. Some implications for thesis supervision are provided.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"265 - 278"},"PeriodicalIF":1.2,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46537088","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 : 2023-01-24DOI: 10.1080/14623943.2023.2170341
E. Saito, M. A. Ab Kadir, C. Grové
ABSTRACT Offshore teaching is a common practice in Australian higher education. While challenges in offshore teaching have been well studied, the opportunities that it may provide have been seldom discussed. Considering this, the aim of this study is to address this gap by investigating the opportunities that offshore teaching provided faculty members in the development of their professional values. This study employs the memory-work method self-study based on the reflective notes of Author1 about his teaching experiences in the offshore programme between December 2019 and August 2021, with reference to Korthagen’s core reflection model. The reflections revealed that he not only identified but strengthened his confidence in his core qualities through offshore teaching. This strengthened confidence in his core qualities also helped him to negotiate with the new problematic situations created by the COVID-19 pandemic.
{"title":"The opportunities afforded by offshore teaching to faculty members: Strengthening confidence in core qualities","authors":"E. Saito, M. A. Ab Kadir, C. Grové","doi":"10.1080/14623943.2023.2170341","DOIUrl":"https://doi.org/10.1080/14623943.2023.2170341","url":null,"abstract":"ABSTRACT Offshore teaching is a common practice in Australian higher education. While challenges in offshore teaching have been well studied, the opportunities that it may provide have been seldom discussed. Considering this, the aim of this study is to address this gap by investigating the opportunities that offshore teaching provided faculty members in the development of their professional values. This study employs the memory-work method self-study based on the reflective notes of Author1 about his teaching experiences in the offshore programme between December 2019 and August 2021, with reference to Korthagen’s core reflection model. The reflections revealed that he not only identified but strengthened his confidence in his core qualities through offshore teaching. This strengthened confidence in his core qualities also helped him to negotiate with the new problematic situations created by the COVID-19 pandemic.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"251 - 263"},"PeriodicalIF":1.2,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44081941","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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