The role of reflective practice in managing critical incidents

2000 ◽  
Vol 8 (3) ◽  
pp. 165-170
Author(s):  
Katharine G Laing
Keyword(s):  
Reflective Practice ◽  
Critical Incidents

scholarly journals Reflecting on the contemporary relevance of the forgotten management pioneers: A creative auto/biography

2019 ◽  
Vol 12 (2) ◽  
pp. 205979911986328
Author(s):  
Hester Nienaber
Keyword(s):  
Reflective Practice ◽  
Well Being ◽  
Base Change ◽  
Theory And Practice ◽  
Organisational Performance ◽  
Relevant Today ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
And Control

Management theory and practice are characterised by the ‘theory–practice gap’. A way of addressing this divide is to engage in reflective practice, in this instance, a creative auto/biography. This different way of presenting an old issue demonstrates how the original teachings of the management pioneers remain relevant today. The central issues are the purpose of the organisation and the role of both leadership and employees in unlocking human competence in pursuit of organisational performance. The concepts ‘autonomy’ and ‘control’ transpired as crucial, which could easily be misunderstood or misapplied. This personal reflection presents evidence on which to base change, enhancing the well-being of employees, societies and the profit of organisations. This article contributes to knowledge by making inaccessible knowledge, accessible and inclusive, and the expectation that the meaning emanating from this reflection will result in the management audience to reconsider management, advancing management science and benefitting society at large.

scholarly journals Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

2020 ◽  
Vol 5 (2) ◽  
pp. 215-227
Author(s):  
Zuraimi Zakaria ◽  
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Development Programs ◽  
Teaching Improvement ◽  
Policy Makers ◽  
Teachers Professional Development ◽  
The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

“A Gay Agenda”: Troubling Compulsory Heterosexuality in a South African University Classroom

2021 ◽  
pp. 0092055X2110224
Author(s):  
Dennis A. Francis
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Critical Incidents ◽  
Gender And Sexuality ◽  
Pedagogical Practice ◽  
Compulsory Heterosexuality ◽  
Teachers And Students

Not only does teaching about gender and sexuality diversity lead to some very interesting and often emotionally evocative, pedagogical exchanges; it can also create challenging issues for teachers and students alike. This article focuses on what happens when a module that addresses compulsory heterosexuality and schooling is broached in an undergraduate sociology class. More importantly, it offers an analysis of the critical incidents and tensions that pay specific attention to how power, knowledge, and emotion feature in teaching and learning. Using antioppressive and affect theories, this article offers an analysis of how we might understand pedagogical practice, especially as it relates to addressing the power of normative heterosexuality in a university classroom. With reflections emerging from the module, I argue for more sociological theorization and analysis of the role of affect in pedagogies that seek to advance liberatory teaching and learning in the area of anti-heterosexism education.

Enhancing Self-Reflective Practice and Conscious Service in the Helping Professions

2015 ◽  
pp. 233-249 ◽  
Author(s):  
Elizabeth Bishop
Keyword(s):  
Informal Learning ◽  
Reflective Practice ◽  
Curriculum Design ◽  
Adult Educators ◽  
Helping Professions ◽  
Research Project ◽  
Post Secondary ◽  
Health Practitioners ◽  
Research Project Design

This chapter highlights the results and the implications of research that was conducted with a group of mental health practitioners involved in an eight-week educational program designed to help establish and enhance self-reflective practice. The study elicited a number of emerging themes related to the benefits of self-reflective practice in the helping professions. The research project took place within the context of a professional setting; however, emphasis and value was placed upon the informal learning experiences of the participants. While there were a number of findings and recommendations obtained through this research project, the main focus for this chapter centers on the role of informal learning as an element of the research project design and ultimately as an integral component of self-reflective practice. The highlighted results include two elements of the findings related to curriculum design and effective facilitative strategies that might be helpful to adult educators involved in post-secondary education as well as continuing education and professional development activities with an emphasis on maximizing the benefits of informal learning.

scholarly journals Recalling Critical Incidents for Professional Learning

2019 ◽  
Vol 1 ◽  
pp. 19-30
Author(s):  
Guru Poudel
Keyword(s):  
Professional Learning ◽  
Thematic Analysis ◽  
Teaching And Learning ◽  
Critical Incidents ◽  
Unexpected Event ◽  
Classroom Activities ◽  
Depth Interview ◽  
Mind Set ◽  
Pedagogical Approaches

Teachers have to identify their own potentials and problems in order to look their way forward. In their ongoing process of teaching and learning, teachers might have encountered many critical incidents. Recalling critical incidents has worth in restructuring the pedagogical approaches and reshaping the classroom activities because teachers develop themselves if there is challenge and responsibility. Having such a claim in mind set, this article aims to unpack the Nepalese ESL lectures stories of critical incidents and to examine the role of recalling critical incidents for their professional learning. It has been developed on the basis of the narrative of three EFL lecturers. After the thematic analysis of the data obtained through in-depth interview, it has been found that EFL lectures had a story of unplanned and unexpected event of the classroom and they recalled such stories as a part of professional learning. Similarly, the reflection of critical events gave them some kind of relief in teaching practices and the events taught them a number of strategies like persuasive or threatening, co-operating, caring and sometimes being indifferent to the students.

Reflective Teaching and Technology Integration in Management Education

2020 ◽  
pp. 153-169
Author(s):  
Neeta Baporikar
Keyword(s):  
Critical Thinking ◽  
Technology Integration ◽  
Reflective Practice ◽  
Learning Style ◽  
Management Education ◽  
Life Experiences ◽  
Thinking Skills ◽  
Management Competencies ◽  
Assessment Skills

Reflective practice supports critical thinking and assessment skills through analyzing one's own life experiences, and the role of reflection in learning is well reckoned. Reflective practice, the habit of looking back and analyzing one's own life experiences, is a process that supports learning and develops critical thinking skills. The role of reflection in learning has been recognized for decades and the reflective observation learning style may provide an important means of deepening student understanding and engagement especially with better technology integration. Many management educators recommend reflective practice for managerial and professional development as learning to reflect is a key element in mastering the important management skill of self-awareness and developing management competencies. Adopting a mixed method qualitative approach, the aim of this chapter is to delve on the current scenario of the reflective practices and technology integration in management education.

Fairy tale midwifery ten years on: facilitating the transition to newly qualified midwife

2019 ◽  
Vol 27 (12) ◽  
pp. 782-789
Author(s):  
Kate Ashforth ◽  
Ellen Kitson-Reynolds
Keyword(s):  
Decision Making ◽  
British Journal ◽  
Reflective Practice ◽  
Fairy Tale ◽  
Reality Shock ◽  
Role Modelling ◽  
Teaching Support ◽  
Autonomous Practice

The first article in this series, published in the British Journal of Midwifery, volume 27, number 10, identified that newly qualified midwives continue to experience reality shock on initiation of first post, despite preceptorship programmes that aim to ease transition from student to qualified practitioner. Mentors are important in facilitating student decision-making, criticality and reflective practice, and share such roles as teaching, support and role modelling with preceptors. Although transition begins at the inception of midwifery training, there is a paucity of research exploring the role of mentors in preparing students for autonomous practice. The recent shift to replace mentors with practice supervisors and assessors provides an opportunity to consider strategies to better prepare student midwives for autonomous practice and mitigate against fairy tale midwifery.

Continuous improvement in a university – the first steps: a reflective case study

2018 ◽  
Vol 67 (2) ◽  
pp. 260-277 ◽  
Author(s):  
Seamus O’Reilly ◽  
Joe Healy ◽  
Rónán O’Dubhghaill
Keyword(s):  
Reflective Practice ◽  
Continuous Improvement ◽  
Lean Six Sigma ◽  
Content Type ◽  
Implementation Phase ◽  
Participative Approach ◽  
Tools And Techniques ◽  
Practical Implications

Purpose Using Lean Six Sigma (LSS) implementation literature as an organising framework, the purpose of this paper is to explore the initial steps in a continuous improvement (CI) journey taken by an Irish university in order to identify the motivations, highlight key challenges and considers the capabilities required to initiate and sustain a CI programme. Design/methodology/approach This study focusses on one case organisation. A participative approach is adopted to learn from the initial steps taken in the establishment of a CI programme. Given this approach, the researchers had access to all documents and related archives associated with this initiative. Hence an iterative learning approach is adopted with the analysis of data from the first 12-month plan informing the next planning and implementation phase. Findings This paper provides a reflective account of why and how a university went about commencing a CI programme. The motivation to establish the CI programme not only reflects the current fiscal environment but also one characterised by a need to respond to a number of increasingly demanding stakeholders. The insights gained highlight the importance of alignment with strategy, role of specialists and use of a structured method informed by a LSS approach. Of particular note is the role of expertise, both internal and external, and within this context the interplay between a formal top-down approach and the coming together enthusiast staff, some of whom had CI experience from previous employment. A number of practical implications were identified as a result of the study including the key role of the project sponsor; the criticality of an understanding of the fundamental LSS concepts and tools and techniques by management; and the key role played by improvement specialists. Originality/value While in recent times a strong case for the application of LSS in HEIs has been made, there is a paucity of case studies based on the reflective practice in the field. This paper is novel in that it aims to address this and contribute to an emerging body of CI literature in the HEI area.

scholarly journals A reflection on continuing professional development

2012 ◽  
Vol 36 (5) ◽  
pp. 189-193
Author(s):  
Kieran O'Loughlin ◽  
Allys Guerandel ◽  
Kevin Malone
Keyword(s):  
Reflective Practice ◽  
Personal Development ◽  
Professional Competence ◽  
Continuing Professional Development ◽  
Learning Activities ◽  
Medical Professionalism ◽  
Important Advance ◽  
Medical Practitioners ◽  
Knowledge And Skills

SummaryThe enactment of Part II of the Medical Practitioners Act 2007 in Ireland heralds a move from voluntary to statutory provision of professional competence and marks an important advance in medical professionalism in the country. This formalises consultant psychiatrists' existing commitment to updating their knowledge and skills and compels basic and higher specialist trainees to actively engage in the process. The relevance of reflective practice for professional and personal development of trainee psychiatrists is discussed and the role of existing trainee learning activities in the process of lifelong learning is explored in this context.

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