Enacting a pedagogy of reflection in initial teacher education using critical incident identification and examination : a self-study of practice
- Authors: Brandenburg, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 22, no. 1 (2021), p. 16-31
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- Description: This article examines what it means for a teacher educator to enact a pedagogy of reflective practice in an initial teacher education classroom using self-study methodology. The focus of the article is the examination of a critical interaction that occurred in a third-year Bachelor of Education mathematics education tutorial (N = 15). The critical incident prompted further reflection through collecting and analysing data that included pre-service teacher (PST) oral feedback during the tutorial; structured written feedback that was based on peer presentations during tutorials; and mid-semester and post-semester ‘freewrites’. Teacher educator journal reflections provided further data for analysis. Thematic analysis together with teacher educator critical incident analysis, revealed key understandings for both the PSTs and the teacher educator. These learning outcomes included the importance of identifying PST perceptions and practices associated with participating in peer assessment; the incongruities between oral and written feedback; the crucial need for PST scaffolding when providing feedback; the impact of the learning environment; and the role of the teacher educator in explicitly facilitating discussions associated with critical incidents, conversations and interactions. Using self-study methodology to examine teaching surfaced unspoken and assumed beliefs, and through examination, led to authentic, negotiated learning and improved outcomes for PSTs and teacher educators. © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Who owns this data? using dialogic reflection to examine an ethically important moment
- Authors: McDonough, Sharon , Brandenburg, Robyn
- Date: 2019
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 20, no. 3 (2019), p. 355-366
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- Description: There has been growing use of reflective practice as a means for examining ethically important moments that occur during research. Reflective practice enables researchers to be alert to the unfolding of these ethically important moments and to consider how they will respond to them. In this paper, we use dialogic reflection to explore an ethically important moment that occurred during one of our research projects. We present our dialogic reflective conversation as a means of exploring the ethical issues associated with data ownership. We draw on this conversation to describe a framework for dialogic reflection that provides researchers with a process for engaging in reflection on their practice as ethical researchers.
Self-care for academics: a poetic invitation to reflect and resist
- Authors: O’Dwyer, Siobhan , Pinto, Sarah , McDonough, Sharon
- Date: 2018
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 19, no. 2 (2018), p. 243-249
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- Description: In newspapers and blogs, on Twitter, and in academic papers, stories of struggling academics abound. Substance abuse, depression, failed relationships, and chronic illness are the casualties of a neoliberal university sector that values quantity over quality and demands ever more for ever less. Within the academic literature a growing counter-movement has called for resistance, collective action, and slow scholarship. Much of this work, however, has focused on strategies that can be applied within academia. Little has been written about the activities that academics do outside the university; activities that have no purpose other than enjoyment, rest, and renewal; activities that represent the valuing of the self as a human being, rather than a means of production; activities that could best be defined as self-care. Using reflective practice to construct a poem comprising three voices, this paper explores those activities. This poetic representation is an effort to create time and space for the authors, and a manifesto to encourage other academics to demand and protect the time, space, and reflective practice that are essential to both personal wellbeing and quality research and education.
On laughter and loss : Children's views of shared time, parenting and security post-separation
- Authors: Sadowski, Christina , McIntosh, Jennifer
- Date: 2016
- Type: Text , Journal article
- Relation: Childhood Vol. 23, no. 1 (2016), p. 69-86
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- Description: Among the research, practice and socio-legal commentary on the substantial sharing of parenting time after separation, children's voices about their experiences remain overwhelmingly silent. This article draws on findings of a descriptive phenomenological study which investigated Australian school-aged (8- to 12-year-old) children's descriptions of two binary phenomena: security and contentment in shared time arrangements, and the absence of security and contentment in shared time parenting. Specifically, this article focuses on exploring parental behaviours and interactions recognised by children as sources of security in shared time lifestyles, through happy and needy times. Central to this is the juxtaposition of the child's experience of security and shared enjoyment with the present parent, against the absence of security emanating from unresolved longing for the 'absent' parent. The article provides an empirically derived formulation of children's advice to parents about shared time parenting, with relevance for family law related parent education forums. © The Author(s) 2015.
Using ethical mapping for exploring two professional dilemmas in initial teacher education
- Authors: McDonough, Sharon
- Date: 2015
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 16, no. 1 (2015), p. 142-153
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- Description: Professional experience placements are recognised as a critical element in initial teacher education programs, however, supervising and mentoring pre-service teachers is challenging work as those involved in the process face professional dilemmas as they attempt to address the needs of various stakeholders. In this paper I draw from data collected in a self-study of mentoring and explore how critical reflection may provide a deeper understanding of these dilemmas. Through adapting and applying an ethical mapping framework as a cue for reflection, I examine the possibilities this approach offers in coming to an understanding of effective and ethical practice during professional experience placements. This paper focuses on two professional dilemmas to explore the way the cue can be used to critically reflect on mentoring and outlines the process I took in engaging in this reflection. I argue that ethical mapping offers university mentors and those working in initial teacher education with a structured approach for critical reflection to understand practice, and to articulate their pedagogy.
Writing reflexively to illuminate the meanings in cultural safety
- Authors: Cash, Penelope , Moffitt, Pertice , Fraser, Joanna , Grewal, Sukhdev , Holmes, Vicki , Mahara, Star , Ross, Charlotte , Nagel, Dan
- Date: 2013
- Type: Text , Journal article
- Relation: Reflective Practice Vol. 14, no. 6 (2013), p. 825-839
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- Description: With the introduction of cultural safety into nursing curricula, educators are grappling with ways to take their own understanding of the concept to create culturally safe places in their educational environments. The purpose of this paper is to share a process of writing as inquiry to surface new meanings in what might ontologically be understood as culturally safe environments. The writing illuminates individual and collective meanings of cultural safety from the perspectives of eight Canadian nurse educators. Using aesthetic texts and hermeneutic approaches, the meaning of cultural safety is exposed. Fluid depictions of the self as other, along with politicized taken for granted practices and multiple fields of meaning, bring clarity to a view that knowledge is always partial. Since knowledge is co-constructed, situated and socially produced, the representations of our evolving stories and cycles of reflection hold to an element of partiality in epistemological privilege The various texts shared offer insight into thinking about culturally safe spaces as horizons of new meaning. The implications for nursing education are in recognizing locations for both the educators and the learners. These writing and interpretive processes can be integrated into curricula to strengthen reflexive and relational practice. © 2013 Taylor & Francis.