Reflective practice and motion sickness: thoughts on the first North American Action Research Study Day

Abstract

This paper examines the experience of an action research 'Study Day' to investigate development of a culture of reflective practice among educators. Shared recognition of the importance of reflective practice in education is now a well-established part of both pre-service preparation and in-service work experience for educators. Osterman and Kottkamp defined reflective practice as a means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development. Schon discussed the psychological and epistemological contours of the conscious awareness required for reflective practice. In his view, reflective practice is a dialog of thinking and doing through which one becomes more skillful. In Noffke's framework of action research, professional development represents a branch of the action research family tree that is intrinsically connected with reflective practice. Somekh asserted that, since the major aim of action research is to develop the practical wisdom or situational understanding of the practitioner, it constitutes a powerful means of professional development.

Maintaining a Network of Critical Connections over Time and Space: The Case of CARN, the Collaborative Action Research Network

“…Study Days can be held by any practitioners and/or academics who share the beliefs and values of action research as a practitioner or user led activity which seeks to improve practice and is concerned with developing the critical dimensions of reflection and reflexivity. The incidence and history of Study Days have been documented by Balogh (2007) and Rowell, Inoue and Getz (2014).…”

“…Those who come together do not always agree and have varying beliefs and expectations about their practices and what counts as valuable research. However, such differences do not necessarily need to be smoothed out, but recognisedsomething more easily managed when understandings and beliefs about the value of the tasks being undertaken in specific contexts are shared, and where exchanges are respectful (Rowell et al, 2014).…”