Reflection on action: The process of helping social work students to develop their use of theory in practice

Fisher, Terry; Somerton, Jon

doi:10.1080/02615470050078384

Cited by 40 publications

(27 citation statements)

References 12 publications

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“…This importance is magnified in that many students are "reflection novices," and as such, need considerable guidance to move from lower to higher forms of reflective thinking (Bailey et al, 1997). Conceptually, for reflective learning to occur students should view the lecturer as a "mentor" who promotes learning in a non-threatening learning environment, by encouraging questions, and by highlighting connections among and between concepts (Bailey et al, 1997, Fisher & Somerton, 2000, Marton & Saljo, 1984. Clearly, the instructor is one of the most critical components of "transformational" learning and internal change (Mintzberg & Gosling, 2004;Hay et al, 2004a;Taylor, 2000).…”

Section: Instructor-to-student Interactionsmentioning

confidence: 99%

“…Therefore, an attempt was made to improve the clarity/understanding of certain items and in some cases to relate items to a management education context. Additional items were also added to examine aspects of reflection and intensive reflection such as integration of learning with existing knowledge (Fisher & Somerton 2000) and consideration of the wider implications of learning (Atkins & Murphy 1993). Given the suggested relationship between approaches to learning and levels of reflective learning, items assessing surface and deep approaches to learning were included from Biggs et al (2001).…”

Section: Questionnaire Developmentmentioning

confidence: 99%

“…However, the reflection construct is receiving considerable attention in a wide range of disciplines including social work (Dempsey et al, 2001;Fisher and Somerton, 2000), information systems (Mukherjee, 2004), earth sciences (Harrison et al, 2003), leadership development (Densten & Gray, 2001) and particularly in the areas of human resource development (Bourner, 2003;Corley & Eades, 2004;Maclellan, 2004;Van Woerkom, 2004;Van Woerkom et al, 2002) and health sciences (Biggs et al, 2001;Kember et al, 2000;Leung & Kember, 2003;Liimatainen et al, 2001). We examine this diverse literature base and blend it with emerging business education literature for the purpose of defining the reflection construct, identifying its dimensions and processes, and as input for further consideration of its measurement.…”

Section: Review Of Reflection Literature and Model Developmentmentioning

confidence: 99%

“…Given the suggested relationship between approaches to learning and levels of reflective learning, items assessing surface and deep approaches to learning were included from Biggs et al (2001). The literature also suggested the importance of conditions for reflection; accordingly items were developed to assess both the role of the fellow students (Braun, 2004;Brown & Posner, 2001;Dempsey et al, 2001;Gray 2001;Hodgkinson & Brown, 2003;Peltier et al, 2003) and the role of the professor (Bailey, et al, 1997, Fisher & Somerton, 2000Liimatainen et al, 2001;Thorpe 2001) A factor analysis revealed that all six of these questions loaded on one global learning assessment measurement. We thus collapsed all six items into one summed dimension.…”

Section: Questionnaire Developmentmentioning

confidence: 99%

See 3 more Smart Citations

The Reflective Learning Continuum: Reflecting on Reflection

Peltier

Hay

Drago

2005

Journal of Marketing Education

182

207

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The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research that considers reflection within the context of both the marketing and general business education literature. This article describes the use of an instrument that can be used to measure four identified levels of a reflection hierarchy: habitual action, understanding, reflection, and intensive reflection and two conditions for reflection: instructor-to-student interaction and student-to-student interaction. The authors also demonstrate the importance of reflective learning in predicting Graduates' perception of program quality. Although the focus was on assessment of MBA-level curricula, the findings have great importance to marketing education and educators.

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Section: Instructor-to-student Interactionsmentioning

confidence: 99%

Section: Questionnaire Developmentmentioning

confidence: 99%

Section: Review Of Reflection Literature and Model Developmentmentioning

confidence: 99%

Section: Questionnaire Developmentmentioning

confidence: 99%

See 2 more Smart Citations

The Reflective Learning Continuum: Reflecting on Reflection

Peltier

Hay

Drago

2005

Journal of Marketing Education

182

207

View full text Add to dashboard Cite

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“…It has been noted that practice teachers can be disconcerted by the prospect of assisting students to link theory and practice. This is suggested to be due to practitioners sometimes viewing theory as being separate from everyday practice, instead being something that is learned from books or having lost conscious awareness of the theoretical underpinnings of their practice (Fisher & Somerton, 2000;Higgins, 2014). The complexity of social welfare work and busyness of the workplace is also offered as an explanation (Dettlaff & Wallace, 2003).…”

Section: Practice Teacher Rolementioning

confidence: 99%

Supervision of students in social care education: practice teachers’ views of their role

McSweeney¹

2016

Social Work Education

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This paper presents findings from research exploring how practice teachers in social care education in Ireland view their role, in particular what elements they prioritise and what they see as relatively unimportant. Q methodology was used to compare the participants' viewpoints. Twenty practice teachers, from varying practice backgrounds and levels of experience, sorted statements outlining aspects of the practice teacher's role, during individual interviews. Analysis indicates two ways of conceptualising the role. One focuses within the agency, prioritising students' awareness of the clients using the social care service and policies as guiding practice. The second encapsulates a broader view of learning beyond the agency, focusing on the practice teacher assisting the student to integrate theory with practice and using reflection as a learning tool.Conclusions are drawn in relation to social care education.Keywords: supervision; social care students; practice teacher role; practice placement; clients; policies; reflection; theory; Q methodology ContextSocial care work is defined as 'the professional provision of care, protection, support, welfare and advocacy for vulnerable or dependent clients, individually or in groups. ' (Joint Committee on Social Care Professionals, 2003, p.13). Social care workers are employed in residential care for young people, day and residential services for individuals with intellectual disabilities, people with sensory impairments, mental health issues, youth work, services for people who are homeless, family support services and addiction services.In Ireland, social care education involves completing a three or four year degree programme of academic modules and practice placements to meet standards set down by Qualifications and Quality Ireland (Social Care Work Award Standards, 2014). Placements are considered to be an essential part of the education and preparation for practice in social care work. Students must complete between 800 and 1000 hours on placement in a variety of 2 social care settings throughout the educational programme and they must pass this element of the programme. To maximise the student's learning while on placement s/he is appointed a supervisor or practice teacher who is expected to agree learning objectives with the student, conduct regular supervision sessions to support and monitor the student's learning, and liaise with the college (Irish Association of Social Care Educators, 2009). Although, as noted by Davys and Beddoe (2000), there is not consensus on the title of the person in an agency who is in charge of the student on placement, the role essentially involves managing, assessing, monitoring, teaching, challenging and supporting the student. Citing Ford and Jones (1987) they capture the complexity of the role of the supervisor/practice teacher with responsibilities to clients, agency and standards of the service provided along with guaranteeing the students' opportunities to learn. Thus practice teachers are essential in the education of soc...

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Reflective learning and on‐line management education: a comparison of traditional and on‐line MBA students

2004

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᭹In recent years higher education has witnessed dramatic changes brought on by the advent of diversified forms of management education. ᭹ Advances in multi-media and Internet technologies have generated explosive growth in on-line learning. ᭹ The ability to engage in reflective thinking is important for managers, especially during periods of change.An important aim of management education is to develop this ability. ᭹ On-line education has been criticized for its inability to foster critical thinking in students. A case study of an American MBA programme at the University of WisconsinWhitewater is presented which compares reflective learning in on-line and traditional classes.᭹ Evidence is presented which dispels the myth that on-line management education is less effective for fostering reflective thinking. The findings do suggest that reflective thinking does take different paths in on-line versus traditional management education delivery systems.

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Reflection on action: The process of helping social work students to develop their use of theory in practice

Cited by 40 publications

References 12 publications

The Reflective Learning Continuum: Reflecting on Reflection

The Reflective Learning Continuum: Reflecting on Reflection

Supervision of students in social care education: practice teachers’ views of their role

Reflective learning and on‐line management education: a comparison of traditional and on‐line MBA students

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