Rethinking reflective practice in professional lifelong learning using learning metaphors

Goh, Adeline Yuen Sze

doi:10.1080/0158037x.2018.1474867

Cited by 19 publications

(15 citation statements)

References 48 publications

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“…Our particular focus is on the workplace practices that facilitate the space of diversity learning (Billet and Newton 2010 ). Within that focus, we address the spaces produced at work that are generative of productive and collective reflection, and continuous reflection in the presence of others (Boud 2010 ; Goh 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…Specifically, Boud argues for “productive reflection”, which is organisational in intent, collective in orientation, contextualised within work, connecting learning and work, involving multiple stakeholders, generative rather than instrumental in focus, and, most importantly, open and shifting over time. Adeline Goh ( 2019 ) similarly recognises “both the individual and social dimensions of reflective practice”, arguing that learning is in part about “becoming through participating” (ibid., p. 2) in social practices. Goh proceeds to propose two forms of collective reflective practice: groups reflecting on organisational intent, and individuals reflecting in the presence of others.…”

Section: Diversity Work As a Process Of Lifelong Learningmentioning

confidence: 99%

“…In our study, we found that there are a multitude of informal learning spaces, some of which are built into the job design, and others are facilitated through informal association among peers. The effectiveness of all these learning spaces is contingent on the quality of reflection of individuals in the presence of others (Goh 2019 ).…”

Section: Research Findingsmentioning

confidence: 99%

See 2 more Smart Citations

Fostering diversity work as a process of lifelong learning: A partnership case study with an immigrant services organisation

Shan

Cheng²,

Peikazadi

et al. 2021

Int Rev Educ

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Section: Discussionmentioning

confidence: 99%

Section: Diversity Work As a Process Of Lifelong Learningmentioning

confidence: 99%

Section: Research Findingsmentioning

confidence: 99%

See 1 more Smart Citation

Fostering diversity work as a process of lifelong learning: A partnership case study with an immigrant services organisation

Shan

Cheng²,

Peikazadi

et al. 2021

Int Rev Educ

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“…Much discussion about professionals has been caught in the present-to-hand rather than concern over the readyto-hand and the scope and foundations of an ethical life . and Goh (2019) suggests 'becoming' is the most useful defining concept or metaphor for a new professional class who understand that their working lives are openended, lifelong process of learning. The 'ongoingness' of professional development means individual professional identities are constructed throughout one's professional lives rather than an isolated, rugged, individualistic traditional professional.…”

Section: The Duality Of Being and Becomingmentioning

confidence: 99%

Reflective practice via the lens of the life career and paradox: a contemplation of being and becoming a social worker

Gee

Barnard

2020

Reflective Practice

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Reflective practice constitutes an important aspect of social work enactment, with a range of theory available to the practitioner, e.g. . This paper continues this heritage with a theory of reflection informed via continental philosophy. The theory advocated here considers the life career of the practitioner via the duality of being and becoming, providing a critical lens upon retrospective enactment illuminating paradoxical moments.Such moments provide diachronic and nuanced insights into enactment across a range of interconnected strands of the life career, allowing the practitioner to consider important emergent themes across career articulation and thus action within and outside the vista of paid employment. This paper provides a case illustration to demonstrate the penetrative nature of such a lens, advocating future research endeavours to inform social work pedagogy and practice.'equipment' or 'gear' (Zeug) of things 'ready-to-hand' (zuhanden) that are involved in our Commented [RG5]: Addressing the first reviewer's comments -'May benefit from a bit more discussion about the inherently paradoxical nature of "social" work/labour' Commented [RG6]: Addressing first reviewer's comments on the inherently paradoxical nature of social work.

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“…Based on the steering documents in the two programs, reflection can be seen as not only a means for students to develop knowledge but also as a goal in which students are to be trained for reflective practice. Goh (2019) discusses the relation between reflection and learning at workplaces, where the starting point is that reflection at work cannot be isolated from the context and organizational purposes. That means that the organization of shared meetings for reflection, as arranged by both programs, in itself can be seen as a form of collective reflective practice.…”

Section: Starting Points and Goalsmentioning

confidence: 99%

Orchestrating of Learning in Higher Education Through Internships

Johansson¹,

Winman²

2020

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Education programs with internship components have been around for hundreds of years and are expected to provide knowledge and skills that students need for their future profession and future requirements in a changing environment and market, to move from being peripheral to being a master. The expectation that an internship can bridge different forms of knowledge systems, and thus, contribute to synthesizing knowledge, can easily be taken for granted. However, we need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. The aim of the study is to develop knowledge about the relationship between various models of work and knowledge domains. We examined the organization and implementation of internships in two programs at a university in Sweden, which have internships and state that they see workplace setting as a point of departure to reflect and synthesize knowledge in science and theory. The data consists of policy documents, curricula, and student assessment work and written reflections on internships. The results show the programs have somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between. Documents from one program are based on theoretical perspectives, but those from the other program have a practical perspective. In some texts, an internship is viewed as a means of developing professional skills and in others, as a means of theoretically analyzing practice. These differences have implications for pedagogical design, and how students understand and make meaning and what knowledge is developed. We conclude that ambiguity and the formulation of different perspectives may confuse students. To further develop internships pedagogically, increased clarity and transparency are needed at ontological and epistemological starting points and perspectives.

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Rethinking reflective practice in professional lifelong learning using learning metaphors

Cited by 19 publications

References 48 publications

Fostering diversity work as a process of lifelong learning: A partnership case study with an immigrant services organisation

Fostering diversity work as a process of lifelong learning: A partnership case study with an immigrant services organisation

Reflective practice via the lens of the life career and paradox: a contemplation of being and becoming a social worker

Orchestrating of Learning in Higher Education Through Internships

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