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Rendering the invisible visible: Lived values that support reflective practice.


Rendering the invisible visible: Lived values that support reflective practice.

Reilly, Rosemary C. ORCID: https://orcid.org/0000-0001-7274-4488 (2010) Rendering the invisible visible: Lived values that support reflective practice. Journal of Applied Research on Learning, 3 (art 11). pp. 1-23.

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Context is influential when acquiring workplace learning, especially reflective skills. The following is a qualitative inquiry regarding a supervision group of novices developing reflective practice in the field of team facilitation. Using public reflection as a way of making thinking explicit, participants engaged in a mutual process of meaning making. The inquiry employed an instrumental case study approach. Data sets included debriefing sessions, individual, and group interviews covering the lifespan of the group. These data illuminated the developing reflective skills and the unfolding value processes embedded within the team’s social interactions. The patterns demonstrated that novices could collectively increase the explicit expression of reflective thought linked to practice. Values acted as tacit rules promoting, governing, and shaping social interactions, supporting reflective practice.

Divisions:Concordia University > Faculty of Arts and Science > Applied Human Sciences
Item Type:Article
Authors:Reilly, Rosemary C.
Journal or Publication:Journal of Applied Research on Learning
Keywords:workplace learning; lived values; novice to expert; public reflection; reflection; thinking skills
ID Code:982290
Deposited On:30 Mar 2017 16:00
Last Modified:18 Jan 2018 17:54


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