What Is Reflection? Looking for Clarity in an Ambiguous Notion

Clarà, Marc

doi:10.1177/0022487114552028

Cited by 168 publications

(103 citation statements)

References 25 publications

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“…14 exp Educational Measurement/ 15 ((tool*or instrument*or scale* or portfolio* or rubric* or test* or questionnaire* or survey*) not testicular).tw. 16 self-reflect*.tw. 17 self-consci*.tw.…”

Section: Introductionmentioning

confidence: 99%

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Ireland

Warman

Cake

et al. 2019

Eur J Dental Education

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Introduction:Self-reflection has become recognised as a core skill in dental education, although the ability to self-reflect is valued and measured within several professions. This review appraises the evidence for instruments available to measure the self-reflective ability of adults studying or working within any setting, not just health care. Materials and Methods:A systematic review was conducted of 20 electronic databases (including Medline, ERIC, CINAHL and Business Source Complete) from 1975 to 2017, supplemented by citation searches. Data were extracted from each study and the studies graded against quality indicators by at least two independent reviewers, using a coding sheet. Reviewers completed a utility analysis of the assessment instruments described within included studies, appraising their reported reliability, validity, educational impact, acceptability and cost. Results:A total of 131 studies met the inclusion criteria. Eighteen were judged to provide higher quality evidence for the review and three broad types of instrument were identified, namely: rubrics (or scoring guides), self-reported scales and observed behaviour.Conclusions: Three types of instrument were identified to assess the ability to selfreflect. It was not possible to recommend a single most effective instrument due to under reporting of the criteria necessary for a full utility analysis of each. The use of more than one instrument may therefore be appropriate dependent on the acceptability to the faculty, assessor, student and cost. Future research should report on the utility of assessment instruments and provide guidance on what constitutes thresholds of acceptable or unacceptable ability to self-reflect, and how this should be managed. K E Y W O R D Sassessment instruments, self-reflection, systematic review

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Section: Introductionmentioning

confidence: 99%

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Ireland

Warman

Cake

et al. 2019

Eur J Dental Education

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“…(RJ3|Evelyn|8/10/13) Although Evelyn demonstrated her understanding of group ownership of the project by explaining how they chose a topic of their own interest, Evelyn's statements also reveal her personal difficulties, anxiety and uncertainty "I personally doubt it though if I can do this topic for my CBAR". Her doubts echo Clarà's (2015) argument that reflection is a thinking process that gives coherence to an initially incoherent and unclear situation. Hence, reflection begins with "a state of perplexity, doubt, and obscurity about a situation" (Kelly, Clarà, Kehrwald, & Danaher, 2016, p. 37).…”

Section: Progress On Critical Thinking In Reflective Journalmentioning

confidence: 95%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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“…Reflection as a way to develop teachers' knowledge and skills is not a new concept, and its importance to improving teaching and learning cannot be overstated. Teacher reflection is universally accepted as an important part of teacher education (Clarà, 2015), yet there is a variety of definitions of what reflection is (Clarà, 2015) and what a reflective practitioner does (Adler, 1990). Valli (1997) identified three reasons why reflection is popular with the teaching profession: cognitive psychology research that focuses on thinking and action, the desire to professionalize the teaching profession, and the need to improve the teaching and learning that happens in schools.…”

Section: Teacher Reflectionmentioning

confidence: 99%

“…Reflection as a way to develop teachers’ knowledge and skills is not a new concept, and its importance to improving teaching and learning cannot be overstated. Teacher reflection is universally accepted as an important part of teacher education (Clarà, ), yet there is a variety of definitions of what reflection is (Clarà, ) and what a reflective practitioner does (Adler, ).…”

Section: Introductionmentioning

confidence: 99%

“What am I going to do?” A veteran teacher's journey of teaching writing to newcomer English language learners

Andrei

Ellerbe²,

Kidd

2018

TESOL Journal

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This study looks at the reflections on successes and challenges of an English language arts (ELA) veteran teacher on teaching writing to two newcomer English language learners (ELLs). The research questions are as follows: (1) What does the veteran ELA teacher identify as challenges and successes in her reflections on teaching writing to two newcomer ELLs? (2) What does the veteran ELA teacher identify as new learnings about teaching ELLs in her reflections on teaching writing to two newcomer ELLs? Data consisted of documents the teacher submitted as part of an independent study: a journal, a presentation, and an essay. The themes identified during qualitative analysis of the data highlight the challenges and successes of specific classroom activities and strategies and their effect on ELL progress and on the teacher's self‐assessment.

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What Is Reflection? Looking for Clarity in an Ambiguous Notion

Cited by 168 publications

References 25 publications

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

“What am I going to do?” A veteran teacher's journey of teaching writing to newcomer English language learners

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