A reflective cycle: Understanding challenging situations in a school setting

Markkanen, Pihla; Välimäki, Maritta; Anttila, Minna; Kuuskorpi, Marko

doi:10.1080/00131881.2020.1711790

Cited by 20 publications

(14 citation statements)

References 39 publications

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“…The development of this teaching course was a new and challenging experience. The two creators undertook a dedicated session of collective re ection using the Gibb's cycle 15 once the course had been completed. The strengths, weaknesses and learning points of the project could thus be analysed and an action plan developed for progression.…”

Section: Discussionmentioning

confidence: 99%

The development and implementation of a bespoke teaching curriculum for final year University of Bristol medical students during the COVID-19 pandemic.

Brown

Hurst

2022

Preprint

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Background: The COVID-19 pandemic necessitated the cancellation of final year medical student experiences, such as finals examinations, face-to-face teaching, and structured assistantship programmes. This heightened an already established feeling of unpreparedness for their transition from academic studies to becoming acute caregivers. To address this, we developed a fully virtual teaching course. The primary aims were to improve student confidence, decrease anxiety and develop the student’s knowledge of what is expected of their FY1 role. Method: A teaching curriculum was developed using the Foundation Programme syllabus, junior doctor experience and medical student questionnaires. The course was open to all final year medical students at the University of Bristol. The creators attended accredited teaching courses and content was reviewed with a Teaching Fellow. Feedback was collected to analyse individual sessions and the entire course. Results: Six one-hour online teaching sessions were delivered over 12 weeks via Zoom. Cumulative attendance was sixty-three. Mean rating for knowledge of the FY1 job role and confidence in starting FY1 increased by 24% and 46%, respectively. Prior to the course, 70% agreed and a further 26% strongly agreed with ‘I feel anxious about starting FY1’. After the course, 64% of participants agreed and 21% strongly agreed that the course made them feel less anxious about starting FY1. 100% of participants would recommend this teaching course to a peer. Qualitative feedback included comments such as, “The salient points relevant to practicalities of FY1 were highlighted- cannot find anywhere else online which would equip me so well”. The two creators undertook a dedicated session of collective reflection using the Gibb’s cycle once the course had been completed. Conclusion: Virtual teaching will continue to be crucial to ensure students are not disadvantaged during the COVID-19 pandemic. The main project limitation was that of modest participant numbers. This project has improved student confidence, knowledge and reduced anxiety; by improving preparedness for FY1, we hope to uphold excellent patient care as a result. A further iteration is planned, and future tutors recruited to ensure project sustainability.

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Section: Discussionmentioning

confidence: 99%

The development and implementation of a bespoke teaching curriculum for final year University of Bristol medical students during the COVID-19 pandemic.

Brown

Hurst

2022

Preprint

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“…We have chosen these reflective methods for their ability to effectively structure the participants' reflections in past studies (e.g., Markkanen et al, 2020; Smith, 2016). According to Markkanen et al (2020) and Gibbs’ (1988) reflective cycle has been established in many previous studies and across disciplines, including education and healthcare. Markkanen et al (2020) used Gibbs' (1988) reflective cycle to help teaching staff reflect their feelings, thoughts and actions, which demonstrated its reliability and applicability in educational contexts.…”

Section: Methodsmentioning

confidence: 99%

What do the children and teachers say?: Voices on gender stereotyping in children's literature for MalaysianESLclassrooms

Yeoh,

Cheong

2023

Review of Education

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This preliminary study analyses children's and teachers' views towards gender stereotyping in children's literature for Malaysian ESL (English as a Second Language) classrooms. We employed focus groups with 14 children (aged 10–12) and interviews with 6 experienced ESL teachers, in which children and teachers reflected on selected literature taught in schools. Our findings suggested that both children and teachers overlooked gender stereotyping in the selected children's literature as they focused more on the storyline and moral values. However, our focus groups with children showed their potential in adapting the reading materials to their social context, despite the typical belief that young children blindly learn and accept anything presented to them. Comparison between the boys and girls also showed different gendered responses towards gender stereotyping, with the boys showing stronger support for gender equality. The children insisted that men and women are equals and suggested more active male participation in domestic settings could indicate their readiness to discuss gender‐related issues. In addition, our interviews with teachers led to their call for more reading materials that reflect gender equality. The teachers admitted to a lack of explicit discussions about gender in their current teaching/learning process and expressed their willingness to include gender discussions with their students in the future. This study hopes to give voices to Malaysian children and teachers in the Global South, highlighting their potential for agency in pedagogical review and gender advocacy in education. Context and implicationsRationale for this studyThis study explores children's views' and teachers' strategies for addressing gender stereotyping in children's literature for Malaysian ESL classrooms.Why the new findings matterOur findings highlight the need for training for teachers and teaching/learning materials that reflect gender equality. Our findings signal children's readiness to discuss gender and the importance of teachers' role in fostering such discussions.Implications for practitioners and policy makersThis study is significant for teachers and curriculum reviewers in highlighting how children's literature may influence children and foster gender equality. There is a need for support materials, training for teachers and careful selection of suitable reading materials for children in terms of cultural and gender values.

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“…It ended by stating what had been learned and what alternatives could have been taken to improve the course. These steps fell largely within the Gibbs' Reflective Cycle, as shown in Figure 2, with the description of the course provided as methods since course development and delivery constitute a part of this study [33]. Concerning feelings and evaluation, they were depicted in a more systematic manner using SWOT analysis, which has been used in multiple studies to assess the effects of educational practices and approaches on course delivery [34,35].…”

Section: Methodsmentioning

confidence: 99%

Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect

Tang

2022

Acta Pedagogia Asia

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The impetus to raise awareness and impart positive attitude change toward climate action as one of the sustainability goals has catalyzed the introduction of climate change courses in universities, particularly in developing countries. An online climate change course has been developed and delivered as an elective to the first-year students of a university in China. A reflection of the course in terms of its teaching and learning and assessment was conducted based on the Gibbs’ Reflective Cycle with SWOT employed for evaluation and analysis of the experience. The course has the strength of incorporating abundant audio-visual elements, highlighting important points in slides, employing gamification, and simulating community projects in assignments. However, online teaching could be more time-consuming than face-to-face teaching in certain aspects, such as preparation of activities and games, and responding to students after office hours. Despite this, students felt that more interactions could be integrated, and teamwork might lead to advantage-taking and unequal task distribution in certain groups. This reflection calls for further improvement with the greater use of online interactive platforms and databases; interactions with experts and scientists in the field; delivery of community projects or talks to a real audience; and cross-varsity and cross-regional collaborations.

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A reflective cycle: Understanding challenging situations in a school setting

Cited by 20 publications

References 39 publications

The development and implementation of a bespoke teaching curriculum for final year University of Bristol medical students during the COVID-19 pandemic.

The development and implementation of a bespoke teaching curriculum for final year University of Bristol medical students during the COVID-19 pandemic.

What do the children and teachers say?: Voices on gender stereotyping in children's literature for MalaysianESLclassrooms

Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect

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