Lesson 2-Reflecting on Reflection
Transcript of Lesson 2-Reflecting on Reflection
![Page 1: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/1.jpg)
Reflecting on Reflection
Lesson 2: Reflective Practice
![Page 2: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/2.jpg)
Aims
![Page 3: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/3.jpg)
Aims
• Terminology within Reflective Practice
![Page 4: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/4.jpg)
Aims
• Terminology within Reflective Practice
• Barriers to RP
![Page 5: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/5.jpg)
Aims
• Terminology within Reflective Practice
• Barriers to RP
• Analysis of Knowles et al, 2001 & Knowles et al, 2006.
![Page 6: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/6.jpg)
Terminology in RP
![Page 7: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/7.jpg)
Terminology in RP
• Craft Knowledge
![Page 8: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/8.jpg)
Terminology in RP
• Craft Knowledge
• Technical knowledge
![Page 9: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/9.jpg)
Terminology in RP
• Craft Knowledge
• Technical knowledge
• Formal reflection
![Page 10: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/10.jpg)
Terminology in RP
• Craft Knowledge
• Technical knowledge
• Formal reflection
• Informal reflection
![Page 11: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/11.jpg)
Reflective Practice
![Page 12: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/12.jpg)
Reflective Practice
A dialectical process: it looks inwards at our thoughts and thought processes and outward at
the situation in which we consider the interaction of the internal and external, our reflection
orientates us for further thought and action. Reflection is thus ‘meta thinking’ (thinking about thinking) in which we consider the relationship between our thoughts and action in a particular
context.
![Page 13: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/13.jpg)
Barriers with RP in coaching
![Page 14: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/14.jpg)
Barriers with RP in coaching
• Coaching not yet a profession, therefore coach education is very individual and often ad hoc.
![Page 15: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/15.jpg)
Barriers with RP in coaching
• Coaching not yet a profession, therefore coach education is very individual and often ad hoc.
• Professional knowledge gained through short blocks of education often months/years apart and delivered by different people.
![Page 16: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/16.jpg)
Barriers with RP in coaching
• Coaching not yet a profession, therefore coach education is very individual and often ad hoc.
• Professional knowledge gained through short blocks of education often months/years apart and delivered by different people.
• Coaching course focus on “what you know” rather than “what you can do.”
![Page 17: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/17.jpg)
Barriers cont’d
![Page 18: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/18.jpg)
Barriers cont’d
• Barriers related to self-focus (as described by Gilbourne, 1998)
![Page 19: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/19.jpg)
Barriers cont’d
• Barriers related to self-focus (as described by Gilbourne, 1998)
• Negative focus
![Page 20: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/20.jpg)
Barriers cont’d
• Barriers related to self-focus (as described by Gilbourne, 1998)
• Negative focus
• Reducing self-confidence
![Page 21: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/21.jpg)
Barriers cont’d
• Barriers related to self-focus (as described by Gilbourne, 1998)
• Negative focus
• Reducing self-confidence
• Time constraints
![Page 22: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/22.jpg)
Barriers cont’d
• Barriers related to self-focus (as described by Gilbourne, 1998)
• Negative focus
• Reducing self-confidence
• Time constraints
• Reflecting on continuous hours of coaching
![Page 23: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/23.jpg)
The reflective process
![Page 24: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/24.jpg)
The reflective process
![Page 25: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/25.jpg)
Knowles et al, 2001
![Page 26: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/26.jpg)
Knowles et al, 2001
• What did they do?
![Page 27: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/27.jpg)
Knowles et al, 2001
• What did they do?
• What did they demonstrate?
![Page 28: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/28.jpg)
Knowles et al, 2001
• What did they do?
• What did they demonstrate?
• Any issues with methodology/results?
![Page 29: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/29.jpg)
![Page 30: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/30.jpg)
What did they demonstrate?
![Page 31: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/31.jpg)
What did they demonstrate?
• To promote reflective self reflection a dual staged analysis process should occur whereby both immediate and delayed reflection on action occurs. This is supported by Boud et al, 1985 and Riley-Doucet and Wilson , 1997.
![Page 32: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/32.jpg)
What did they demonstrate?
• To promote reflective self reflection a dual staged analysis process should occur whereby both immediate and delayed reflection on action occurs. This is supported by Boud et al, 1985 and Riley-Doucet and Wilson , 1997.
• A need to structure to the reflective process, not just ‘mulling over’.
![Page 33: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/33.jpg)
What did they demonstrate?
• To promote reflective self reflection a dual staged analysis process should occur whereby both immediate and delayed reflection on action occurs. This is supported by Boud et al, 1985 and Riley-Doucet and Wilson , 1997.
• A need to structure to the reflective process, not just ‘mulling over’.
• Imagery type processes similar to those described by Boud et al (1985) & Shields (1996).
![Page 34: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/34.jpg)
cont’d
![Page 35: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/35.jpg)
cont’d
• All but one of the coaches on the BSc (hons) course improved their level of reflection
![Page 36: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/36.jpg)
Issues with the study
![Page 37: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/37.jpg)
Issues with the study
• Only 8 subjects
![Page 38: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/38.jpg)
Issues with the study
• Only 8 subjects
• Some subjects didn’t turn up for sessions and couldn’t be bothered
![Page 39: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/39.jpg)
Issues with the study
• Only 8 subjects
• Some subjects didn’t turn up for sessions and couldn’t be bothered
• Researcher had three roles and was new to university
![Page 40: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/40.jpg)
Knowles et al, 2006
![Page 41: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/41.jpg)
Knowles et al, 2006
• A follow up study using 6 of the 8 original participants.
![Page 42: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/42.jpg)
Knowles et al, 2006
• A follow up study using 6 of the 8 original participants.
• Interview
![Page 43: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/43.jpg)
Knowles et al, 2006
• A follow up study using 6 of the 8 original participants.
• Interview
• Found 121 raw data quotations with 27 raw data themes
![Page 44: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/44.jpg)
![Page 45: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/45.jpg)
![Page 46: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/46.jpg)
Barriers highlighted by Knowles, 2006.
![Page 47: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/47.jpg)
Overcoming the barriers: time and techniques
![Page 48: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/48.jpg)
Overcoming the barriers: time and techniques
• Dual staged reflection
![Page 49: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/49.jpg)
Overcoming the barriers: time and techniques
• Dual staged reflection•Tribble & Newberg (1996) and Titchen & Binnie (1998)- time allocated formal reflection
![Page 50: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/50.jpg)
Overcoming the barriers: time and techniques
• Dual staged reflection•Tribble & Newberg (1996) and Titchen & Binnie (1998)- time allocated formal reflection•Negative focus
![Page 51: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/51.jpg)
Overcoming the barriers: time and techniques
• Dual staged reflection•Tribble & Newberg (1996) and Titchen & Binnie (1998)- time allocated formal reflection•Negative focus•Written reflection
![Page 52: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/52.jpg)
Overcoming the barriers: time and techniques
• Dual staged reflection•Tribble & Newberg (1996) and Titchen & Binnie (1998)- time allocated formal reflection•Negative focus•Written reflection•Reflection with others
![Page 53: Lesson 2-Reflecting on Reflection](https://reader033.fdocuments.us/reader033/viewer/2022061116/54658fceb4af9f263b8b47e2/html5/thumbnails/53.jpg)
Any Questions?