Reilly, Rosemary C. (2005) The Use of Public Reflection to Promote Workplace Learning and Expert Thinking Skills. The International Journal of Learning, 12 (9). pp. 17-32. ISSN 1447-9494
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Public reflection is the practice of periodically stepping back in order to ponder and make explicit the meaning, to self and others in the immediate environment, what has recently transpired, been planned, observed, and achieved in practice (Raelin, 2000). It illuminates what has been experienced by both the self and others, providing a basis for future action. It is a means of transferring individual learning into team learning into organizational learning (from the intrapersonal to the system); uncovers "theories-in-use", those implicit assumptions and beliefs that guide actions; creates shared meaning and knowledge, which is the foundation for practice-based learning; and promotes reflective practice by developing a metacognitive perspective. This paper will discuss the research results of an instrumental case study that charted the impact of the use of the format of public reflection on a system of four novice group facilitators / process consultants. The participants engaged in an intensive collaborative process of meaning making which promoted qualitative changes in the levels of expert cognitive and metacognitive thinking skills. Data sets included videotaped debriefing and planning sessions, individual and group interviews, and written reflection diaries, covering the entire lifespan of the team.
|Divisions:||Concordia University > Faculty of Arts and Science > Applied Human Sciences|
|Authors:||Reilly, Rosemary C.|
|Journal or Publication:||The International Journal of Learning|
|Keywords:||public reflection, workplace learning, expert thinking skills, triple loop learning|
|Deposited By:||ROSEMARY REILLY|
|Deposited On:||18 Nov 2009 17:22|
|Last Modified:||02 Nov 2012 16:00|
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