Supporting students’ development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip

Layen, Sara; Hattingh, Lone

doi:10.1080/09575146.2018.1432572

Cited by 8 publications

(4 citation statements)

References 21 publications

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“…Certainly, the Web 2.0 revolution, which permeates people's daily lives, making information and knowledge increasingly shareable and immediate (Procentese et al, 2019a , b , c ) and the current culture that is increasingly visual, has also entered the world of education. Indeed, it supports the idea that users add value through their participation (Mason & Rennie, 2008 ) and facilitate both individual and socially mediated metacognitive and reflective practices (Biasutti & Frate, 2018 ; Layen & Hattingh, 2018 ; Lin et al, 1999 ; Snyder, 2019 ).…”

Section: Related Literaturementioning

confidence: 61%

Drawingvoice 2.0: classroom joint designing and Facebook interactions to develop reflexivity and awareness

Carnevale

Napoli

Esposito

et al. 2021

Education Tech Research Dev

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Drawingvoice 2.0 is an instructional method of collaborative pencil and paper drawing to use in the school classroom, followed by Facebook interaction on the drawing produced in class. It is based on a participatory and meta reflective approach, explicitly aimed at deconstructing, negotiating, and reconstructing the meaning that students attribute to themselves regarding their professional expectations and educational pathways. In particular, the collaborative pencil and paper drawing allows for the student’s emotional symbolisation processes underlying their educational pathway. Drawingvoice 2.0 induces a multidimensional cognitive and meta-cognitive process further supported by the following interaction on Facebook. Therefore, the World Wide Web is the added resource for sharing and deepening the classmates’ discussion. Finally, Drawingvoice 2.0 supported structural group interaction and was an important supportive and instructional method to bring about transformational and developmental training practices. As the main result, in our experience, psychology students increased their reflectivity about their strengths and threats in being psychologists within their cultural contexts and potential positive resources underlying their choice. Drawingvoice 2.0 thus enhanced their self-awareness about the lights and shadows of their training and future professional career.

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Section: Related Literaturementioning

confidence: 61%

Drawingvoice 2.0: classroom joint designing and Facebook interactions to develop reflexivity and awareness

Carnevale

Napoli

Esposito

et al. 2021

Education Tech Research Dev

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“…The story depicts the disjunctive characteristics of the learning journey where the individual is changed because of their education (Dickerson et al 2016). The role of the ‘donor’ and ‘helper’ found in this story are also shown in these accounts where the writers identify interpersonal relationships as a catalyst for change (Jenkins et al, 2001; Leyen and Hattingh, 2018). I learnt that children’s talk allow them to recollect and describe what they have learnt.…”

Section: Findings and Discussionmentioning

confidence: 74%

“…He admits that this process can be ‘murky, hard to pin down…’ (5) but argues that it is important for recognising and coming to terms with the oddities and surprises of the human condition. When students are given the opportunity to write about their experiences it has been found to lead to a deeper understanding and engagement with the subject, enabling them to recognise their learning in creative and multiple contexts (Burchell and Dyson, 2000; Connelly and Clandinin, 1990; Court et al, 2009; English, 2016; Golubchikov, 2015; Heinemeyer and Durham, 2017; Layen and Hattingh, 2018; Power, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

A review of undergraduates’ stories about their learning experiences analysed using the lens of fairy tales

Sherwood

2022

Research in Education

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Storytelling is an aspect of research that has gathered significant popularity but is less commonly discussed in the context of student feedback. This paper focuses on how it can be applied to improve a dialogue and relationship with the student so that their learning can be understood in more depth. Forty-seven undergraduates studying an Early Childhood degree in England shared their stories and analysis indicated a synergy between the content, the patterns and themes that are found in fairy tales. This framework led to a deeper insight into the factors that impact their learning experiences. Three structures found in fairy tales are described in this paper; ‘contractual’, which explains how rules that reflect the values of the individual are shaped by society and culture; ‘performative’, that communicate emotions experienced during struggles and challenges; and ‘disjunctive’, that describe the journey of change and transformation within the story (Greimas AJ (1983) Structural Semantics. Lincoln: University of Nebraska Press). Within each story the author identified examples of aspects that were strange and familiar and others that were familiar, yet strange, uncovering students’ priorities and uprooting the writer’s hidden assumptions (Bruner J (2003) Making Stories: Law, Literature, Life. Cambridge Massachusetts: Harvard University Press). The paper concludes that when lecturers analyse storytelling in this way it becomes a dialogue that contributes to relational pedagogy.

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“…Clarà et al (2019, p. 2) assert that “the main potentiality of social collaboration for reflection is that it introduces multiple social voices into the reflection process.” In other words, reflection integrated into social interactions provides a diversity of perspectives that can enrich students' understanding. In a similar vein, Layen and Hattingh (2018) showed that collaborative reflection encourages students to re-question initial assumptions about their projects and build their understanding of the relationship between culture and learning.…”

Section: Findings and Discussionmentioning

confidence: 95%

Incorporating cultural content into English language learning through collaborative podcast series project

Ferdiansyah,

Humairoh,

Royani

et al. 2023

OTH

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Purpose This brief report demonstrates how collaborative podcast series project to teach cultural content in English language classroom is design and implemented. This paper aims not only to facilitate speaking practice but also to build students’ cultural awareness, exercise creativity, promote critical thinking and foster learning collaboration. Design/methodology/approach This classroom observation study involved 78 students majoring English education department in a state Islamic university in East Java, Indonesia. The pedagogical intervention which facilitates this project includes extensive reading and viewing of local culture materials, interview practice project and collective reflections. After completing the project, students wrote collective reflective accounts, submitted their podcast links and followed focus group interview. Findings From the data analysis, it can be seen that incorporating local culture into English language learning can enhance student learning engagement, cultural awareness and tolerance, and collective reflective practice. Originality/value The finding of the study contributes to practical implications addressed to teachers and teacher educators in designing and implementing technology mediated cultural learning.

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Supporting students’ development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip

Abstract: Supporting students' development through collaborative reflection: interrogating cultural practices and perceptions of good practice in the context of a field trip', Early Years.

Cited by 8 publications

References 21 publications

Drawingvoice 2.0: classroom joint designing and Facebook interactions to develop reflexivity and awareness

Drawingvoice 2.0: classroom joint designing and Facebook interactions to develop reflexivity and awareness

A review of undergraduates’ stories about their learning experiences analysed using the lens of fairy tales

Incorporating cultural content into English language learning through collaborative podcast series project

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