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
PDF (publisher's version)
- Published Version
Official URL: http://ijl.cgpublisher.com/product/pub.30/prod.867
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 22:22|
|Last Modified:||02 Nov 2012 20:00|
Adler, P., & Adler, P. (1994). Observational techniques. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 377-392). Thousand Oaks, CA: Sage.
Barrett, F. (1999). Knowledge creating as dialogic accomplishment: A constructivist perspective. In A. Montuori & R. Purser (Eds.), Social creativity (Vol. 1) (pp. 133-151). Cresskill, NJ: Hampton.
Bion, W. (1961). Experiences in groups. New York: Basic Books.
Chi, M. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271-315.
Clandinin, D., & Connelly, F. (1994). Personal experience methods. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 413-427). Thousand Oaks, CA: Sage.
Connelly, F., & Clandinin, D. (1995). Teachers’ professional knowledge landscapes: Secret, sacred, and cover stories. In D. Clandinin & F. Connelly (Eds.), Teachers’ professional knowledge landscapes (pp. 3-15). New York: Teachers College Press.
Craft, A. (1998). Educator perspectives on creativity: An English study. Journal of Creative Behavior, 32, 244-257.
Denzin, N. (2002). The interpretive process. In A. Huberman & M. Miles (Eds.), The qualitative researcher ’s companion
(pp. 349-366). Thousand Oaks, CA: Sage.
Dey, I. (1999). Grounding grounded theory: Guidelines for qualitative inquiry. San Diego: Academic.
Dimock, H. (1987). Groups: Leadership and group development. Guelph, ON: University of Guelph.
Donmoyer, R. (1990). Generalizability and the single-case study. In E. Eisner & A. Peshkin (Eds.), Qualitative inquiry in education: The continuing debate (pp. 175-200). New York: Teachers College Press.
Ericsson, K., & Smith, J. (1991). Prospects and limits of the empirical study of expertise: An introduction. In K. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 1-38). Cambridge, MA: Cambridge University Press.
Erlandson, D., Harris, E., Skipper, B., & Allen, S. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage.
Fontana, A., & Frey, J. (1994). Interviewing: The art of science. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 361-376). Thousand Oaks, CA: Sage.
Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
Geertz, C. (1983). Local knowledge: Further essays in interpretive anthropology. New York: Basic Books.
Getz, I., & Lubart, T. (1999). The emotional resonance model of creativity: Theoretical and practical extensions. In S. Russ (Ed.), Affect, creative experience, and psychological adjustment (pp. 41-56). Philadelphia: Brunner / Mazel
Glaser, R., & Chi, M. (1988). Overview. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. xv-xxviii). Hillsdale, NJ: Erlbaum.
Gruber, H. (1988). The evolving systems approach to creative work. Creativity Research Journal, 1, 27-51.
Hmelo, C. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. The Journal for the Learning Sciences, 7, 173-208.
Hunter, D., Bailey, A., & Taylor, B. (1995). The art of facilitation. Tucson, AZ: Fischer.
Johnson, E. (1988). Expertise and decision under uncertainty: Performance and process. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. 209-228). Hillsdale, NJ: Erlbaum.
Kolb, D. A. (1976). Learning-Style Inventory: Technical manual. Boston: McBer & Co.
Kolb, D. (1984). Experiential learning: Experience as a source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Lesgold, A. (1988). Problem-solving. In R. Sternberg & E. Smith (Eds.), The psychology of human thought (pp. 188-213). New York: Cambridge University Press.
Lesgold, A., Glaser, R., Rubinson, H., Klopfer, D., Feltovich, P., & Wang, Y. (1988). Expertise in a complex skill: Diagnosing x-ray pictures. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. 311-342). Hillsdale, NJ: Erlbaum.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
McHargue, M. (1994). Enhancing academic leadership through local & regional retreat: Adapting the "great teachers"
model for chairs and deans. (ERIC Document Reproduction ED 394562)
Marshak, R., & Katz, J. (1998). The covert processes workbook: Dealing with the hidden dimensions of individuals, groups and organizations. Alexandria, VA: NTL Institute.
Maxwell, J. (1996). Qualitative research: An interactive approach. Thousand Oaks, CA: Sage.
Meador, K., Hunsaker, S., & Kearney, K. (1999). Qualitative research methods for studying creativity. In A. Fishkin, B.
Cramond, & P. Olszewski-Kubilius (Eds.), Investigating creativity in youth: Research and methods (pp. 239-261).
Cresskill, NJ: Hampton.
Morgan, D. (1997). Focus groups as qualitative research (2nd ed.). Thousand Oaks, CA: Sage.
Mumford, M., Reiter-Palmon, R., & Redmond, M. (1994). Problem construction and cognition: Applying problem representations in ill-defined domains. In M. Runco (Ed.), Problem finding, problem solving, and creativity (pp. 3-39). Norwood, NJ: Ablex.
Novemsky, L. (1998). Second teaching: An exploration of cognitive factors in small group physics learning. Dissertation Abstracts International, A (Humanities and Social Sciences) 59(5-A).
Oakley, A. (1981). Interviewing women: A contradiction in terms. In H. Roberts (Ed.), Doing feminist research (pp. 30-61). Boston: Routledge & Kegan Paul.
Pavlovic, S., & Friedland, B. (1997). Reflectivity in supervision and teaching. (ERIC Document Reproduction ED 406115)
Polanyi, M. (1983). The tacit dimension. Gloucester, MA: Peter Smith.
Posner, M. (1988). Introduction: What is it to be an expert? In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. xxix-xxxvi). Hillsdale, NJ: Erlbaum.
Pressley, M., & McCormick, C. (1995). Advanced educational psychology for educators, researchers, and policymakers.
New York: HarperCollinsCollege.
Raelin, J. (2000). Work-based learning: The new frontier of management development. Upper Saddle, NJ: Prentice Hall.
Richardson, L. (1994). Writing: A method of inquiry. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 516-529). Thousand Oaks, CA: Sage.
Sabers, D., Cushing, K., & Berliner, D. (1991). Differences among teachers in a task characterized by simultaneity, multi-dimensionality, and immediacy. American Educational Research Journal, 28, 63-88.
Spradley, J. (1980). Participant observation. New York: Holt, Rinehart & Winston.
Stake, R. (1994). Case studies. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 236-247). Thousand Oaks, CA: Sage.
Sternberg, R. (1998). Abilities are forms of developing expertise. Educational Researcher, 27(3), 11-20.
Sternberg, R. (2000). Giftedness as developing expertise. In K. Heller, F. Mönks, R. Sternberg, & R. Subotnik (Eds.), International handbook of giftedness and talent (2nd ed.) (pp. 55-66). Oxford, K: Elsevier.
Stough, L. (1994). Skilled performance in individuals with developmental disabilities. (ERIC Document Reproduction ED
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
Uduari-Solner, A., & Keyes, M. (2000). Chronicles of administrative leadership towards inclusive reform: “We’re on the train and we’ve left that station, but we haven’t gotten to the next stop.” In R. Villa & J. Thousand (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (2nd ed.) (pp. 428-442). Toronto: Paul
Vaughn, S., Schumm, J., & Sinagub, J. (1996). Focus group interviews in education and psychology. Thousand Oaks, CA:
Voss, J., & Post, T. (1988). On the solving of ill-structured problems. In M. Chi, R. Glaser, & M. Farr (Eds.), The nature of expertise (pp. 261-285). Hillsdale, NJ: Erlbaum.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman Eds.). Cambridge, MA: Harvard University Press.
Vygotsky, L. (1987). Thought and language. (A. Kozulin, Ed.). Cambridge, MA: MIT Press.
Wakefield, J. (1989). Creativity and cognition: Some implications for arts education. Creativity Research Journal, 2, 51-63.
Weisberg, R. (1988). Problem-solving and creativity. In R. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 148-176). New York: Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
Wolcott, H. (1990). Writing up qualitative research. Newbury Park, CA: Sage.
Yin, R. (1993). Applications of case study research. Newbury Parks, CA: Sage.
Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.
Repository Staff Only: item control page
Downloads per month over past year