Login | Register

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

Title:

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.

[img]
Preview
Text (application/pdf)
Jarl-Vol3Article11.pdf - Published Version
Available under License Spectrum Terms of Access.
1MB

Abstract

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
Refereed:Yes
Authors:Reilly, Rosemary C.
Journal or Publication:Journal of Applied Research on Learning
Date:2010
Keywords:workplace learning; lived values; novice to expert; public reflection; reflection; thinking skills
ID Code:982290
Deposited By: ROSEMARY REILLY
Deposited On:30 Mar 2017 16:00
Last Modified:18 Jan 2018 17:54

References:

Adler, P., & Adler, P. (1994). Observational techniques. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 377-392). Thousand Oaks, CA: Sage.

Arrien, A. (1993). The four-fold way. New York: HarperSanFrancisco.

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.

Barron, F. (1995). No rootless flower: An ecology of creativity. Cresskill, NJ: Hampton.

Bion, W. (1961). Experiences in groups. New York: Basic Books.

Black, C. (2005). Issues regarding the facilitation of teacher research. Reflective Practice, 6, 107-122.

Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.

Bolton, G. (2006). Narrative writing: Reflective enquiry into professional practice. Educational Action Research, 14, 203 - 218

Cameron, G., Hayes, V., & Wren, A. (2000). Using reflective process in community-based participatory action research. Reflective Practice, 1, 215-230.

Chi, M. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271-315.

Cohen, J., Pickeral, T., & McCloskey, M. (2009). Assessing school climate. Education Digest, 74(8), 45-48.

Cotton, K. (1998). Education for life-long learning: Literature synthesis. (ERIC Document ED 422608)

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.

Davies, S. (1996). Educational intervention for nurse managers in a situation of need for rapid change. (ERIC Document ED 393977)

Davis, N., & Blanchard, M. (2004). Collaborative teams in a university statistics course: A case study of how differing value structures inhibit change. School Science and Mathematics, 104, 279-287.

Dey, I. (1999). Grounding grounded theory. San Diego: Academic.

Dimock, H. (1993). How to observe your group (3rd ed.). North York, ON: Captus.

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.

Erlandson, D., Harris, E., Skipper, B., & Allen, S. (1993). Doing naturalistic inquiry: A guide to methods. Newbury Park, CA: Sage.

Espejo, R. (2003). Social systems and the embodiment of organisational learning. In E. Mitleton-Kelly (Ed.), Complex systems and evolutionary perspectives on organisations: The application of complexity theory to organizations (pp. 53–69). Oxford: Pergamon.

Fanning, J. (1995). Rural school consolidation and student learning (EDD00036). Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction ED 384484)

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.

Garcia-Morales, V., Lopez-Martin, F., & Llamas-Sanchez, R. (2006). Strategic factors and barriers for promoting educational organizational learning. Teaching & Teacher Education, 22, 478-502.

Gardner, F. (2001). Social work students and self-awareness: How does it happen? Reflective Practice, 2, 27-40.

Gibb, J. (1978). Trust: A new view of personal and organizational development. Los Angeles: The Guild of Tutors.

Hanson, P. (2000). The self as an instrument for change. Organization Development Journal, 18, 95-104.

Houtz, J. (1994). Creative problem solving in the classroom: Contributions of four psychological approaches. In M. Runco (Ed.), Problem finding, problem solving, and creativity (pp. 153-173). Norwood, NJ: Ablex.

Jausovec, N. (1994). Metacognition in creative problem solving. In M. Runco (Ed.), Problem finding, problem solving, and creativity (pp. 77-95). Norwood, NJ: Ablex.

Johnson, C., & Thomas, A. (2009). Caring as classroom practice. Social Studies and the Young Learner, 22(1), 8-11.

Johnson, D. (2003). Reaching out: Interpersonal effectiveness and self-actualization (8th ed.). Boston: Allyn & Bacon.

John-Steiner, V. (2000). Creative collaboration. New York: Oxford University Press.

John-Steiner, V., & Meehan, T. (2000). Creativity and collaboration in knowledge construction. In C. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 31-48). New York: Cambridge University Press.

Kass, R. (2005). Theories of small group development (3rd ed. rev.). Montreal: The Center for Human Relations and Community Studies Concordia University.

Krumboltz, J., & Yeh, C. (1996). Competitive grading sabotages good teaching. Phi Delta Kappan, 78, 324-326.

Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.

Lacoursiere, R. (1980). The life cycle of groups. New York: Human Sciences Press.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Leff, H., Thousand, J., & Nevin, A. (1994). Awareness plans for facilitating creative thinking. In J. Thousand, R. Villa, & A. Nevin (Eds.), Creativity and collaborative learning (pp. 305-319). Toronto: Paul H. Brookes.

Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

Marshall, C., & Rossman, G. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA: Sage.

Maxwell, J. (1996). Qualitative research: An interactive approach. Thousand Oaks, CA: Sage.

Maxwell, J. (2002). Understanding and validity in qualitative research. In A. Huberman & M. Miles (Eds.), The qualitative researcher’s companion (pp. 37-64). Thousand Oaks, CA: Sage.

Miles, M., & Huberman, A. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.

Montuori, A., & Purser, R. (1999). Social creativity: Introduction. In A. Montuori & R. Purser (Eds.), Social creativity (Vol. 1) (pp. 1-45). Cresskill, NJ: Hampton.

Morgan, D. (1997). Focus groups as qualitative research (2nd ed.). Thousand Oaks, CA: Sage.

Mumford, M., Baughman, W., & Sager, C. (2003). Picking the right material: Cognitive processing skills and their role in creative thought. In M. Runco (Ed.), Critical creative processes (pp. 19-68). Cresskill, NJ: Hampton.

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.

Neçka, E. (2003). Creative interaction: A conceptual schema for the process of producing ideas and judging outcomes. In M. Runco (Ed.), Critical creative processes (pp. 115-127). Cresskill, NJ: Hampton.

Noddings, N. (1984). Caring. Berkeley, CA: University of California Press.

Paris, S., & Winograd, P. (2003). The role of self-regulated learning in contextual teaching: Principals and practices for teacher preparation. (ERIC Document ED 479905)

Pavlovic, S., & Friedland, B. (1997). Reflectivity in supervision and teaching. (ERIC Document ED 406115)

Perret-Clermont, A.-N., Perret, J.-F., & Bell, N. (1991). The social construction of meaning and cognitive activity in elementary school children. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 41-62). Washington, DC: American Psychological Association.

Pressley, M., & McCormick, C. (1995). Advanced educational psychology for educators, researchers, and policymakers. New York: HarperCollinsCollege.

Raelin, J. (2000). Work-based learning. Upper Saddle, NJ: Prentice Hall.

Resnick, L. (1991). Shared cognition: Thinking as social practice. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 1-20). Washington, DC: American Psychological Association.

Runco, M. (1999). Tension, adaptability, and creativity. In S. Russ (Ed.), Affect, creative experience, and psychological adjustment (pp. 165-194). Philadelphia: Brunner / Mazel.

Scanlan, J., Care, W., & Udod, S. (2002). Unravelling the unknowns of reflection in classroom teaching. Journal of Advanced Nursing, 38, 136-143.

Schön, D. (1983). The reflective practitioner. New York: Basic Books.

Siegal, M. (1991). A clash of conversational worlds: Interpreting cognitive development through communication. In L. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 23-40). Washington, DC: American Psychological Association.

Spradley, J. (1980). Participant observation. New York: Holt, Rinehart & Winston.

Sparrow, J., & Heel, D. (2006). Fostering team learning development. Reflective Practice, 7, 151-162.

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). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127-140.

Stowell, S. (1988). Coaching: A commitment to leadership. Training & Development Journal, 42(6), 34-38.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.

Tate, K., & DeBroux, M. (2001). Individualized instruction: An integrated approach. (ERIC Document ED 470145)

Teasley, S. (1997). Talking about reasoning: How important is the peer in peer collaboration? In L. Resnick, R. Säljö, C. Pontecorvo, & B. Burge (Eds.), Discourse tools and reasoning: Essays in situated cognition (pp. 361-384). New York: Springer-Verlag.

Udvari-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 Brookes.

Veenman, M., & Beishuizen, J. (2004). Intellectual and skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, 621-640.

Vygotsky, L. (1987). Thought and language. (A. Kozulin, Ed.). Cambridge, MA: MIT Press.

Wakefield, J. (2003). The development of creative thinking and critical reflection: Lessons from everyday problem-solving. In M. Runco (Ed.), Critical creative processes (pp. 253-272). Cresskill, NJ: Hampton.

Wolcott, H. (1990). Writing up qualitative research. Newbury Park, CA: Sage.

Yin, R. (1994). Case study research (2nd ed.). Thousand Oaks, CA: Sage.

Young, K. (2005). Direct from the source: The value of “think-aloud” data in understanding learning. Journal of Educational Enquiry, 6(1), 19-33.
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Back to top Back to top