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A CASE STUDY OF PERCEPTIONS OF ADULT EDUCATORS ON REFLECTIVE PRACTICE

Yıl 2024, Cilt: 6 Sayı: 1, 227 - 251, 25.06.2024
https://doi.org/10.48166/ejaes.1359855

Öz

This research, as stated in the introduction part, unravels the perception of adult educators on reflective practice; whether there is a disparity between belief and actual practice, and factors that affect their involvement in reflective practice. The purpose of the present research is three-pronged: (1) to have a better understanding of the various viewpoints on reflective practice held by adult educators; (2) to enhance my research competence through reflecting upon research practice; and (3) to foster reflective practice through forming a collaborative research community. “Reflective practice is a powerful approach to professional development. But it is much more. It is an integrated way of thinking and acting focused on learning and behavioural change; it is individuals working to improve organizations through improving themselves.” This engagement is fundamental to promoting not only reflective researchers but also reflective communities. Not only the researchers but also in an educational setting, teachers, senior managers, heads and assistant heads should be involved in reflective practice and how it can be developed through building up reflective communities. Therefore, this paper voices both researchers’ and academics’ voices.

Kaynakça

  • Argyris & Schon, D. (1974). The Role of Subjective Well-Being in Co-Designing Open-Design Assistive Devices - Scientific Figure on Research Gate. Available from: https://www.researchgate.net/Double-loop-learning-
  • Ardra L. Cole (1997) Impediments to Reflective Practice: toward a new agenda for research on teaching, Teachers and Teaching, 3:1, 7-27.
  • Boud, D., Keogh, R. & Walker, D. (1985) Reflection: Turning Experience into Learning. London: Kogan Page.
  • Boud and Knights, (1996). In Baldwin, M. Social Work, (‘016). Critical Reflection and the Learning Organization. Routledge Press.
  • Boud, D., & Walker, D. (1998). Promoting Reflection in Professional Courses: The Challenge of Context. Studies in Higher Education, Vol. 23. 191-206.
  • Boud, Keogh & Walker 1985, Holly 1989, Rosenthal 1991, Zeichner1986 in Chapter published in Gould, N. & Taylor, I. (Eds.). Reflective Learning for Social Work: Research, Theory and Practise. Aldershot, Hants.: Arena, 23-34.
  • Boyd, E.M. and Fales, A.W. (1983). Adapted from Reflective Learning: Key to learning from experience in the Journal of Humanistic Psychology Vol. 23 No. 2, Spring, 1983, pp. 99 - 117.
  • Carr,W. and Kemmis, S. (1986) Becoming critical: Education, knowledge and action research, The Journal of Educational Thought (JET)... Vol. 23, No. 3.
  • Coopeland, W.D., Birmingham, C., De La Cruz, E. and Recht, B. (1991) The reflective practitioner in teaching: Toward a research agenda, Paper presented at Annual Conference of the American Educational Research Association, April3-7, Chicago.
  • Day, C., 1999. Professional Development and Reflective Practice: purposes, processes and partnerships Curriculum Studies. Vol. 7(Part 2), 221-234.
  • Doyle, W. (1990). Case Methods in the Education of Teachers. Teacher Education Quarterly. 17.
  • Elbaz-Luwisch, F. (1997). Narrative research: Political Issues and Implications. Teaching and Teacher Education, 13 (1), 75-83.
  • Eraut, M. (1989). Teacher appraisal and/or teacher development: Friends or foes? In Simons, H. and Elliot, J. (eds) Rethinking Appraisal and Assessment, Milton Keynes, Open University Press.
  • Eraut, M.E. (1994) Developing Professional Knowledge and Competence. Buckingham: Open University Press. Fenstermacher, G. D (1986). Philosophy of research on teaching: Three aspects. In M. C. Wittrock, Ed., Handbook of research on teaching (3rd ed., pp. 37-49). New York: Macmillan.
  • Ghaye and Ghaye (1999). Continuing Your Professional Development in Lifelong Learning in Steward, A. book, Continuum International Publishing Group.
  • Gould, N. & Taylor, I. (1996). Reflective Learning for Social Work. Aldershot, Arena.
  • Golby,M. and Appleby, R. (1995). Reflective Practice through Critical Friendship: Some possibilities, Cambridge Journal of Education 25(2):149-160.
  • Griffiths, M. & Tann, S. Using Reflective Practice to Link Personal and Public Theories. Journal of Education for Teaching. International research and pedagogy. Volume 18, 1992 - Issue 1.
  • Handal, G. (1990) Promoting the articulation of tacit knowledge through the counselling of practitioners, keynote paper at Amsterdam Pedagogisch Centrum Conference, Amsterdam, 6-8 April 1990.
  • Hatton, N. & Smith, D. (1995) Reflection in teacher education: towards definition and implementation, Teaching and Teacher Education. 11, pp. 33-49.
  • Jersild, A.T. (1955) When Teachers Face Themselves. Teachers College Press. Korthagen, F.A. Two Modes of Reflection. Teacher & Teacher Education, Vol. 9, No.3, pp. 317-326, 1993. Printed in Great Britain.
  • Korthagen, F. (1988). The influence of learning orientations on the development of reflective teaching. In Calderhead, J. (Ed.), Teachers' professional learning (pp. 35–50). New York: Falmer Press.
  • Palmer A, Burns S, Bulman C (Eds). (1994). Reflective Practice in Nursing: the growth of the Professional Practitioner: Oxford: Blackwell Scientific Publications.
  • Schon, D. A. (1983). The Reflective Practitioner. How professionals think in action, New York: Basic Books.
  • Schon, D. (1987). Educating the reflective practitioner. San Francisco CA: Jossey-Bass Inc., Publishers.
  • Smith and Hatton, 1993. D. Smith, N. Hatton. Reflection in teacher education: A study in progress. Education Research and Perspectives, 20, The University of Western Australia (1993), pp. 13-23.
  • Schön 1987; Zeichner and Liston 1987; Korthagen 1988; Clift, Houston and Prignach 1990; Palmer, Burns and Bulman 1994; Smith and Hatton 1993. In Gould, N. & Taylor, I. (2017). Reflective Learning for Social Work: Research, Theory and Practice. Routledge Publishers.
  • Smith, A. Learning about reflection. JAN Informing Practise and Policy Worldwide through Research and Scholarship. Volume 28, Issue 4, pp.693-929. October 1998.
  • Manen, M. V. (1995). In Bengtsson, J. What is Reflection? On reflection in the teaching profession and teacher education. Teachers and Teaching theory and practice. Volume 1, 1995 - Issue 1, pp.23-32.
  • Markham, M. (1999) Through the Looking Glass: Reflective Teaching Through a Lacanian Lens, Journal of Curriculum Inquiry, Volume 29, Issue 1 (pp.55-76).
  • McLaughlin, M. (1993). What matters most in teachers’ workplace context? In J. W. Little & M. McLaughlin (Eds.), Teachers work (pp. 79–103). New York: Teachers College Press.
  • Moore, M. E. (1988). Narrative teaching: An organic methodology. Process Studies, 17(4), 248-261.
  • Newell, K.M. (1986). Constraints on the development of coordination. In M.G.
  • Wade & H.T.A Whiting (Eds.), Motor development in children: Aspects of coordination and control, pp. 341-361. Amsterdam: Martinus Nijhoff Publishers.
  • Wellington, B. and Austin, P. (1996). Orientations to reflective practice, Journal of Educational Research, Volume 38, - Issue 3 (pp. 307-316).
  • Williams, J. (1998). Lyotard: Towards a Postmodern Philosophy, Cambridge: Polity Press.
  • Zeichner, K.M. & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review. 56(1), 23-48. Posted with permission of the publisher.
Yıl 2024, Cilt: 6 Sayı: 1, 227 - 251, 25.06.2024
https://doi.org/10.48166/ejaes.1359855

Öz

Kaynakça

  • Argyris & Schon, D. (1974). The Role of Subjective Well-Being in Co-Designing Open-Design Assistive Devices - Scientific Figure on Research Gate. Available from: https://www.researchgate.net/Double-loop-learning-
  • Ardra L. Cole (1997) Impediments to Reflective Practice: toward a new agenda for research on teaching, Teachers and Teaching, 3:1, 7-27.
  • Boud, D., Keogh, R. & Walker, D. (1985) Reflection: Turning Experience into Learning. London: Kogan Page.
  • Boud and Knights, (1996). In Baldwin, M. Social Work, (‘016). Critical Reflection and the Learning Organization. Routledge Press.
  • Boud, D., & Walker, D. (1998). Promoting Reflection in Professional Courses: The Challenge of Context. Studies in Higher Education, Vol. 23. 191-206.
  • Boud, Keogh & Walker 1985, Holly 1989, Rosenthal 1991, Zeichner1986 in Chapter published in Gould, N. & Taylor, I. (Eds.). Reflective Learning for Social Work: Research, Theory and Practise. Aldershot, Hants.: Arena, 23-34.
  • Boyd, E.M. and Fales, A.W. (1983). Adapted from Reflective Learning: Key to learning from experience in the Journal of Humanistic Psychology Vol. 23 No. 2, Spring, 1983, pp. 99 - 117.
  • Carr,W. and Kemmis, S. (1986) Becoming critical: Education, knowledge and action research, The Journal of Educational Thought (JET)... Vol. 23, No. 3.
  • Coopeland, W.D., Birmingham, C., De La Cruz, E. and Recht, B. (1991) The reflective practitioner in teaching: Toward a research agenda, Paper presented at Annual Conference of the American Educational Research Association, April3-7, Chicago.
  • Day, C., 1999. Professional Development and Reflective Practice: purposes, processes and partnerships Curriculum Studies. Vol. 7(Part 2), 221-234.
  • Doyle, W. (1990). Case Methods in the Education of Teachers. Teacher Education Quarterly. 17.
  • Elbaz-Luwisch, F. (1997). Narrative research: Political Issues and Implications. Teaching and Teacher Education, 13 (1), 75-83.
  • Eraut, M. (1989). Teacher appraisal and/or teacher development: Friends or foes? In Simons, H. and Elliot, J. (eds) Rethinking Appraisal and Assessment, Milton Keynes, Open University Press.
  • Eraut, M.E. (1994) Developing Professional Knowledge and Competence. Buckingham: Open University Press. Fenstermacher, G. D (1986). Philosophy of research on teaching: Three aspects. In M. C. Wittrock, Ed., Handbook of research on teaching (3rd ed., pp. 37-49). New York: Macmillan.
  • Ghaye and Ghaye (1999). Continuing Your Professional Development in Lifelong Learning in Steward, A. book, Continuum International Publishing Group.
  • Gould, N. & Taylor, I. (1996). Reflective Learning for Social Work. Aldershot, Arena.
  • Golby,M. and Appleby, R. (1995). Reflective Practice through Critical Friendship: Some possibilities, Cambridge Journal of Education 25(2):149-160.
  • Griffiths, M. & Tann, S. Using Reflective Practice to Link Personal and Public Theories. Journal of Education for Teaching. International research and pedagogy. Volume 18, 1992 - Issue 1.
  • Handal, G. (1990) Promoting the articulation of tacit knowledge through the counselling of practitioners, keynote paper at Amsterdam Pedagogisch Centrum Conference, Amsterdam, 6-8 April 1990.
  • Hatton, N. & Smith, D. (1995) Reflection in teacher education: towards definition and implementation, Teaching and Teacher Education. 11, pp. 33-49.
  • Jersild, A.T. (1955) When Teachers Face Themselves. Teachers College Press. Korthagen, F.A. Two Modes of Reflection. Teacher & Teacher Education, Vol. 9, No.3, pp. 317-326, 1993. Printed in Great Britain.
  • Korthagen, F. (1988). The influence of learning orientations on the development of reflective teaching. In Calderhead, J. (Ed.), Teachers' professional learning (pp. 35–50). New York: Falmer Press.
  • Palmer A, Burns S, Bulman C (Eds). (1994). Reflective Practice in Nursing: the growth of the Professional Practitioner: Oxford: Blackwell Scientific Publications.
  • Schon, D. A. (1983). The Reflective Practitioner. How professionals think in action, New York: Basic Books.
  • Schon, D. (1987). Educating the reflective practitioner. San Francisco CA: Jossey-Bass Inc., Publishers.
  • Smith and Hatton, 1993. D. Smith, N. Hatton. Reflection in teacher education: A study in progress. Education Research and Perspectives, 20, The University of Western Australia (1993), pp. 13-23.
  • Schön 1987; Zeichner and Liston 1987; Korthagen 1988; Clift, Houston and Prignach 1990; Palmer, Burns and Bulman 1994; Smith and Hatton 1993. In Gould, N. & Taylor, I. (2017). Reflective Learning for Social Work: Research, Theory and Practice. Routledge Publishers.
  • Smith, A. Learning about reflection. JAN Informing Practise and Policy Worldwide through Research and Scholarship. Volume 28, Issue 4, pp.693-929. October 1998.
  • Manen, M. V. (1995). In Bengtsson, J. What is Reflection? On reflection in the teaching profession and teacher education. Teachers and Teaching theory and practice. Volume 1, 1995 - Issue 1, pp.23-32.
  • Markham, M. (1999) Through the Looking Glass: Reflective Teaching Through a Lacanian Lens, Journal of Curriculum Inquiry, Volume 29, Issue 1 (pp.55-76).
  • McLaughlin, M. (1993). What matters most in teachers’ workplace context? In J. W. Little & M. McLaughlin (Eds.), Teachers work (pp. 79–103). New York: Teachers College Press.
  • Moore, M. E. (1988). Narrative teaching: An organic methodology. Process Studies, 17(4), 248-261.
  • Newell, K.M. (1986). Constraints on the development of coordination. In M.G.
  • Wade & H.T.A Whiting (Eds.), Motor development in children: Aspects of coordination and control, pp. 341-361. Amsterdam: Martinus Nijhoff Publishers.
  • Wellington, B. and Austin, P. (1996). Orientations to reflective practice, Journal of Educational Research, Volume 38, - Issue 3 (pp. 307-316).
  • Williams, J. (1998). Lyotard: Towards a Postmodern Philosophy, Cambridge: Polity Press.
  • Zeichner, K.M. & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review. 56(1), 23-48. Posted with permission of the publisher.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Beden Eğitimi ve Spor Pedagojisi, Egzersiz ve Spor Bilimleri (Diğer)
Bölüm Makaleler
Yazarlar

Bengi Sonyel 0000-0003-0765-5408

Erken Görünüm Tarihi 26 Haziran 2024
Yayımlanma Tarihi 25 Haziran 2024
Gönderilme Tarihi 13 Eylül 2023
Kabul Tarihi 7 Haziran 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 6 Sayı: 1

Kaynak Göster

APA Sonyel, B. (2024). A CASE STUDY OF PERCEPTIONS OF ADULT EDUCATORS ON REFLECTIVE PRACTICE. Journal of Advanced Education Studies, 6(1), 227-251. https://doi.org/10.48166/ejaes.1359855

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