Reflective practice and social learning Flashcards
what are the definitions of reflective practice
- a dialogue of thinking and doing through which we become more skillful (Schon 1087)
- a process through which practitioners can access their tacit knowledge, develop a deeper understanding of their practice and take steps to improve it (Schon 1987)
- reflection is applied to relatively complicated, ill-structured ideas for which there is not an obvious solution (moon, 2004)
what did Dewey 1916 say
- open mindedness: ‘to give full attention to alternative possibilities; to recognise the possibility of error even in the beliefs dearest to us’
- HONESTY
- wholeheartedness: ‘absorbed and thoroughly interested in a particular subject’
- EMOTION
- responsibility: when the consequences of actions are not only considered but also accepted thereby securing integrity in one’s beliefs
- COURAGE
what are the different methods of reflection
- self reflection
- journaling
- voice memos
- mentoring
- coaching
- critical friends
- communities of practice
what is professional learning
- we known that the majority of coach/teacher learning results from informal situations (cushion et al 2010)
- experience
- observation
- discussion with other coaches
what is the historical perspective of coaching
- early coaches (19th century) operated in tight-knit communities where knowledge was passed down through the generations. This fostered coaching craft but also traditionalism, secret methods, dogmatic practice
- turn of the 20th century, middle classes shunned working class professional coaches claiming their practice was not underpinned by emerging scientific understandings
- NGBs were created to espouse scientific methods. certification introduced to control who coached what
- coaching craft became marginalised in favour of technical, scientific knowledge
what is the contemporary perspective of coaching
we understand the complexity or the coaching role and the limitations of a scientific approach, there is a call for coaching craft to address the issues of reality
what are communities of practice and situated learning theory
-original literature documented how apprentices learn through the transition from peripheral participation in CoP to full participation
- wegner (1998) explored the concept of CoPs further and how learning is accessed by participants being situated in the context of their practice
- CoPs are characterised by
- mutual agreement: members have a common desire to participate in activities and interactions within the community. people must be engaged for it to exist
- joint enterprise: members have a shared common purpose but may have different goals
- shared repertoire: a shared bank of resources that emanate from interaction within the community e.g. routines, words, tools, gestures, ways of doing things, stories, techniques etc
what is the application in professional development
- CoP as a conceptual framework has been applied in a sports coaching setting (culver and trudel 2006, bertram et al 2016, garner and hill 2017) with some evidence to support coach learning
- also prevalent in education (monoghan 2011, parker et all 2010), business (kerno and mace 2010, wegner et al 2010) and health (li et al 2009)
- critique of CoPs: power and discourse (piggott 2015)
what are the factors of community of practice
- mutual engagement
- joint expertise
- share tacit and explicit knowledge
- set issues and find solutions
- create a repository of shared resources
why do we need to cultivate a cop via a facilitator
to innovate we need to cultivate ideas, facilitate and nurture change. try to avoid unconsciously following the norm and dictating ways of working. this requires reflection (intrapersonal knowledge) and effective leadership and communication skills (interpersonal knowledge)
