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This analysis employs the concept of gratitude to trace key 'moments' in students' global service learning placements. We problematise the uncritical promotion of interculturality as an outcome of such placements. We analyse common narratives of gratitude that emerge from students before, during and after international placements in the Global South. Through focusing on the lifecycle of service learning placement we examine how expressions and recipients of gratitude shift over time, often belying a truly reciprocal exchange assumed to be inherent in service learning. We employ Critical Discourse Analysis to unearth power inequities that emerge from the broader societal relations in which these placements occur. We conclude by looking back to inform how we move forward in a post COVID-19 era in which further punctuation of global inequities will require intensified care to build meaningful and reciprocal service learning activities abroad and at home. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The Coronavirus pandemic has caused major change across the world and in the National Health Service. In order to cope and help limit contagion, numerous institutions recognised the need to adjust clinical practice quickly yet safely. In this paper, we aim to describe the changes implemented in a general surgery department at a district general hospital in the United Kingdom. Across the surgical specialties, frameworks, protocols and guidelines have been established locally and nationally. The aerosol generating procedures involved in general surgery required us to alter our daily activities. Modifications to patient management were necessary to try and reduce viral spread. Staff wellbeing was heavily promoted in order to help maintain the frontline workforce. A holistic approach was required.
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Research and Teaching in a Pandemic World explores how the academic identities of students and staff were impacted by the COVID-19 pandemic. This chapter outlines the main motivation for writing this book and provides a brief overview of the chapters that follow. This book was initiated to allow the chapter authors to narrate their emotional journeys during a time of significant upheaval. We believe that stories matter;individual experiences matter. The stories in this book are of trauma, grief, and loss, but also highlight moments of resilience and growth. As the editors, we encourage the reader to explore these stories with us. In this book, you will discover stories which either resonate with, or differ significantly from, your own experience. As you read these stories, then, we encourage you to reflect on your own journey during the COVID-19 pandemic—you may be surprised at the response this reflection evokes. In this way, we can all bear collective witness to the often-times idiosyncratic ways in which the pandemic has affected us all. It is only through this collective witnessing that we can learn to move forward into a post-pandemic society. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
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In this chapter, I describe collaborative autoethnography—the methodology which was chosen for this book. In order to clearly explain this methodology, I explore my own journey as I moved into social science research, discovered autoethnography, and subsequently encountered collaborative autoethnography. Through my reflections, I highlight the knowledge which can be gained through purposeful exploration of personal experience. I also demonstrate how, when multiple autoethnographers work together, the resulting collaboration creates a profound synergy and harmony of voices which cannot be achieved by an individual alone. Finally, I present the specific framework used to apply the collaborative autoethnography methodology in this book. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.
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This research is focused on the necessity to determine the impact of reflective practice on the quality of teaching conducted by means of various network platforms since the beginning of the Covid-19 pandemic. The aim of this research was to examine teachers' attitudes towards the applicative potentials of reflective practice considering the improvement of online teaching and learning. These attitudes were studied by means of the empirical method, i.e. the quantitative research method and the scaling technique. The sample comprised Serbian primary school teachers and was voluntary. The results of the research showed that teachers' reflective practice influenced the quality of online teaching during the pandemic. The findings proved that the influence of reflective practice on the quality of online teaching was recognized by primary school teachers, but that it was not applied consistently and accordingly by all teachers. The obtained results confirmed that for the reflective practice to become an inherent attribute of contemporary teachers, it would be necessary that it be acquired both as part of teachers' university education and their continuous professional training. There has been little research on reflective practice and its impact on the quality of teaching. Therefore, this study contributes to a further understanding of the reflective practice aspects that directly influence online teaching within the framework of the Serbian educational system.
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Covid-19, the disease caused by severe acute respiratory syndrome coronavirus 2 is recognised as one of the most challenging global events of the twenty-first Century. The detrimental impact of the pandemic resulted in high rates of infection, morbidity, and mortality, with health-care workers firmly positioned on the frontline of this unparalleled international crisis. An emerging literature detailing the impact of COVID-19 on health-care practitioners identifies high levels of depression, anxiety, and distress. Accordingly, there are calls for the implementation of effective interventions to tackle the impending spectre of psychological morbidities and staff burnout. While it is important to explore new approaches, it is also valuable to examine how existing strategies, such as reflective practice, can be repurposed to specifically address practitioner well-being. This requires a reimagining of reflective practice and a reimagining of the reflective practice contexts in which reflective activity occurs. This paper presents The Reflective Practice Integrative Framework, which illustrates how reflective practice can be used to address the complex aims of supporting effective patient care, while also facilitating practitioner well-being. The Reflective Organisational Learning Framework is also presented which can be used to develop effective reflective practice environments through single, double, and/or triple loop learning. [ FROM AUTHOR] Copyright of Reflective Practice is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The research aimed to determine the importance of reflective practice in the teaching profession during the COVID-19 pandemic. To obtain the required information, 85 teachers were selected. Teachers from both public and private educational institutions in the city of Azogues, Cañar province. Most of the participants were female and over 40 years of age. The teachers taught their subjects at the General Basic Education level. A demographic analysis was carried out for data collection. A questionnaire was used in which questions were included to determine the degree of application of reflective practice by the educators. The answers were provided based on a Likert scale with 5 response options. The results obtained showed that not all educators apply reflective practice. Teachers who apply reflective practice found it easier to adapt to the needs of students in the context of the pandemic. Difficulties in implementing improvements in pedagogical planning were also recognized. © 2023 Castillo Pinos et al.
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This study investigated how early childhood teachers might reflect on their teaching-learning process related to the unconventional instructional modalities necessitated by COVID-19 during the 2020–2021 school year. The participants consisted of 15 teachers (ages 24–45 years, M = 32 years) teaching children in preschool to third grade in New Jersey, USA. Data collection involved interviewing each teacher virtually via Zoom for 60–90 minutes (M = 75 minutes). This study analyzed only the data directly related to reflection, leading to 20 most salient ‘Reflective Instances' (RIs) being identified and subsequently coded according to a 3 (types: reflection-for-action, reflection-in-action, and reflection-on-action) x 3 (dimensions: technical, practical, and critical) framework. The analysis revealed four main findings. First, while there was evidence of all three types of reflection, reflection-on-action was the most prominent. Reflection-on-action was also the only type exhibiting evidence of all three dimensions. Second, the RIs concentrated most predominantly on the practical dimension, which was also the only one occurring in all three types of reflection. Third, the intersection between reflection and dimension revealed that reflection-in-action along the practical dimension was the most salient. Fourth, the teachers' sociodemographic characteristics did not appear to account for the variations in the patterns of the reflection types and dimensions. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
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The evaluation of teaching quality and practice is increasingly important in higher education and usually done via student surveys (quantitative data) alone. Much less attention is given to teachers' self-evaluations of teaching practice (qualitative data). This emphasis on quantitative over qualitative data can result in incomplete and biased measures of teaching quality, and inappropriate changes to educational practice, which may, in turn, negatively impact outcomes, experiences and university micro-cultures. In this paper, we present a case study of an international residential masters module, in rapid transition to online delivery during the COVID-19 pandemic, to demonstrate: 1) how developmental evaluation (DEval) can be used for rigorous critique of teaching practice in conjunction with student satisfaction data;and 2) how qualitative reflections on teaching practice can be transformed into justifiable evaluative evidence, using DEval theory and techniques. Our DEval approach, theorised and enacted using the community of inquiry framework, increased the teachers' skills and confidence to plan and continually evaluate teaching-learning enhancements. We discuss the implications and benefits of DEval for teachers and universities when used to assess teaching quality. In addition, we expand on existing knowledge to provide clarification on the purposes and appearances of all levels of evaluation in higher education. Practitioner Notes 1. It is beneficial for universities and their staff to increase evaluation skills, knowledge and practice. 2. Developmental evaluation theory and techniques can help transform teachers' reflections and critiques of their practice into justifiable evaluative evidence, thus increasing the rigor, and subsequent use, of this rich form of data. 3. Developmental evaluation, as described in this paper, can help to build teachers' skills and confidence in planning and evaluation for ongoing, transformative enhancements to teaching-learning. 4. Using developmental evaluation, teachers self-evaluations can be used in conjunction with student satisfaction data to address some of the current challenges of using student surveys as the primary data source in university assessment of teaching quality. © 2023, University of Wollongong. All rights reserved.
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This research considers the synchronous creation of a faculty meta-ensemble emergent in the pivot to online music ensembles in 2021. The unit of study outline for Music Ensemble Performance mandates live ensembles in a Kolb-inspired experiential learning model, seemingly impossible to achieve in a pandemic. Eric Ries advocates for necessary change in strategy, where required, without a change in vision. This was also mandated by the published unit of study outline, which limited change possibilities. In this auto-ethnographic case study, faculty created their own co-teaching meta-ensemble to model collaborative musical behaviours. Keller and Appel (2010) note the importance of live embodiment of collaborative music making for sound synchronicity through shared gestures. It was initially unclear how this could be achieved through exclusive online learning. A necessary course pivot during the pandemic showed 1. Ensemble music making is a unique complex adaptive culture, also possible to create in an online environment;and 2. Faculty can model behaviours and structures that are able to mirror ensemble course outcomes. Instructional designers can also embody the courses they teach. This has implications for other teaching and learning contexts. Practitioner Notes 1. It is possible to deliver meaningful musical ensemble content online, including ensemble concepts of musical citizenry, positive peer dynamics and collaborative embodiment and gesture. 2. Existing faculty skill sets can be leveraged through a co-teaching approach which uses pedagogical models designed to promote reflective practice and innovation. 3. A range of technologies which promote a mix of synchronous and asynchronous communication and collaboration, as well as specialist software deployed through the Learning Management System are necessary for optimal student experience in an online environment. 4. This study has implications for other teaching contexts where experiential learning is used, if faculty are willing to mirror experiential outcomes within their own student-facing practice. 5. When students are given space to co-create curriculum with faculty, they become pioneers creating a shared memory, creatively working with the limitations and affordances of technology, to expand the definition and possibilities of music ensembles (live, hybrid and asynchronous) in their own creative practice. © 2023, University of Wollongong. All rights reserved.
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Objectives: Co-constructive patient simulation (CCPS) is a novel medical education approach that provides a participatory and emotionally supportive alternative to traditional supervision and training. CCPS can adapt iteratively and in real time to emergent vicissitudes and challenges faced by clinicians. We describe the first implementation of CCPS in psychiatry. Methods: We co-developed clinical scripts together with child and adolescent psychiatry senior fellows and professional actors with experience performing as simulated patients (SPs). We conducted the simulation sessions with interviewers blind to the content of case scenarios enacted by the SPs. Each hour-long simulation was followed by an hour-long debriefing session with all participants. We recorded and transcribed case preparation, simulation interactions, and debriefing sessions, and analyzed anonymized transcripts through qualitative analysis within a constructivist framework, aided by NVivo software. Results: Each of six CCPS sessions was attended by a median of 13 participants (range, 11-14). The first three sessions were conducted in person; the last three, which took place during the COVID-19 pandemic, via synchronized videoconferencing. Each of the sessions centered on clinically challenging and affectively charged situations informed by trainees' prior experiences. Through iterative thematic analysis we derived an alliterating "9R" model centered on three types of Reflection: (a) in action/"while doing" (Regulate, Relate, and Reason); (b) on action/"having done" (Realities, Restraints, and Relationships); and (c) for action/"will be doing" (with opportunities for Repair and Reaffirmation). Conclusions: CCPS is an experiential approach that fosters autonomous, meaningful, and individually tailored learning opportunities. CCPS and the 9R model for reflective practice can be effectively applied to psychiatry and have the potential to contribute uniquely to the educational needs of its trainees and practitioners.
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—The meaningfulness of the current educational landscape, where online learning is heavily practised, is often questioned. Experiential learning focuses on the learning process that learners undergo. It is beli eved to help them to make sense of the learning process through active participation and meaningful reflective practice. Debriefing is an experiential learning strategy that requires learners to reflect on their learning experiences and connect them to real-life situations. However, only a limited number of studies have investigated the use of debriefing in the English language teaching and learning context. To this end, this case study aimed to explore the effects of debriefing in online ESL classrooms and the challenges of online debriefing. The case study was conducted in Bintulu, a town in the Malaysian state of Sarawak, and involved two teachers who were actively conducting online ESL lessons during the COVID-19 pandemic. Data collection was conducted through in-depth interviews and observations of recorded online ESL lessons with a focus on the debriefing sessions. The findings indicated that debriefing has positive effects on active English language learners as it helps to improve their critical thinking ability as well as their oral and written language proficiency. The challenges of debriefing in online ESL classrooms include learners being hesitant to talk during lessons, teachers facing difficulties in using appropriate debriefing questions, as well as various technical problems. © 2023 ACADEMY PUBLICATION.
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Purpose: During the COVID-19 outbreak, clinical schools across the UK were forced to switch their learning from face-to-face to online platforms. This paper aims to describe the experiences of psychiatry teachers and medical students at Cambridge University of the online psychiatry case-based tutorials during the COVID-19 outbreak and the lessons learned from this implementation. Design/methodology/approach: The authors conducted qualitative focus groups with students followed by in-depth individual interviews with students and teachers. Findings: In a data-led systematic text condensation analysis, this study found seven themes: the COVID-19 context, the structure of the course, teachers' educational ethos, beyond the (teaching) script, possibilities for learning or teaching reflective practice, attitudes to online learning and suggestions for future development. The authors then applied the normalisation process theory (NPT) as the theoretical frame of reference. This model has previously been applied to the implementation of telemedicine in psychiatry, to understand how new technology can become embedded in clinical care. Originality/value: This study's results show how the NPT model can be modified to support the delivery of medical education online, including reflective learning and practice as an iterative process at every stage of the implementation and delivery of the teaching. © 2022, Emerald Publishing Limited.
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Background: The Covid-19 pandemic has brought about social, cultural, and educational changes. The isolation to which we were subjected has transformed how we see society, relate to each other, express emotions, and carry out schooling. Will the existing literature on teacher education, widely used in teacher education, be able to meet the "new normal”? Objective: To relate the theoretical contributions to teacher training and analyse, considering the educational perspective and the technological knowledge necessary for the teacher's work after 2020. Design: To this end, we undertook bibliographic research, with interpretive analysis. Results: After relating the theories of Shulman, Perrenoud, Imbernón, Nóvoa, Mishra, and Koehler, we found that the authors, each in their own way, highlight the relevance of continuing education and so teachers prepare to face the changes and integrate the DICT in their remote or face-to-face classes. The ruptures are part of the educational routine;it is up to the teacher, from their reflective practice, to rebuild their knowledge to meet the needs of the different scenarios today. Conclusions: Thus, the theoretical bases presented constitute practical bases for the teaching performance, since acting in uncertainty in the face of changes and ruptures in teaching and learning models, with the establishment of a new pedagogical composition, has implied reflections on teaching knowledge about teacher education processes. © 2022 Authors. All rights reserved.
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The meaningfulness of the current educational landscape, where online learning is heavily practised, is often questioned. Experiential learning focuses on the learning process that learners undergo. It is believed to help them to make sense of the learning process through active participation and meaningful reflective practice. Debriefing is an experiential learning strategy that requires learners to reflect on their learning experiences and connect them to real-life situations. However, only a limited number of studies have investigated the use of debriefing in the English language teaching and learning context. To this end, this case study aimed to explore the effects of debriefing in online ESL classrooms and the challenges of online debriefing. The case study was conducted in Bintulu, a town in the Malaysian state of Sarawak, and involved two teachers who were actively conducting online ESL lessons during the COVID-19 pandemic. Data collection was conducted through in-depth interviews and observations of recorded online ESL lessons with a focus on the debriefing sessions. The findings indicated that debriefing has positive effects on active English language learners as it helps to improve their critical thinking ability as well as their oral and written language proficiency. The challenges of debriefing in online ESL classrooms include learners being hesitant to talk during lessons, teachers facing difficulties in using appropriate debriefing questions, as well as various technical problems.
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PurposeThe study explores the original positioning of the higher education institution in the teacher education market in March 2020. The case study identifies how the university operated prior to the COVID-19 pandemic, the adaptations made to teaching and learning pedagogy throughout academic year (AY) 2019-2020, the impact and the experience it had on staff and students and the subsequent lessons learnt.Design/methodology/approachThrough a comprehensive narrative the authors explore how, during the onset of the COVID-19 pandemic, the academic staff had to upskill themselves in the world of digital technology, drawing on the theoretical framework of community of inquiry (Garrison, 2009;Garrison et al., 2000, 2010). The article describes and analyses the impact of change through the timeline of the pandemic across the AYs 2019-2020 and 2020-2021. Training delivered and adapted from "Active Digital Design" (ADD), was adopted to plan, teach and deliver all centre-based training from September 2021.FindingsThe article describes how the leaders across the university and within the teacher education department used this time and space as an opportunity to revaluate whole pedagogical delivery and curricular programme design, effectively transitioning to a blended learning strategy. The rapid adoption of online resources, adjustments made to programmes and school placements and the peaks and troughs of engaging students with online learning are all evaluated. The authors conclude on a reflective note, thanks to excellent leadership and management the majority of the ADD programme that was received positively by academics and students. A continuous cycle of review means adaptations to programme delivery continue to be adopted via the learning communities formed as a result of the experience.Originality/valueThe impact of the pandemic and school closures on the graduating cohorts of 2020 and 2021 are evaluated. Reflecting on the experience and expertise of the team a truly comprehensive, consistent and balanced curricular is set to shape AY 2022-20/23.
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In my field practicum undergraduate courses, we sit in a circle sharing, listening, and connecting head, hands, and hearts. In so doing, we bring whole selves into our practice. With students struggling with complicated wounds, including police brutality, HIV, hepatitis, and COVID-19, I added a course on trauma-informed practice. The following offers a practice-based reflection. It explores themes of mindfulness, logotherapy, laughter, philosophy, narrative, adventure therapy, and trauma, mixing into a poetics of embodiment. Embodiment brings poetry into practice, connecting trauma theory with humanistic approaches to social work. Embodiment helps practitioners challenge clinical and cultural problems. The question remains: How can educators use embodiment, poetry, and reflection to support practice-and why should they?
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This article is a reflection on my online teaching at the advent of the COVID-19 pandemic. The aim is to provide strategies to integrate transformative pedagogical practices with online teaching platforms. The methodological framework for the article is reflective practice. I reflect on my online teaching of an English language module, pay critical attention to the practical values that inform self-directed learning, engage with student reflections on challenges experienced during the lockdown, and aim for developmental insight. The article advocates for self-directed learning and engagement with pedagogical foundations of e-learning to counter the common technical perspective to online teaching. Uploading course material and limiting facilitation to giving directions on assignments and providing technical resources is inadequate. The imperative is critical engagement with knowledge underpinned by self-directed learning within social and emancipatory frameworks. Traditional student dependence on lectures should shift to them assuming responsibility for the cognitive (self-monitoring) and contextual (self-management) process of learning. The article calls for vigorous dialogue to counter feelings of depersonalisation and isolation, intense intellectual relationships, transformative pedagogies, innovative thinking around teaching time, and organisation and advanced communication skills for online classrooms. The student, the nature of learning, learning strategies, phases of the learning process, and the knowledge project should be taken into account in mapping the process of self-directed learning. © 2022 Unisa Press.
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Reflective practice is increasingly being recognized as an important component of doctors' professional development. Balint group practice is centered on the doctor-patient relationship: what it means, how it may be used to benefit patients, and why it commonly fails owing to a lack of understanding between doctor and patient. The COVID-19 pandemic led to unprecedented disruption to postgraduate medical training programs, including the mandatory Balint groups for psychiatric trainees. This editorial reports on the experience of online Balint groups in the North West of Ireland during the COVID-19 pandemic, and furthermore provides guidance for online Balint group practice into the future.
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Purpose>This paper aims to analyse student perspectives on the contribution that teaching anticipatory reflection can make to the development of their reflective practice. The project explores lived student experiences of anticipatory reflection and the value students attribute to these in helping them bridge the transfer gap between reflective learning and reflective practice.Design/methodology/approach>An interpretivist approach is taken whereby student reflections on the students' experiences of practicing anticipatory reflection in a workshop setting were analysed using template analysis to understand the value attributed to these. Students were guided through a series of exercises including visualisation of future events and the nature of future practice as well as reflective writing.Findings>Students identified multiple benefits of being taught and practising anticipatory reflection. Specifically, high levels of realism, personal relevance and engagement were reported, as well as increased confidence, self-efficacy and self-belief. In addition, the development of empathy and increases in self-awareness were common benefits of working through the process of anticipatory reflection.Originality/value>In contrast to existing retrospective approaches, here the authors focus on the future, using anticipatory reflection to inform pedagogical approaches enabling students to experience anticipatory reflection in a classroom setting. The positive value attributed to experiencing anticipatory reflection suggests that the temporal focus in teaching reflection should evolve to incorporate prospective approaches which have a valuable role to play in bridging existing transfer gaps between reflective learning and practice.