Beyond Reflective Practice

Reflective practice has moved from the margins to the mainstream of professional education. However, in this process, its radical potential has been subsumed by individualistic, rather than situated, understandings of practice. Presenting critical perspectives that challenge the current paradigm, this book aims to move beyond reflective practice. It proposes new conceptualisations and offers fresh approaches relevant across professions. Contributors include both academics and practitioners concerned with the training and development of professionals. Definitions of reflection (which are often implicit) often focus on the individual's internal thought processes and responsibility for their actions. The individual - what they did/thought/felt – is emphasised with little recognition of context, power dynamics or ideological challenge. This book presents the work of practitioners, educators, academics and researchers who see this as problematic and are moving towards a more critical approach to reflective practice. With an overview from the editors and fourteen chapters considering new conceptualisations, professional perspectives and new practices, Beyond Reflective Practice examines what new forms of professional reflective practice are emerging. It examines in particular the relationships between reflective practitioners and those upon whom they practise. It looks at the ways in which the world of professional work has changed and the ways in which professional practice needs to change to meet the needs of this new world. It will be relevant for those concerned with initial and ongoing professional learning, both in work and in educational contexts.

Reflective practice is an essential skill for those working in health and social care, but why is it so vital and how can it be learned? As inter-disciplinary working becomes more common, finding shared ways of reflection on practice are becoming more and more important. How do we share our ideas and thoughts to enrich both professionals and their client base? This book uses stories and exercises to enable readers to develop their skills. Its emphasis is on the practical, from how to construct a reflective essay to the ethical ambiguities of whistleblowing and constructing a professional persona. The book is written with the needs of students of health and social care in mind. For those who want to develop their skills beyond the scope of the book, each chapter ends by with a step-up suggestion enabling them to build on what they have already learned.

The concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it 'rings true for most people as something useful' to practice. Indeed as McLaughlin (1999:9) has remarked, 'Who would want to champion the unreflective practitioner?' The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.

This book examines significant developments in reflective practice, delving into research conducted with novice teachers. It fills a gap in existing literature by examining the 'how' of reflective practice. How do professionals learn reflective practice, fostering relearning? How do they guide students, mentees, and novices in adopting reflective practices? Stemming from teacher education, the focus is extended beyond this field, emphasizing the relevance of these strategies across professions. It is divided into three parts – thinking about reflection; learning to reflect; and becoming a reflective practitioner. It offers fresh perspectives on conceptualizing reflective practice and suggests practical strategies for integrating it into pre-service coursework, assessment, training, and development. Intended for academics, practitioners, and educators across disciplines, this book serves as a comprehensive guide for anyone committed to fostering reflective practice within their professional sphere.

In this comprehensive and detailed analysis of recent research on encouraging reflective practices in TESOL, Farrell demonstrates how this practice has been embraced within TESOL and how it continues to impact the field. Examining a vast array of studies through his own framework for reflecting on practice, Farrell’s analysis comprises not only the intellectual and cognitive but also the spiritual, moral, and emotional aspects of reflection. Reflection questions at the end of each chapter provide a jumping-off point for researchers, scholars, and teachers to further consider and reflect on the future of the field. Providing a holistic picture of reflection, this book is an original compendium of essential research on philosophy and principles, instruments used in studies, and theory and practice.

Reflecting on Practice for STEM Educators is a guidebook to lead a professional learning program for educators working in STEM learning environments. Making research on the science of human learning accessible to educational professionals around the world, this book shows educators how to relate this research to their own practice. Educators’ collective work broadens the scope of an organization’s reach, and through this effort, the organization grows its social capital in its local community and beyond. This book offers opportunities to engage in processes that lead toward organizational learning by attending to the professional growth of the educators. Tran and Halversen show how learning together can shape the language and meanings by which educators do and talk about their work to support visitors’ experiences. The book provides guidance on how teams of educators can build community as they engage in reflective practice. Reflecting on Practice for STEM Educators will be essential reading for leaders of any organization that aims to educate and engage the public in science, technology, engineering, and mathematics. It will be particularly useful to educators who work in museums, zoos, aquariums, botanical gardens, youth organizations, after-school programs, and nature, science, and conservation centres.

How can professionals learn more easily from their own experience? How can critical reflection be performed in a structured way? How can professionals maintain a critically reflective stance when contexts may be restrictive? Critical reflection in professional practice is popular across many different professions as a way of ensuring ongoing scrutiny and improved practice skills. This accessible handbook focuses on a description and analysis of the theoretical input as well as the approach involved in critical reflection. It also demonstrates some skills, strategies and tools which might be used to practise it. The cross-disciplinary approach taken by the authors will appeal to a wide range of students and professionals and combines neatly with useful discussion of the complex educational and professional issues which arise from the practice of critical reflection. An innovative website containing a variety of useful resources accompanies the book www.openup.co.uk/fook&gardner. Resources include: Extracts from workshops, interviews and lectures Additional articles and readings Sample material for workshop preparation Throughout the book, the authors provide pertinent examples from their own practice, referring to relevant literature, providing annotated bibliographies, and noting where additional resource materials are available to provide further illustration. Practising Critical Reflection is key reading for a variety of students across social work, health sciences and nursing, as well as health care and social welfare professionals.

Aimed at museum educators, Multiculturalism in Art Museums Today seeks to marry museum and multicultural education theories. It reveals how the union of these theories yields more equitable educational practices and guides museum educators to address misrepresentation, exclusivity, accessibility, and educational inequality. This contemporary text is directive; it encourages museum educators to consider the critical multicultural education theoretical framework in their day-to-day functions in order to illuminate and combat shortcomings at the crux of museum education: Museum Educators as Change Agents Inclusion versus Exclusion Collaboration with Diverse Audiences Responsive Pedagogy This book adopts a broad definition of multiculturalism, which names not only race and ethnicity as concerns, but also gender, sexual orientation, religion, ability, age, and class. While focusing on these various facets of identity, the authors demonstrate how museums are social systems that should offer comprehensive, diverse educational experiences not only through exhibitions but through other educational activities. The authors pull from their own research and practical experiences which exemplify how museums have been and can be attentive to these areas of identity. Multiculturalism in Art Museums Today is hopeful and inspiring, as it identifies and commends the positive and effective practices that some museum educators have enacted in an effort to be inclusive. Museum educators are at the front-line interacting with the public on a daily basis. Thus, these educators can be the real vanguard of change, modeling critical multicultural behavior and practices.