Coaching is highly complex and dynamic, especially at the high performance level when the work demands and expectations are significant (Lyle, 2002). High performance coaches have to systematically plan, monitor and evaluate their programmes. At the same time, they have to manage a complex performance environment, including support systems (e.g., sports sciences, logistics and officials), to ensure that their athletes perform and achieve successful results (Knowles, Tyler, Gilbourne, & Eubank, 2006; Lyle, 2002; Potrac, Brewer, Jones, Armour, & Holf, 2000). Accordingly, I have substantiated throughout this thesis that there is a need to: (1) understand how the Singapore high performance basketball coaches develop to their current position, (2) examine what the perceived important work tasks of these coaches are as perceived by the team managers, players, coaches and experts in basketball, (3) develop a context-specific tool to evaluate basketball coaches’ work, and (4) engage coaches in reflection and to guide them through the reflection process, with the aim of enhancing their coaching practices, and subsequently improving players’ performance and satisfaction level in the Under-18 national team. Research showed that there is a strong correlation between the experiences/background of coaches and the way they coach (e.g., Erickson, Côté, & Fraser-Thomas, 2007). Study 1 identified the coaching pathways of high performance basketball coaches in Singapore to enhance understanding of how these experiences may have influenced and shaped their coaching behaviour. The result supports the benefits of diversified sports participation during early childhood. Qualitative data also shows that all coaches involved in this study perceived benefit from diversified sports participation during early childhood. Such exposure to a variety of physical activities was considered beneficial for later sports specialization during adolescence as some of the concepts and skills were transferrable (e.g., Erickson et al., 2007). A point that is consistently emphasized throughout this thesis is that coaching is context-specific. The work tasks performed by the high performance basketball coaches in Singapore may not be congruent with coaches in other countries and sports. Therefore, it is my view that there is a need to examine the important work tasks of high performance basketball coaches in Singapore, and consequently, to develop a sport and context-specific instrument to capture and evaluate their work appropriately. Study 2 sought to examine the key tasks of high performance basketball coaches in Singapore using the Coach Behaviour Scale for Sports (CBS-S; Côté, Yardley, Hay, Sedgwick, & Baker, 1999). The CBS-S (Côté et al., 1999) was developed from research conducted on high performance gymnastic coaches and athletes. It was subsequently used in a few countries in different sports to measure the perception of athletes and their satisfaction level with regard to the coaching they have received. Seventeen participants (national coaches, team managers, players and other experts) took part in the study in which quantitative (CBS-S) and qualitative (semi-structured interviews) data were collected. The quantitative data were analysed using SPSS (Version 15.0) and the qualitative data were content analysed by three experienced researchers in sport psychology and coaching. The findings revealed that the dimensions and items from the CBS-S were considered mostly relevant in evaluating the work of Singapore’s high performance basketball coaches. Nevertheless, some modifications were made to the CBS-S to make it more specific to the basketball context in Singapore based on conceptual, theoretical and empirical considerations. The final version of the Singapore CBS-S (Basketball) has 10 dimensions with 104 items as opposed to the original CBS-S with 8 dimensions and 77 items. Overall, the findings from this study were consistent with the literature on coaches’ work. There are benefits for engaging in the reflection process. As stated in Chapter 3, reflective practice has gained popularity in many contexts such as art (e.g., Roberts, 2001), education (e.g., Smyth, 1991) and sports (Gilbert & Trudel, 2001; Kidman, 2001) just to name a few. Reflection, if done properly, has the potential to enhance performance. The aim of Study 3 is to use the data collected from the Singapore CBS-S (Basketball) to guide coaches in their reflection, with the aim of enhancing the quality of their coaching practices. Feedback was given to these coaches at the end of pre-season and during training sessions. Qualitative data showed that both coaches in this study were involved in different forms (e.g., Gilbert & Trudel, 2004; Knowles, Gilbourne, Borrie, & Neville, 2001; Schön, 1983, 1987) and levels of reflection (Van Manen, 1977) as suggested in the literature. There was sufficient evidence to suggest that both coaches had made adjustments to their coaching behaviours and methods after the pre-season feedback session. Nevertheless, post-season results from the men’s team players revealed that their coach has made significant improvement in his coaching; whilst players from the women’s team felt otherwise. The difference in results may be closely linked to the coaching philosophy, athletic and coaching background of the two coaches who were involved in this study. These factors may have shaped the way they reflected and addressed the coaching issues. Post-season qualitative data showed that coaches and players affirmed the benefits of the feedback process, using the Singapore CBS-S (Basketball) as an objective tool to gather data. Such findings will have significant impact on the future of Basketball coaching in Singapore at the high performance level.

Neste trabalho é desenvolvido um estudo de natureza qualitativa que busca compreender em que a disciplina de didática se configurou no período de formação, assim como nos primeiros anos de exercício da profissão, de professores com até 10 anos de formação, vindos de diferentes cursos de licenciatura. Foram feitas entrevistas individuais com 11 professores que lecionavam entre os anos 2010 e 2011, nas cidades de Jundiaí e São Paulo, ambas localizadas no estado de São Paulo. Os dados das entrevistas foram organizados de tal forma que permitiram o estabelecimento de cinco categorias que se referem às formas como os professores percebem a sua formação pedagógica, dando ênfase à disciplina de didática. Eles revelam não haver clareza em relação à função da disciplina de didática na formação pedagógica. Verificamos, também, que as diversas facetas conceituais da didática extraídas dos depoimentos estão fortemente vinculadas à necessidade de um amparo mais palpável, ao qual seja possível recorrer para driblar a insegurança sentida nos momentos em que os professores se deparam com situações desafiadoras em sala de aula. Com base nisso é desenvolvida uma discussão buscando fundamentar a ideia de uma disciplina de didática mais voltada à abordagem das questões complexas que permeiam o cotidiano de trabalho docente na instituição escolar, tendo como pano de fundo a prática reflexiva. / In this study is developed a research of qualitative nature that aims to understand in which didactics discipline set up at formation period, as well as first years of profession, of teachers who count until 10 year of training and who have came from different teaching major courses. It has been done individual interviews with 11 teachers who used to teach between the years 2010 and 2011, at Jundiai and São Paulo cities, both located at São Paulo state. The interviews data was organized such as allows the establishment of five categories that refer itself to manners how teachers realize his teacher training, emphasizing didactic discipline. They reveal doesnt have clarity related to didactic discipline function at teacher training. We have verified too that several conceptual facets of didactic extracted of statements are strongly linked to need for more support, which is possible appeal to dribble insecurity felt at moments when the teachers face challenge situations inside classroom. Based on that its developed a discussion aiming substantiate the idea of a didactic discipline more directed to an approach of complex questions that permeate daily of teaching at school, having as background reflective practice.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2019 / The quality of education in South Africa has drawn critical attention as children continue to perform poorly as they progress through school. Reflective practice is promoted and implemented internationally as a method to improve quality teaching and learning. Nationally a growing interest in the implementation of reflective practice is reflected in the Department of Basic Education’s suggestion that teachers make use of reflective practice to inform their classroom planning. The objective of this study was to investigate the knowledge and understanding Grade R teachers have of reflective practice. As Grade R is the first year and the foundation of a child’s school career, it was of interest to explore whether teachers reflect on their practice. This study was located in an interpretivist paradigm using a case study design. Two Grade R teachers were interviewed using semi-structured interviews. Their annual, termly and weekly planning was analysed alongside the transcripts of the interviews, using thematic analysis to identify common themes of reflective practice in Grade R. Five themes emerged from the analysis, which enabled the exploration of the benefits and challenges of using reflective practice in Grade R. These five themes allowed for the development of the idea of using reflective practice as a means for improving teaching and learning in Grade R. The teachers interviewed value the idea of reflective practice as a way to meet the needs of the children. They describe it as an innate aspect of their teaching. However, they have a tacit understanding and knowledge of reflective practice and it was not evident in the documents they use to inform their teaching. For reflective practice to be encouraged teachers need support from within their schools and from the Department of Basic Education.

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The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne's Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of evaluation and then devised a new system. They put the new process into effect, critiqued it, and revised it. The administration and faculty learned that teacher evaluation can be more meaningful if teachers are involved in its planning, given a choice of evaluation methods, and evaluated consistently throughout the school year. / Ed. D.

No / Reflecting thoughtfully on your work is vital for improving your own self-awareness, effectiveness and professional development. This newly updated fifth edition of Gillie Bolton’s bestselling book explores reflective writing as a creative and dynamic process for this critical enquiry. New to this edition: An expanded range of exercises and activities A new emphasis on using e-portfolios Further guidance on reflective writing assignments Enhanced discussion of reflection as a key employability skill Additional online resources This popular book has been used worldwide in various disciplines including education, social work, business and management, medicine and healthcare and is essential reading for students and professionals seeking to enhance their reflective writing skills and to examine their own practice in greater critical depth.

Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.

This study investigated trainee teachers’ delivery of a targeted programme entitled ‘Special Me Time’ (SMT) whilst on teaching placements in Foundation Phase settings in South Wales, over a training year. As reflective practice formed an integral part of the research, the study also aimed to discover whether students reflected effectively on their practice by employing specific reflective practice skills. The teaching experiences of two BA Initial Teacher Training (ITT) Year 3 students and six PGCE ITT students were scrutinised, primarily through examination of student reflective diaries and lesson evaluations. In addition, the study explored the rationale for the further development of good practice in pedagogy related to Personal and Social Development, Well -Being and Emotional Literacy (PSD/WB/EL) and reflective practice in the School of Education of a large university. The analysis of results revealed two common themes: Theme one related to the development of students’ pedagogical practice and to the teaching and facilitation of PSD/WB/EL during ‘Special Me Time’ (SMT). Theme two related to students’ use of reflective practice to assess and reflect upon teaching performance and competencies relating to PSD/WB/EL as part of the SMT programme. Findings from research showed that students gained in knowledge relating to PSD/WB/EL from undertaking the ‘Special Me Time’ programme. However, students found it difficult to effectively quantify the differences that the programme made. Students were aware however, that they were spending what they termed ‘quality time’ with the children. Students appreciated the concept of reflective practice, but often did not reflect upon or credit themselves with pedagogical achievements as a result of this process. Although student reflection was evident, students did not use reflection as a fundamental part of their practice. They often viewed reflection as superfluous and either did not wholly engage in the concept or undertook it but did not document the process fully, often engaging in what I termed ‘shallow reflection’. The study concludes by recommending that further research should be conducted in this area. Further evaluation of the benefits of equipping all ITT primary students regardless of age specialism chosen, with skills and knowledge in relation to teaching/facilitating PSD/WB/EL would be pertinent. The importance of ITT students developing skills and knowledge in order to integrate reflective practice into their professional practice is particularly significant. Findings from this research will inform future delivery of ITT primary programmes.

The purpose of personal therapy for psychologists can be understood as a method of personal and professional development (PPD) and/or in terms of help-seeking. This study aims to consider differences in the use of personal therapy among trainee clinical psychologists. It used a cross-sectional, survey design and invited all British trainees to participate. 437 trainees (25% response rate) completed measures on intrapersonal and interpersonal variables, and answered several factual questions pertaining to demographics and clinically relevant experiences. Several trainees reported experiencing childhood abuse. A large proportion had experienced therapy prior to training. These issues were explored. Discriminant analyses demonstrated that attitude to therapy for PPD and psychological flexibility were important predictors of use of personal therapy, as was emotional neglect in childhood. The potential link between difficult early experience and ability to manage internal experience was considered. Therapeutic orientation of trainee, year of training and course support were also important factors in differentiating between groups. Implications for training and PPD were discussed in terms of suggestions for courses and trainees.