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3This is the ‘Developing a reflection tool’ manual. The manual provides points of reference for the development of a reflection tool for interventions and more general approaches in children’s services. A team can use the fmanual to get to work itself on creating a tool to give each other feedback on the quality of the implementation of the intervention or approach. This is important, as we know that the quality of the care provided is directly related to the outcomes for clients and that learning from one another contributes to that quality.
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We all work towards an inclusive Inholland. What can you contribute to this? We would like to invite you to occasionally reflect on the question: Who is included and who is being left out? For example, in your teaching, research, management, or events. And to discuss this with others (e.g. colleagues within your team). Use the questions on our reflection card for inspiration. Would you like more information or actively join us as a reflection partner? Send an email to marieke.slootman@inholland.nl In collaboration with: the Diversity Research Group and Inholland Taskforce on Diversity & Inclusion Inclusion Design: Studio idiotēs, Sverre Koster
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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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INTRODUCTION: Reflection is an essential tool for the development of professional behaviour. Central to all reflection methods is language, either written or spoken. As the use of language is not easy for all students, especially those learning in a language other than their native tongue, it is essential that teachers use alternative methods to stimulate reflection.
AIM: To identify the benefits that speech and language therapy students perceive in an educational approach that combines pictures and drawings as a stimulus for reflecting on professional experiences.
METHOD: During an international course twenty-two students of various nationalities participated in a two-hour session and reflected on professional experiences. To stimulate reflection, drawings and pictures were used. All the students were asked to evaluate this educational approach by responding to five open-ended questions. Their responses were coded and analyzed.
RESULTS: Students' comments fell into three categories of perceived benefits: (1) educational approach benefits; (2) personal benefits; and (3) professional benefits. Almost all the students reported that the nature of the reflection exercises helped them verbalize their experiences after the profession-related exercises.
CONCLUSION: This study provides evidence that visualizing as a first step towards verbalizing experiences can foster learning through reflection. It provides students with greater opportunities to verbalize awareness, especially within a group of students who may have difficulty expressing themselves in a non-native language.
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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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In this article, social work theory on reflective practice is used to explore the potential value of reflection on action for professional learning by activation workers who support people receiving welfare benefits to find work. The article focuses on the role of reflection on action in professional learning concerning three challenges which activation workers face: dealing with normative dilemmas, translating formal and informal knowledge into decision-making and dealing with power relations. The article presents tentative findings stemming from qualitative research on Dutch activation workers participating in reflection on action. Participants report multiple learning outcomes concerning these challenges. The theoretical and empirical exploration suggests that reflection on action can support learning by activation workers to better deal with professional challenges inherent to their work. However, these empirical findings are preliminary and based on a specific context. Further exploration by both scholars and practitioners is therefore suggested, in which the social work profession has a lot to offer.
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In literature, co-teaching is mostly defined as an instrumental and pedagogical means delivered by collaborating special and regular teachers, from which students with and without special educational needs benefit in regular schools. The importance of a shared vision on the part of members of co-teaching teams as to what they consider as good education for students is not mentioned in definitions of co-teaching. The authors argue that sense-making by reflection about what can be considered as good education – good teaching and good learning – is essential when co-teachers want to understand or change their practice or relationship with their partner. We reviewed 17 articles about co-teaching teams’ professional development and identified that challenges to co-teachers’ professionalisation mostly were directed to interpersonal and normative aspects of development in co-teaching teams. We elaborate on five distinguished movements that can bring about change in teacher professionalism. These movements correspond to the challenges retrieved from the literature review and can be used to contribute to move toward a new perspective on professionalism of co-teachers. A contemporary definition of co-teaching is proposed because former definitions do not suffice to express the value of constructing a shared vision on good teaching and learning. We argue that team-reflection is the missing link in terms of enhancing normative professionalism of co-teaching teams and recommend that further research should be conducted to value team-reflection as a means to overcome challenges of co-teaching teams.
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This paper addresses three theoretical innovations for the current City as Text (CAT) method. First, we introduce a developmentally appropriate conceptualization of the inner context construct. Second, we introduce the Dynamics Systems Approach and discuss how the six key assumptions of the DSA can stimulate students to reflect more deeply on the interplay between outer and inner contexts. Third, we develop an evidence-driven reflection model that is suitable for systematic reflection on the DSA components. This integrated reflection model provides facilitators with several theoretical and didactic steppingstones to encourage students to discover intrapersonal and interpersonal developmental processes within the CAT method.
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In this commentary, the authors respond to Ellaway & Patocka’s “To define or not to define: A commentary on the Case for Metacognitive Reflection,” which raised several thoughtful and discerning questions concerning the implications of defining, or alternatively, refraining from defining constructs. The authors advocate for navigating the liminal space between precision and flexibility, acknowledging the dynamic and permeable nature of conceptual boundaries while striving for clarity. Moreover, they emphasize that only after a boundary is described can the tensions, gaps, exceptions, and contradictions around that boundary be explored. Finally, the authors highlight the significance of contextual definitions, fostering shared understanding, and embracing abductive reasoning (when is becomes as) to promote dialogue and advance knowledge in health professions education.
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