Handbook of Reflection and Reflective Inquiry (eBook)

Preface 5
Acknowledgments 12
Advisors 14
Reviewers 15
Contents 19
Introduction 22
Contributors 25
Reflection and Reflective Inquiry 30
Reflection and Reflective Inquiry: Critical Issues, Evolving Conceptualizations, Contemporary Claims and Future Possibilities 32
Foundational Issues: Needed Conceptual Frameworks 52
Reflective Inquiry: Foundational Issues – “ A Deepening of Conscious Life” 53
The Role of Descriptive Inquiry in Building Presence and Civic Capacity 73
Reflective Inquiry in the Professions 90
A Critical Analysis of Reflection as a Goal for Teacher Education 94
Education for the Law: Reflective Education for the Law 112
Reflective Inquiry in the Medical Profession 127
Occupational Therapy as a Reflective Practice 157
Application of Critical Reflective Inquiry in Nursing Education 184
Reflective Inquiry in Social Work Education 198
Reflective Practice in the Professions: Teaching 214
Critical Reflection as an Adult Learning Process 240
Fostering Reflective Practice in the Public Service: A Study of the Probation Service in the Republic of Ireland 262
Facilitating and Scaffolding Reflective Engagement: Considering Institutional Contexts 279
A Child Study/Lesson Study: Developing Minds to Understand and Teach Children 281
Within K-12 Schools for School Reform: What Does it Take? 296
Reflective Inquiry in the Round 322
Professional Pedagogies and Research Practices: Teaching and Researching Reflective Inquiry 337
Inquiry for Equity: Supporting Teacher Research 340
“Doing as I Do”: The Role of Teacher Educator Self- Study in Educating for Reflective Inquiry 354
Professional Pedagogies and Research Practices: Teaching and Researching Reflective Inquiry Through a Medical Portfolio Process 372
Narrative Inquiry as Reflective Practice: Tensions and Possibilities 403
Reflection Through Collaborative Action Research and Inquiry 418
Developing Transformative Curriculum Leaders Through Reflective Inquiry 433
From Subject to Object: A Constructive- Developmental Approach to Reflective Practice* 450
Approaches to Assessing Reflective Practice and to the Ethical Dimensions of Reflection and Reflective Inquiry 467
Beginnings: Inquiry Practices: How Can They Be Taught Well? 469
Approaches to Portfolio Assessment of Complex Evidence of Reflection and Reflective Practice 489
Reflective Practice as Conscious Geometry: Portfolios as a Tool for Sponsoring, Scaffolding and Assessing Reflective Inquiry in Learning to Teach 505
The Ethical Dimensions of Reflective Practice 532
Reflective Inquiry: What Future? 542
Going to the Core: Deepening Reflection by Connecting the Person to the Profession 544
A Reflective Inquiry as Participatory and Appreciative Action and Reflection 568
Reflection and Reflective Inquiry: What Future? 585
Author Index 593
Subject Index 604

"Part III Reflective Inquiry in the Professions (p. 63-64)

Part III of the Handbook takes up a major component of the work to offer a rich set of data useful for comparisons, presenting a set of overviews of reflective inquiry in several professions: teacher education, the law, medicine, occupational therapy, nursing, social work, teaching, adult education and probation services. These vignettes comprise state of the art views of reflective practice within the profession, a brief historical overview, a description of the conceptualization of reflection, how it is employed and a view of where the profession is today and might be in the future. In brief, these chapters present nine professions.

Chapter 4: Teacher Education

Ken Zeichner and Katrina Yan Liu, the authors of this chapter, discuss different views of reflection as a goal for teacher education over the last 30 years. The authors do this with three critical questions in mind: the degree to which reflection in teacher education has resulted in genuine teacher development; the extent to which the goal of reflection has contributed to educational equity; and, the relationship between the goal of preparing reflective teachers and what we know about the realities of teachers’ work. Certain striking things are revealed: that in the 1970s there was no sizable research on teachers’ work and no real discussion of teacher thinking. This is an excellent opening discussion appropriate for looking historically at teaching and teacher education today. Also included in this chapter is a contrast case examining reflective practice in China.

Chapter 5: Education for the Law

In this chapter, author Filippa Anzalone traces the progress of legal education from the emphasis on a case-dialog method of its originator, Christopher Columbus Langdell of the Harvard Law School, to today’s experimentation and reform highlighting reflective practice. With the goal of teaching students and moving them from novices to expert levels, to think like a lawyer, the case method is nearly legendary in education for the law. Yet it is this method that is being challenged today, charged with being too pro forma, rigid, and cutting off useful questioning and critical thinking. Reflective practice is seen as providing opportunities to examine and test beliefs, one’s own as well as those of the profession. This chapter reviews this history and introduces ways of approaching teaching reflective practice for a new goal."