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:10.1080/13674580300200239

Cited by 4 publications

(1 citation statement)

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“…The Laboratory started from two complementary theoretical paradigms: reflexivity, defined as a set of elements that are part of a process by which we understand the reasons why we act in a certain way and that implies a deliberate cognitive process based on a complex network of relationships designed to give meaning to actions and to stimulate new ones (Atkins & Murphy, 1995;Boud, Keogh, & Walker, 1985;Boyd & Fales, 1983;Chambers, Clarke, Colombo, & Askland, 2003;Fitzgerald, 1994;Reid, 1993;Daudelin, 1996;Mezirow, 1991;Schön, 1983); evaluation, designed as a strategic tool, which becomes a reflective practice when it manages to make us understand how and why we act in this way and that allows us to critically analyze and interpret the work (Fitzgerald, 1994), namely to consider some activities in order to give rise to "reflection for action" (reflection for action), in the course of action (reflection in action) or the action (reflection on action).…”

Section: The Objectives Of the Aosta Laboratory Of Experimental Refle...mentioning

confidence: 99%

Developing a Reflective Competence for a Master’s Level Programme on E-Learning

Nuzzaci

2011

International Journal of Digital Literacy and Digital Competence

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This study examines the effects of an activity of reflection on a group of students enrolled in the Master for Intercultural Education and European dimension of distance education, who participated in the construction of the model for a “reflection participant” and a self-evaluation tool to be used for training teachers. The activity is part of the research carried out within the Leonardo da Vinci “REFLECT” - “reflective practice for training the trainers” - Reflective Practice and VET (Vocational Education and Training), aimed at the creation of a specific methodology for the implementation of reflective practices in VET contexts, so that new processes of updating and re-professionalization required by the challenges of today’s society can be started. It envisaged the creation of a testing laboratory, organized within the Faculty of Education at the University of Valle d’Aosta, which brings together teaching and research functions, contemplating an experiment involving the direct training of educators and teachers and demonstrating how to make a significant change in the actors who take part in the process. The study results show that it is possible to develop, enhance and strengthen skills through reflective mode online. The study indicates in post-treatment that the impact of such differences is based on the contextual features of the training.

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