Critically reflective practice and its sources: A qualitative exploration

2020 ◽  
Vol 54 (4) ◽  
pp. 312-319 ◽  
Author(s):  
Stella L. Ng ◽  
Maria Mylopoulos ◽  
Emilia Kangasjarvi ◽  
Victoria A. Boyd ◽  
Sabrina Teles ◽  
...  
Keyword(s):  
Reflective Practice ◽  
Qualitative Exploration ◽  
Critically Reflective Practice

scholarly journals Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

2015 ◽  
Vol 15 (4) ◽  
pp. 63-75
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Reflective Practice ◽  
Effective Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Strategy ◽  
Second Phase ◽  
Pedagogical Model ◽  
Learning And Teaching ◽  
Improved Learning ◽  
Critically Reflective Practice

University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.

The role of the practice educator in helping students develop critical reflection

2018 ◽  
Vol 15 (2) ◽  
pp. 38-55
Author(s):  
Hilary Lawson
Keyword(s):  
Social Work ◽  
Reflective Practice ◽  
Critical Reflection ◽  
Social Work Students ◽  
Teaching Tools ◽  
Socially Constructed ◽  
Critically Reflective Practice

This article offers advice to practice educators about the teaching of reflective and critically reflective practice to social work students on placement. It explains what is meant by critical reflection, it offers different tools and ways of teaching critical reflection to students, and it  also strives to problematise the teaching of critical reflection- the meaning of which is itself contested and evolving- and to emphasise the need to subject all teaching  tools to theoretical scrutiny and awareness of socially constructed context and assumptions.  A critically reflective practice educator will interrogate the knowledge underpinning the skills and encourage the student to do the same. The article argues that students have different capacity to be reflective. It explores why many students find it difficult, and suggests that effective critical reflection develops only with time and experience.

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