Theology, therapy or picket line? what's the ‘good’ of reflective practice in management education?

Betts, J. David

doi:10.1080/14623940410001691009

Cited by 39 publications

(26 citation statements)

References 11 publications

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“…There is an increased emphasis on reflective practice in higher education and especially in continuous professional development (Betts, 2004). This probably comes from a belief that reflective students will become reflective practitioners, leading to effective practice and that reflection will be a skill/way of working that will help bridge that transition.…”

Section: Introductionmentioning

confidence: 97%

A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice

Jindal‐Snape

Holmes

2009

Reflective Practice

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Section: Introductionmentioning

confidence: 97%

A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice

Jindal‐Snape

Holmes

2009

Reflective Practice

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“…Relevance is questioned (Halton et al 2007) and practices such as the need for learning logs perceived as unnecessary (Samkin and Francis 2008). There is evidence suggesting many students adopt a very instrumental attitude to such activity (Grant et al 2006) and approach it very superficially (Betts 2004). Whilst a curriculum requirement to complete a process of reflective learning ensures engagement of a sort, it does not overcome the problem of a level of engagement which tutors may deem desirable and which provides the basis for depth, sustainability and transfer.…”

Section: The Challenge Of Teaching Reflective Practicementioning

confidence: 99%

Professional learning in human resource management: problematising the teaching of reflective practice

Griggs

Holden

Rae

et al. 2015

Studies in Continuing Education

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Reflection and reflective practice are much discussed aspects of professional education. This paper conveys our efforts to problematise teaching reflective practice in Human Resources (HR) education. The research, on which the paper is based, engages with stakeholders involved in the professional learning and education of reflective practice in three UK universities to provide a critical understanding of the complexities involved. Our research surfaces a level of conceptual ambiguity which creates an uneven landscape in terms of the teaching of reflective practice. Workplace cultures which do not support reflective practice, a focus on performance review and disparate stakeholder views highlight competing discourses of performance based reflection and critical management reflection and suggest a fundamental dissonance between a perspective that reflection in professional work warrants a critical character, and one which is based on a relatively simple 'acquisition of knowledge' model of continuous professional development. The analysis helps assess the teaching challenge within HR professional learning. Similar intricacies may affect teaching in other professions and consequently this article offers a contribution of relevance and interest to others involved in teaching reflective practice.

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“…In doing this, a new way of understanding those parts and their relationship may be seen. Deconstruction can be thought of in a number of ways, including critical discourse, where issues of value and power are examined (Betts, 2004). Johns (1995, p. 226) suggests that a process of 'personal deconstruction and reconstruction' is required to help practitioners confront issues raised by reflection and to reframe their thinking and behaving.…”

Section: Introductionmentioning

confidence: 99%

Crossing the threshold from description to deconstruction and reconstruction: using self‐assessment to deepen reflection

Samuels

Betts

2007

Reflective Practice

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Research has shown that when students are learning to reflect, their reflection is mainly descriptive. The literature describes a variety of ways to help students start reflective thinking and writing, however there are fewer suggestions for supporting them to progress from descriptive to analytical levels of reflection. This small-scale action research study examines the use of a structured selfassessment tool to deepen reflection. Data are drawn from a group of student teachers who kept reflective journals during an initial teacher training programme over one academic year. They used the tool, which provided a framework of questions about their reflective process, to assess and develop their reflective writing. In this article we discuss the effectiveness of the approach and how it promoted deeper reflection. The results indicate that the change seemed to happen through four mechanisms: revisiting reflections, using structure, taking responsibility and metacognition.

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Theology, therapy or picket line? what's the ‘good’ of reflective practice in management education?

Cited by 39 publications

References 11 publications

A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice

A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice

Professional learning in human resource management: problematising the teaching of reflective practice

Crossing the threshold from description to deconstruction and reconstruction: using self‐assessment to deepen reflection

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