Pattern and order: a mathematical lens for reflective writing

McVarish, Judith

doi:10.1080/14623940903138324

Cited by 4 publications

(1 citation statement)

References 10 publications

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“…Researchers generally advocate guidance for a non-facilitated reflective journal writer through modelling (Loughran, 2002), examples (Moon, 2004) or structure (Griffin, 2003). Furthermore, since the learner’s emotional condition is ‘the point where body, culture and mind come together’ (McVarish, 2009), Bean and Stevens (2002) stressed that scaffolding of reflection should feature both cognitive, interpersonal and emotional matters. Writing both about events and the emotions associated with them can help learners gain insight into their actions (Hughes, 2009; O’Connell and Dyment, 2011).…”

Section: Facilitationmentioning

confidence: 99%

Noteworthy matters for attention in reflective journal writing

Cowan

2013

Active Learning in Higher Education

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The principles advocated in the widely acclaimed keynote texts on reflection have nominally been followed for over 30 years in educational programmes and schemes for professional development. This article was prompted by the impression that practice and theorising reported in publications about journal writing does not consistently endorse the advice in the seminal literature, and is potentially confusing for those who seek advice and direction. In particular, some writers tolerate or encourage narrative reporting without significant reflection thereon; many articles only feature aspects of the reflective cycle, and metacognitive forward planning that aims to validate the emerging generalisation is often neglected. Noteworthy matters are identified for attention and suggestions made for an approach that today’s journal writers and their mentors may find useful to employ, in order to better focus reflections and validate their generalisations.

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