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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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