Collective reflection in practice: an ethnographic study of Swedish police training

Rantatalo, Oscar; Karp, Staffan

doi:10.1080/14623943.2016.1206881

Cited by 28 publications

(33 citation statements)

References 30 publications

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“…Group Dialogic Reflection offers a form of engagement and relationships with placement mentors and college supervisors that sits outside conventional practicum practices in the Malaysian context. It has been argued that reflecting together at the workplace results in collective learning (Rantatalo & Karp, 2016), and data from this study shows that collective reflection can enhance the depth of pre-service teachers' reflective thinking in three areas: problem solving, connecting theory and practice, and engaging with multiple perspectives. These will be discussed in turn.…”

Section: Discussion: Individual Versus Collective Reflectionmentioning

confidence: 78%

“…Current trends in the literature show a shift from individual reflection to collective reflection in professional practice (Ohlsson, 2013;Rantatalo & Karp, 2016). As suggested by social constructivism theory, learning occurs within a social process influenced by context and conditions (Vygotsky, 1978(Vygotsky, , 1981.…”

Section: Exploring the Literaturementioning

confidence: 99%

“…It is argued that reflective learning is shaped by the social, historical and cultural context where the community and workplace are situated (Collin & Karsenti, 2011;Rantatalo & Karp, 2016). Participants from different settings and positions bring with them different orientations, knowledge of educational systems, expectations, priorities and their own learning interests.…”

Section: Exploring the Literaturementioning

confidence: 99%

“…Participants from different settings and positions bring with them different orientations, knowledge of educational systems, expectations, priorities and their own learning interests. In the process, each other's understandings can be validated through testing of ideas and interpretations of the problems identified (Rantatalo & Karp, 2016;Toom et al, 2014).…”

Section: Exploring the Literaturementioning

confidence: 99%

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Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

Foong

Nor

Nolan

2018

Australasian Journal of Early Childhood

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THIS STUDY EXPLORED INDIVIDUAL and collective reflection as pedagogical approaches to support early childhood pre-service teachers’ reflection during practicum. Current trends in the literature show a shift from individual reflection to collective reflection, with an emphasis on social constructivist perspectives. This qualitative study focused on a Malaysian teacher education institution conducting an undergraduate early years program from the UK as the selected case. Sources of evidence came from interviews, direct observations and documents such as student teachers’ teaching portfolios, their reflection journals and assessment forms. The results show that collective reflection supported higher levels of reflective thinking during practicum at the integration, validation and appropriation levels of reflection, compared to when they reflected individually. Collective reflection provided Malaysian teachers with a new platform for problem-solving, connecting theory to practice, as well as the sharing and consideration of multiple perspectives, resulting in a deeper understanding of classroom practices.

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Section: Discussion: Individual Versus Collective Reflectionmentioning

confidence: 78%

Section: Exploring the Literaturementioning

confidence: 99%

Section: Exploring the Literaturementioning

confidence: 99%

Section: Exploring the Literaturementioning

confidence: 99%

See 2 more Smart Citations

Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

Foong

Nor

Nolan

2018

Australasian Journal of Early Childhood

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“…The background to the study reported here is an ongoing ethnographic research project targeting Swedish police training (Rantatalo and Karp 2016). Participant observations and interviews in the project indicated that students' storytelling was a central practice within police education.…”

Section: Methodsmentioning

confidence: 99%

Stories of Policing: The Role of Storytelling in Police Students’ Sensemaking of Early Work-Based Experiences

Rantatalo

Karp

2017

Vocations and Learning

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Storytelling has been shown to play a key role in transferring work experience from more experienced towards novices in a number of vocational educational practices, however previous studies have not to the same extent dealt with the role of students' own storytelling practices for sensemaking of work experience. This study set out to examine police students' storytelling of their first occupational experiences from a sensemaking perspective, with an analysis drawing on the concepts of enactment, selection, and retention. The study is based on participant observations of field training follow up sessions' in the context of police education. Findings indicated that student storytelling of work experience tended to be geared towards action, extremeness and the telling of 'war stories'. Furthermore, these type of stories functioned to enable student identification, self-enhancement and emotion management. These findings contribute to our current understanding of how students engage in sensemaking of work-based experiences and in extension how knowledge integration and learning from work placements can be structured pedagogically.A longstanding theme in research on vocational education and training has been how work-based experiences for students can be integrated with learning in vocational and higher education programmes (Aarkrog 2005; Sappa and Aprea 2014; Stenström and Tynjälä 2009; Tynjälä 2013). As stated by Billett et al. (2013) and Billett (2009Billett ( , 2014, a central challenge for educational institutions that provide work-based student

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Affective Experiments: Card Games, Blind Dates and Dinner Parties

Hope

2022

Methodologies of Affective Experimentation

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Collective reflection in practice: an ethnographic study of Swedish police training

Cited by 28 publications

References 30 publications

Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

Stories of Policing: The Role of Storytelling in Police Students’ Sensemaking of Early Work-Based Experiences

Affective Experiments: Card Games, Blind Dates and Dinner Parties

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