Reflective and Reflexive Practice in Initial Teacher Education: a critical case study

Matthews, Brian; Jessel, John

doi:10.1080/1356215980030208

Cited by 18 publications

(8 citation statements)

References 10 publications

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“…Reflexive practice centers on the act of thinking about one’s actions and engaging in a process of continuous learning and self-improvement (Cunliffe, 2004; Giroux, 1988; Schön, 1983). Reflexive practice moves beyond reflection, which focuses on thinking about various verbal, nonverbal feelings and thoughts to consider the reality of an individual’s experiences in the world and his or her position to those experiences (Matthews & Jessel, 1998). With reflexivity, individuals are attentive to and conscious of their social and intellectual standing in situations (Bourdieu & Wacquant, 1992).…”

Section: Conceptual Framework: Culturally Relevant Leadershipmentioning

confidence: 99%

Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

Ezzani

Brooks

2019

Educational Administration Quarterly

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Purpose: The purpose of this study was to explore how leaders in an Islamic school in the United States engaged in culturally relevant leadership (CRL) within a diverse school community to develop students’ critical social consciousness. Research Design: Data were collected over 4 years at an Islamic K-8 school in the United States and included the following: 12 in-depth semistructured interviews with school and community leaders; 4 phone interviews; 7 focus group interviews with teachers, students, and parents; 5 observations of classroom and school events; and documents from the Islamic center, school, and classrooms. Data specific to the school leaders were analyzed using tenets of CRL. Findings and Conclusions: This article describes how Muslim and non-Muslim leaders in an Islamic school engaged in the tenets of CRL. This study suggests that the tenets of CRL, in this context, were grounded in inter and intrafaith dialogue, cultural syncretism, and a unique focus on the development of an American Muslim identity.

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Section: Conceptual Framework: Culturally Relevant Leadershipmentioning

confidence: 99%

Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

Ezzani

Brooks

2019

Educational Administration Quarterly

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“…Garnett and Vanderlinden [41] use the term "reflexive" in the minimal sense suggested by Matthew and Jessel [42], a "focus on the self and one's assumptions," an ethic of reflective practice that encourages teachers/professors to "think about their own concepts and what they bring to any situation," however in contrast to Burke and Dunn's [43] definition of reflexive pedagogy as the attempt to "reveal the power relations within educational institutions and within wider society. "…”

Section: Active Learningmentioning

confidence: 99%

ECLECTIC as a learning ecosystem for higher education disruption

Moreira

Ferreira

Santos-Pereira

et al. 2019

Univ Access Inf Soc

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The learning teaching paradigm in higher education is currently undergoing great transformation due to the irrefutable imposition, on the one hand, of the new technologies and, on the other, by the characteristics (habits and abilities) presented by the students that arrive to universities. These factors are not compatible with the teaching methodologies commonly used to date, that is, with the traditional model (lectures) consolidated in the nineteenth century. In this context, teachers who resort to active learning have attracted a lot of attention, since this type of approach stimulates students' motivation and autonomy to acquire more competencies and is one of the guidelines of the European Norms and Guidelines for Quality in Higher Education. Thus, as a way of responding to these challenges, an innovative pilot project was developed, from the pedagogical point of view, implemented in a first cycle course (Management and Information Systems) using active methodologies. In this framework, an approach called ECLECTIC was developed and implemented with the use of three active learning techniques (group project, peer review and peer teaching) in the "New Trends in IT" course, from first semester, second year. The results obtained are very promising, since they have allowed students to engage in and out of the classroom and have resulted in a high-rate course success.

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“…Adamson and Dewar 2015;Vachon, Durand, and LeBlanc 2010), the organisational perspective of reflection has focused on dealing with and questioning taken-for-granted assumptions, alternatives and social relations in social systems (Allen 2014;Leppa and Terry 2004). In this journal and elsewhere, reflexivity has been distinguished from forms of reflection in terms of its focus on the self and one's assumptions on the constraints of various realities (Garnett and Vanderlinden 2011;Matthews and Jessel 1998), by exploring the developmental process of reflexivity of professional identity in the social context of groups (Burke and Dunn 2006;Ryan and Carmichael 2016), or by being linked to dialogical and relational activity to unsettle conventional practices (Gorli, Nicolini, and Scaratti 2015).…”

Section: Reflexivity Definedmentioning

confidence: 99%

“…For instance, Leppa and Terry (2004) used constructed cases or problems that presented complex ethical dilemmas to direct online discussions. Moreover, reflective journals have been used as a tool for reflexive pedagogy, by which students are encouraged to interrogate their knowledge production processes through critical reflection (Burke and Dunn 2006;Matthews and Jessel 1998;Ryan and Carmichael 2016). However, when reflection is considered as an organisational rather than individual process, reflective 'practices should contribute to the collective questioning of assumptions that underpin organising in order to make power relations visible' (Vince 2002, 63).…”

Section: Studentmentioning

confidence: 99%

Towards practical reflexivity in online discussion groups

Sarja

Janhonen

Havukainen

et al. 2017

Teaching in Higher Education

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This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students' conceptual understanding. The purpose of the research is to describe both the process of reflection during online interaction and how practical engagement with the discipline is supported through pedagogical guidance. The students wrote short texts on the practice of health promotion ethics and discussed their perspectives in relation to theory and research. The analysis proved the importance of structural design in learning assignments to enable the cohesive and dialogic nature of interaction. Practical reflexivity is a necessary condition for enhancing the ability of professionals to question and justify critical aspects of their organisational relationships.

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Reflective and Reflexive Practice in Initial Teacher Education: a critical case study

Cited by 18 publications

References 10 publications

Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

ECLECTIC as a learning ecosystem for higher education disruption

Towards practical reflexivity in online discussion groups

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