Crossing the threshold from description to deconstruction and reconstruction: using self‐assessment to deepen reflection

Samuels, Mary; Betts, J. David

doi:10.1080/14623940701289410

Cited by 67 publications

(59 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Feedback should be for the purpose that it is meant forto support teachers to conceptualise the process of reflecting and to encourage them to journal. As Samuels and Betts (2008) aptly point out, feedback should be for the purpose of ensuring success and motivation arising from achievement, and having the potential to promote deeper levels of reflection. Perhaps a more 'friendly' feedback which does not discourage would serve this purpose.…”

Section: Structure Of Cepmentioning

confidence: 98%

Reflective practice: the challenge of journal writing

Otienoh

2009

Reflective Practice

View full text Add to dashboard Cite

Reflective practice is one of the concepts that the Aga Khan University-Institute for Educational Development, Eastern Africa values as essential for teacher learning and development. It is incorporated in the Certificate in Education Programmes that target practising primary teachers. Emphasis is given to journal writing as an approach to reflective practice. However, many teachers seem to find it challenging to sustain this approach. This was a small-scale study which was conducted in Dar-es-Salaam, Tanzania, to investigate why this might be the case. It is a qualitative study of a hermeneutic phenomenological nature. Semi-structured interviews were the sole method of data collection. The Miles and Huberman approach of qualitative data analysis was utilised. Findings indicated that teachers encounter a number of challenges that inhibit them from reflecting through journaling. These range from lack of time, the structure of the programmes and the way reflective practice is introduced to them, to teacher motivation and lack of structures to support the practice.

show abstract

Section: Structure Of Cepmentioning

confidence: 98%

Reflective practice: the challenge of journal writing

Otienoh

2009

Reflective Practice

View full text Add to dashboard Cite

show abstract

“…Adams, Matto, & LeCroy, 2009;Gosen & Washbush, 2004;Mann et al, 2009;Samuals & Betts, 2007). Our study contributes to such research in the context of police education where the role of reflection in training has received considerably less attention.…”

Section: Experiential Learning Reflection and Professional Developmmentioning

confidence: 83%

Experiential Learning and Simulation-Based Training in Norwegian Police Education: Examining Body-Worn Video as a Tool to Encourage Reflection

et al. 2016

View full text Add to dashboard Cite

This research paper aims to add to current knowledge on reflection, body-worn video and police education. It examines the potential effects of an intervention which employed subcams (a type of body-worn video) and replay interviews of video footage to enhance experiential learning during an operative training course for Norwegian police students in their final year of study. Our investigation examines evaluation surveys for differences between an intervention and comparison group on reflection and experiential learning outcomes. Findings indicate that students in the intervention group self-reported more general learning outcomes from the course concerning decision-making and communication and that they could identify their own mistakes to a greater degree. They also reported more learning outcomes as measured by the number of statements written about what they learned and would change to improve their performance on 3 different simulations. Moreover, the content of these statements reflected the intervention as they involved communication and decisionmaking to a greater degree than students in the comparison group. Implications for the further use of body-worn video to encourage reflection and enhance experiential learning in professional police training and development are discussed.

show abstract

“…Bean & Stevens, 2002;Roberts, 2009;Samuels & Betts, 2007). Part of the difficulty is that often the degree to which reflection and reflective practice occurs is assessed by the reflective writing that students produce.…”

Section: E Jonesmentioning

confidence: 98%

Enhancing professionalism through a professional practice portfolio

Jones

2010

Reflective Practice

View full text Add to dashboard Cite

This paper is a response to Ghaye's (2010) invitation to consider how reflection might contribute to human flourishing. It reports on a four-year action research project that investigated the use of a professional practice portfolio in a postgraduate professional development programme, preparing special education resource teachers to undertake a paradigmatically different role to support the inclusion of students with moderate special needs. The portfolio was a prompt for reflection and reflective practice that enhanced the professionalism of the special education teachers through improved practice, development of a theory of practice, and increased clarity and confidence in their role. It is argued that reflection of professionals should be judged by the outcome for them and their clients and that a well-designed professional practice portfolio can be the prompt necessary for a process of reflection that has positive outcomes.

show abstract

Crossing the threshold from description to deconstruction and reconstruction: using self‐assessment to deepen reflection

Cited by 67 publications

References 17 publications

Reflective practice: the challenge of journal writing

Reflective practice: the challenge of journal writing

Experiential Learning and Simulation-Based Training in Norwegian Police Education: Examining Body-Worn Video as a Tool to Encourage Reflection

Enhancing professionalism through a professional practice portfolio

Contact Info

Product

Resources

About