A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice

Jindal‐Snape, Divya; Holmes, Elizabeth A.

doi:10.1080/14623940902786222

Cited by 36 publications

(24 citation statements)

References 9 publications

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“…Experience is the raw material for reflection on practice (Boud et al, 1985;Jindal-Snape & Holmes, 2009;Kolb, 1984). Given that clinical experience is a common target of undergraduate student reflection, then the practice they are asked to reflect upon is brief and fragmented.…”

Section: Experience Is the Raw Materials For Reflectionmentioning

confidence: 98%

“…Many subjects taught at primary, high school, and university are embedded in content-driven curricula with facts constituting the substance of both teaching and assessment. Some professionals (graduates) may therefore dismiss or resist education involving processes rather than content or "product" (Durgahee, 1998;Fronek et al, 2009;Jindal-Snape & Holmes, 2009).…”

Section: The Classroommentioning

confidence: 99%

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Reflective Components in Undergraduate Mental Health Nursing Curricula: Some Issues for Consideration

Cleary

Horsfall

Happell

et al. 2013

Issues in Mental Health Nursing

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After reflective practice took nursing by storm 20 years ago it is timely to re-examine its influence and implementation on undergraduate teaching. Elements of reflection in relation to learning, matters that affect students and teachers in the classroom and on clinical placements, are reiterated. Interpersonal ethical concerns and issues associated with students' emotional responses to the situations on which they reflect also are considered. We have identified a number of elements that must be considered from both the student's and educator's perspectives to ensure safe and appropriate reflection activities are used in mental health-specific or non-specific undergraduate nursing subjects.

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Section: Experience Is the Raw Materials For Reflectionmentioning

confidence: 98%

Section: The Classroommentioning

confidence: 99%

Reflective Components in Undergraduate Mental Health Nursing Curricula: Some Issues for Consideration

Cleary

Horsfall

Happell

et al. 2013

Issues in Mental Health Nursing

View full text Add to dashboard Cite

show abstract

“…Despite widespread recognition of the importance of reflective practice for strengthening education (Ghaye 2011;Osterman and Kottkamp 1993;Schon 1983Schon , 1987York-Barr, Sommers, and Ghere 2005), challenges to the implementation of reflective-practice-oriented professional development infrastructures have been noted (Bradbury et al 2009;Jindal-Snape and Holmes 2009;Boud, Cressey, and Docherty 2006) and some have suggested that a wider debate regarding reconceptualizing reflection in education is needed. In the view of McArdle and Coutts (2010), the needed reconceptualization is actually a restoration of the social and critical dimensions of reflection.…”

Section: Introductionmentioning

confidence: 96%

Reflective practice and motion sickness: thoughts on the first North American Action Research Study Day

Rowell¹,

Inoue²,

Getz³

2014

Educational Action Research

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This paper examines the experience of an action research 'Study Day' to investigate development of a culture of reflective practice among educators. Shared recognition of the importance of reflective practice in education is now a well-established part of both pre-service preparation and in-service work experience for educators. Osterman and Kottkamp defined reflective practice as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development. Schon discussed the psychological and epistemological contours of the conscious awareness required for reflective practice. In his view, reflective practice is a dialog of thinking and doing through which one becomes more skillful. In Noffke's framework of action research, professional development represents a branch of the action research family tree that is intrinsically connected with reflective practice. Somekh asserted that, since the major aim of action research is to develop the practical wisdom or situational understanding of the practitioner, it constitutes a powerful means of professional development.

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“…Literature abounds advocating for the development of both student teachers and experienced teachers as reflective practitioners (for example, Calderhead & Gates, 1993;Ramsey, 2010). An equally large body of literature exists that claims the success of various initiatives in achieving that aim (for example, Jindal-Snape & Holmes, 2009;Nolan, 2008;Zeichner, 1987).…”

Section: Introductionmentioning

confidence: 99%

Making sense of reflection: a comparison of beginning and experienced teachers’ perceptions of reflection for practice

Williams

Grudnoff

2011

Reflective Practice

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The importance of reflection for learning has been emphasised in professional education programmes. In teacher education, a number of researchers have claimed the success of various initiatives in developing teachers as reflective practitioners. However, there appear to be few studies comparing and contrasting beginning and experienced teachers' perceptions of the usefulness of reflection for practice. The study reported here examined how reflection was used by experienced and beginning teachers who were formally introduced to the same model of reflection. The data were collected as part of two separate qualitative studies, one a study of 12 beginning teachers and one of 12 experienced teachers, via semi-structured interviews. The findings suggested that both groups of teachers moved from being somewhat sceptical about reflection, to embracing reflection as a tool to analyse and modify their practice. A major difference between the two groups related to the scope, focus and impact of their reflective activities.

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A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice

Cited by 36 publications

References 9 publications

Reflective Components in Undergraduate Mental Health Nursing Curricula: Some Issues for Consideration

Reflective Components in Undergraduate Mental Health Nursing Curricula: Some Issues for Consideration

Reflective practice and motion sickness: thoughts on the first North American Action Research Study Day

Making sense of reflection: a comparison of beginning and experienced teachers’ perceptions of reflection for practice

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