Development of a tool to assess teachers’ level of reflective practice

Larrivee, Barbara

doi:10.1080/14623940802207451

Cited by 280 publications

(324 citation statements)

References 29 publications

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“…One mechanism or coaching 'skill' to facilitate this process is that of becoming a reflective practitioner, which has received significant attention in recent years (e.g. Gilbert & Trudel, 2001) and which is often proclaimed as the hallmark of professional competence (Larrivee, 2008). This research has utilised experiential learning theory and the role of the coach as experimenter (Schön, 1987) to examine coach development.…”

Section: So What Is the Solution?mentioning

confidence: 99%

Communities of practice, social learning and networks: exploiting the social side of coach development

Stoszkowski

Collins

2012

Sport, Education and Society

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Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this paper explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions which are largely tempered by their experiences and interactions both with and within their social 'milieu'. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process.

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Section: So What Is the Solution?mentioning

confidence: 99%

Communities of practice, social learning and networks: exploiting the social side of coach development

Stoszkowski

Collins

2012

Sport, Education and Society

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“…Por su parte, Rodrigues (2013) presenta a Larrivee (2008), quien a partir de las contribuciones de Van Manen (1977), Schön (1998), Jay y Johnson (2002), entre otros, propone un modelo inicial con tres niveles de reflexión:…”

Section: Confrontaciónunclassified

“…A partir de sus investigaciones, Larrivee (2008) modifica su escala inicial de niveles de reflexión, les otorga una nueva denominación, y profundiza sus características (Rodrigues, 2013): a. Pre reflexión: Reacción a las situaciones del aula de forma automática y rutinaria, sin un análisis previo, atribuyéndose la responsabilidad de los problemas a los estudiantes o a otros. Sus creencias y posiciones acerca de las prácticas de enseñanza son generalizadas y no se apoyan en la experiencia, la teoría o la investigación.…”

Section: Confrontaciónunclassified

“…Consideramos que el modelo de Larrivee (2008) recoge todos estos aspectos de manera detallada diferenciando claramente la evolución gradual en la práctica reflexiva, que empieza con niveles simples de análisis hasta llegar a los más complejos. Asimismo, este modelo abre la posibilidad de que un mismo estudiante evidencie diferentes niveles de reflexión de modo paralelo.…”

Section: Confrontaciónunclassified

“…La investigación que se expone analiza los niveles de reflexión (Larrivee, 2008;Rodrigues, 2013) que alcanzan las alumnas en los registros que elaboraron como parte de su portafolio y para ello ofrece un marco conceptual sobre la práctica docente reflexiva y el portafolio, describe las características del caso estudiado y los hallazgos del estudio. Concluye planteando que el nivel de reflexividad más alto alcanzado por las alumnas en sus respectivos portafolios es el pedagógico que es un nivel de reflexión que se caracteriza por usar planteamientos didácticos y teóricos en general para explicar la práctica docente.…”

Section: Introductionunclassified

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Los niveles de reflexión en los portafolios de la Práctica Pre Profesional Docente

Lamas

Vargas-D’Uniam

2016

REDU

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ResumenEsta investigación se desarrolla en el contexto de la carrera de educación inicial de una universidad privada de Lima, en la que se incorporó el portafolio como un instrumento didáctico para alentar la actividad reflexiva del alumnado sobre su práctica docente en el último año de formación. Tiene como objetivo identificar los niveles de reflexión que alcanzan las alumnas en los portafolios que elaboran en la Práctica Pre Profesional Docente, y toma como referencia los niveles planteados por Larrivee B. (2008) Pontificia Universidad Católica del Perú (Perú AbstractThis study takes place in the major of elementary education in a private university in Lima. It added the portfolio as a didactics instrument to encourage the reflective practice of senior education students in their last year of studies at university. Its objective is to identify de levels of reflection reached by students in their portfolios about their own school intership, and takes the levels stated by Larrivee B. (2008) and researched by Rodrigues R. (2013) as reference. This paper is a qualitative, descriptive case study in which we used content analysis, as a technique, and a registration matrix to record the reflections of students. We concluded that most of the reflections

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The Reflective Practitioner

Badger¹

2022

Professionalism and Reflection in Veterinary Nursing

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Development of a tool to assess teachers’ level of reflective practice

Cited by 280 publications

References 29 publications

Communities of practice, social learning and networks: exploiting the social side of coach development

Communities of practice, social learning and networks: exploiting the social side of coach development

Los niveles de reflexión en los portafolios de la Práctica Pre Profesional Docente

The Reflective Practitioner

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