Elke professional reflecteert. Althans dat stelde Donald Schön (1983; 1987) op basis van onderzoek dat hij deed onder professionals in diverse beroepsgroepen. Hij doelde daarbij op het reflecteren tijdens het handelen (reflection-in-action). Hij constateerde dat professionals al handelend tot oplossingen kwamen, vertrouwend op hun vaak impliciete kennis. Voortbordurend op Schön wordt er in het hoger beroepsonderwijs geïnvesteerd in leren reflecteren ‘on-action’: achteraf terugblikken op eigen handelen. Dat is geen gemakkelijke opgave, niet in de laatste plaats omdat reflecteren een lastig te bevatten begrip is en moeilijk te operationaliseren is.
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As a professional you learn by regularly reflecting on your experiences. This means reflection is like walking along a path during which you can ask yourself a range of questions. The answers you find will enrich your insight and make you a more balanced professional.
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Reflection is considered necessary and beneficial within career learning and is deemed to be a condition for successful career-identity development. Indeed, reflection is generally seen as a key competency in learning how to respond effectively to a complex and dynamic post-modern world in which individuals are increasingly exposed to risk. Paradoxically however, reflection can itself form a risk when it results in rumination. It is therefore important to identify the conditions and personal (risk) factors that make reflection a detrimental or beneficial activity and to identify elements within career learning interventions that promote benefit. The purpose here is to increase awareness about reflective versus ruminative processes and promote responsible use of interventions that aim to stimulate reflection in the process of career-identity formation. Based on the “career writing” method, the authors conclude that a successful career intervention must especially provide good facilitation and a safe holding environment. https://doi.org/10.1177/1038416216670675 LinkedIn: https://www.linkedin.com/in/reinekke-lengelle-phd-767a4322/
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The rising global demand for district nursing care necessitates effective strategies to support evidence-based decision-making. Despite the extensive development of nursing guidelines, adherence by district nursing teams remains suboptimal, revealing a gap between guideline development and daily practice. The Learning And Reflection for Nurses (LEARN) programme aims to bridge this gap by enhancing guideline use and fostering a learning attitude among district nursing teams. This protocol outlines the programme’s development, components and evaluation approach.
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The concepts of metacognitive refection, refection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across diverse bodies of literature with the goal of understanding what metacognitive refection is. We searched PubMed, Embase, CINAHL, PsychInfo, and Web of Science databases, including all peer-reviewed research articles and theoretical papers as well as book chapters that addressed the topic, with no limitations for date, language, or location. A total of 733 articles were identified and 87 were chosen after careful review and application of exclusion criteria. The work of conceptually and empirically delineating metacognitive reflection has begun. Contributions have been made to root metacognitive refection in the concept of metacognition and moving beyond it to engage in cycles of refection. Other work has underscored its affective component, transformational nature, and contextual factors. Despite this merging of threads to develop a richer conceptualization, a theory of how metacognitive refection works is elusive. Debates address whether metacognition drives refection or vice versa. It has also been suggested that learners evolve along on a continuum from thinking, to task-related refection, to self-refection, and finally to metacognitive refection. Based on prior theory and research, as well as the findings of this review, we propose the following conceptualization: Metacognitive refection involves heightened internal observation, awareness, monitoring, and regulation of our own knowledge, experiences, and emotions by questioning and examining cognition and emotional processes to continually refine and enhance our perspectives and decisions while thoughtfully accounting for context. We argue that metacognitive refection brings a shift in perspective and can support valuable reconceptualization for lifelong learning.
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Professional development of teacher educators is an important topic, because teacher educators need to maintain and enhance their expertise in order to educate our future teachers (Kools & Koster, n.d. ; Dengerink, Lunenberg & Kools, 2015). How do teacher educators fulfil this task, especially within the hectic timeframe of everyday work? I asked four colleges to participate in a group to share their experiences, actions or behaviour in the organisation about their development in their profession of being a teacher educator. My purpose is to bring awareness and movement into that group. My research focusses on teacher educators in a large teacher education department in the Netherlands and the opportunities for action available to them. During this study we are currently creating a learning environment in which mutual cooperation increases the learning potential of all participants. In this group participants take or make time to learn, giving words to their scopes . Researcher and participants discuss and explore on the basis of equality, reciprocity and mutual understanding. By deploying methods borrowed from ‘Appreciative Inquiry’(Massenlink et al., 2008) the enthusiasm of a study group is raised and the intrinsic motivation of the participants stimulated. Our study group will convene three times. Its goal is to stimulate cooperation among teacher educators through optimisation of existing qualities, a method that could be described as empowerment, or a process of collective reinforcement ‘To learn’ involves experiencing that what one does really matters, as well as developing one’s own persona in the local community. Intervention, action, reflection and study group meetings alternate in the course of our research. In addition to audio and video recordings, data consists of reports drawn up on the basis of member checks. Data is analysed qualitatively by coding the interview texts and reports. After applying the codes, the researcher discusses the coding in a research group and with the participants of the study group (membercheck). Working collaboratively can offer learning challenges that catalyse growth as a professional, teacher educators become acquainted and approach each other from the perspective of their respective professional and functional responsibilities. This study offers perspectives for other teacher educators to recognize these possibilities in their own situation. Moreover the study offers a description of a way to organise collegial exchange. The research is related to the RDC professional development of teacher educators.
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Background: Acquiring the theoretical and practical knowhow of conducting patient and public involvement (PPI) in research is not part of the traditional curriculum of researchers. Zuyd University of Applied Sciences and Huis voor de Zorg, a regional umbrella patient organization, therefore started a 1.5-year coaching programme. Objective: To establish a community of practice by developing a PPI coaching programme for senior and junior health services researchers of Zuyd University. The context consisted of research projects conducted by the participants. Methods: A participatory action research methodology. Data were collected from reports of thematic group meetings and individual sessions with participants, field notes and regular reflection meetings with the project team. Data were analysed by reflexive deliberation. Findings: The programme comprised a kick-off meeting (52 attendees), followed by 7 group meetings with 11 junior and 9 senior researchers. The project team constructed a serious game based on the concept of the participation ladder. Questions and concerns differed for junior and senior researchers, and separate tailored meetings were organized for both groups. Between group meetings, participants received individual assignments. Group meetings were accompanied by individual coaching sessions to provide tailor-made feedback. The programme concluded with a combined meeting with all stakeholders. Conclusion: Building a community of PPI practice through action research facilitates the development of a coaching programme that fosters social learning, empowerment and the development of a shared identity concerning PPI. The role and responsibilities of senior researchers should be distinguished from those of junior researchers.
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When it comes to hard to solve problems, the significance of situational knowledge construction and network coordination must not be underrated. Professional deliberation is directed toward understanding, acting and analysis. We need smart and flexible ways to direct systems information from practice to network reflection, and to guide results from network consultation to practice. This article presents a case study proposal, as follow-up to a recent dissertation about online simulation gaming for youth care network exchange (Van Haaster, 2014).
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The aim of this project & work package is to develop a European action plan on mental health at work. A major and essential ingredient for this is the involvement of the relevant stakeholders and sharing experiences among them on the national and member state level. The Dutch Ministries of Health and Social Affairs and Employment have decided to participate in this “joint action on the promotion of mental health and well-being” with a specific focus on the work package directed at establishing a framework for action to promote taking action on mental health and well-being at workplaces at national level as well.
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Wat is de beroepsidentiteit van sociaal werk, wat behoort zij te zijn? Sociaal werk wordt wel omschreven als een professie maar ook als een ambacht, vaak zonder duidelijk onderscheid tussen en wellicht zelfs door impliciete gelijkstelling van deze kwalificaties. Met behulp van de ideaaltypische benadering kan echter worden aangetoond dat deze twee typen beroepen niet alleen veel overeenkomsten delen maar ook op enkele punten fundamenteel van elkaar verschillen. Op basis van het werk van Freidson (2001) en Sennett (2008) kan worden aangetoond dat het ideaaltypische doel van professies het realiseren van een abstracte waarde (zoals rechtvaardigheid) is, terwijl ambachten gericht zijn op het manipuleren van concrete materialen (bijvoorbeeld steen). Bijgevolg zijn (enkel) professies beroepen met een morele identiteit. In alle zelfdefinities van sociaal werk is deze morele identiteit, deze humanitaire kern aanwezig (zie bv. IFSW, NVMW). Daarom moet sociaal werk worden beschouwd als een professie en niet als een ambacht. Dit is niet louter een academische discussie maar beïnvloedt bijvoorbeeld de positie van dit beroep in de samenleving, zoals aan de hand van de ministeriële richtlijnen betreffende Welzijn Nieuwe Stijl kan worden geïllustreerd.
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