Significant learning incidents and critical conversations in an international context: promoting reflexivity with in-service students

Chambers, Philip; Clarke, Brian; Colombo, Maddalena; Askland, Leif

doi:10.1080/13674580300200199

Cited by 2 publications

(1 citation statement)

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“…It is possible to utilise various tools and techniques in written and spoken form to encourage students' reflectivity. These include critical incident technique (Brookfield, 2006;Griffin, 2003), journaling (Boud, 2001;Scales, Briddon, & Sen-(Boud, 2001;Scales, Briddon, & Senior, 2013), logs and diaries (Nadin & Cassell, 2006;McNiff & Whitehead, 2010), (electronic) portfolios (Lewis, 2015), on-line discussions (Tsang, 2011;Whipp, 2003), reflective or critical conversations (Chambers, Colombo, Askland, & Clarke, 2003), narratives or stories (Craig, 2009), and creative representations like poetry, pictures, and videos (Smith, 2010). Fook and Gardner (2006) point out that the tools and techniques are not as important in developing reflectivity as the organisational culture is.…”

Section: Introductionmentioning

confidence: 99%

Encouraging Reflection and Critical Friendship in Preservice Teacher Education

Bognar¹,

Krumes²

2017

CEPSj

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Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfortable in the role of critical friends and that critical friends’ reflections were particularly pleasant for them. They experienced the comments of their critical friends as friendly, encouraging, useful, specific, interesting, detailed, positive, professional and clear. The majority of students (91%) think that the critical friendship discussion should be continued within the course Correlated-integrated systems in Croatian language teaching, and 85% of them suggest introducing this approach in other teachers’ education courses. We determined that the technical mode of reflective thinking prevails in the students’ correspondence. The practical or contextual level could rarely be observed while critical reflection was completely absent in 11 of 14 discussions. Reflective thinking of students (future teachers) should be fostered from the beginning of their studies within various courses, particularly in the pedagogical and methodological ones. To encourage their students to be critically reflective, university teachers should embrace reflective thinking by becoming critically-reflective practitioners and conducting action research in their teaching practices.

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