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Osteopathic clinical reasoning : an ethnographic study of perceptual diagnostic judgments, metacognition, and reflective practiceMcIntyre, Cindy L. January 2016 (has links)
This thesis explores the use of reflective practice in osteopathic medicine and uses the method to narrate my work as an osteopathic practitioner. It explores the development of perceptual diagnostic judgments, and the role of metacognition, intuition and palpation in osteopathic clinical reasoning. A qualitative interpretive approach was used with a novel narrative method as an organising structure. This was broadly based around reflective practice models of Gibbs, (1988), Kolb, (1984) and Carper (1978) and the ideas of Schön (1983). Descriptive texts were constructed from notes taken of my thoughts whilst in the presence of patients. This allowed access, as closely as possible, to my decision making process. Finally, the descriptive texts were expanded into narratives through dialogue with the existing literature and peer review. The narratives were then analysed using thematic analysis to derive an understanding of concepts arising from the data. This thesis argues that osteopathic clinical reasoning involves multisensory perceptual diagnostic judgments that begin as soon as the patient enters the clinic, and arise as a result of the use of mental and visual imagery and embodied senses. The multisensory information that is detected by a practitioner activates pattern recognition, analytic reasoning and provides explicit feedback used in decision making. Diagnosis occurs as a result of piecing together and interpreting the multisensory information whilst maintaining awareness of other diagnostic possibilities. The findings also suggest that osteopathic clinical reasoning involves the supervision of cognition by the metacognitive processes of meta-knowledge (MK), meta-experiences (ME), and meta-skills (MS). The latter are used to plan, monitor, analyse, predict, evaluate and revise the consultation and patient management as suggested by Pesut and Herman (1992). ME is demonstrated by the presence of judgments of learning used to ensure sufficient information has been gathered, and feelings of rightness that are used to perceive the correctness of information arriving and decisions made. The use of reflective practice in this research has developed the understanding of osteopathic clinical reasoning, and demonstrated that it provides a powerful conduit for change in practice. As a result, it enables the provision of better patient-centred osteopathic healthcare incorporating the biopsychosocial model of healthcare. Although rooted in my own osteopathic practice style and strategies, it should have resonance for those within the discipline of osteopathy and has implications for osteopathic education, training and research.
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An exploration of peer-mentoring among student teachers to inform reflective practice within the context of action researchArday, Jason January 2015 (has links)
In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become equal receivers and disseminators of knowledge regarding teaching and learning. A qualitative approach was employed through a four-phase, sequential data collection strategy to gather the narrative data collated. Interviews, reflective pro-formas, workshops and open-ended questionnaires were used as instruments to collate narrative data concerning the peer-mentoring experiences of four student teachers. The data was analysed utilising an interpretive phenomenological analysis approach. The student teachers involved in this study were selected from a purposive sample. Importantly, the participants selected demonstrated professional characteristics which resonated with the aims of this study. A conceptual framework was designed to capture and examine six dimensions of collaborative mentoring in which student teachers could explore aspects of their own teaching practice through action research. The findings generated within the study point towards a range of contexts and challenges concerning peer-mentoring. The findings revealed that the mentoring dimensions used to stimulate meaningful reflection influenced professional development, while the challenges presented issues concerning; trust, power and time. However, the findings also indicate that challenges to peer-mentoring are not insurmountable. This particular study contends that further research is recommended into: firstly, how educational institutions can create supportive, collaborative learning cultures; secondly, how can reflective practice be encouraged throughout professional teaching careers; and finally, how can the challenges of peer-mentoring be minimised in attempting to encourage such endeavour among student teachers.
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The Reflective HCI Practitioner : a Study of Problem Framing in Human-Computer Interaction PracticePhilippi, Andreas January 2018 (has links)
The HCI community is well aware of the gap between research and practice in the field. The issue is often discussed in terms of the applicability and adaption of theories and methods to the real world, but both categories seem insufficient for explaining how practitioners navigate the complexity of the problems they work on. This study takes a more fundamental perspective, inspired by theories of reflective practice and design. As a consequence, the attention is shifted to the framing of a problem that happens prior—or in parallel—to the use of theories and methods. Six case studies were collected through semi-structured interviews to investigate this position. The findings point towards a rather small set of techniques which are used for supporting the (re-)framing of a problem in an often pragmatic and informal way. A model locating the methods in their respective stages is proposed; and the methods are related to other research to suggest additional possibilities not mentioned by the participants of this study. What most clearly distinguished HCI practitioners from designers in other professions was their distrust in their own intuition, and the key role they attached to the user in response.
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Ações reflexivas na prática docente de químicaSOUZA, Agilson Nascimento de 28 April 2009 (has links)
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Previous issue date: 2009-04-28 / This work consists of an investigation about relative aspects the reflexive practices near two teachers of chemistry of the State Net of Teaching of the State of Pernambuco who were wrapped currently of formation been still made a list to the paradigm of the reflexive teacher. For that, they were carved and analysed that you qualitatively interview and videos of classrooms of such teachers, and used as dock theories reflexive-practically. The interviews took as a finality the identification and register of possible discursive appropriation of relative aspects to reflexive practices for part of the investigated teachers. The videos, for his time, subsidized us in the identification and registers of possible characteristic actions of our object of investigation. The analyses of the data showed up what the teachers existed if appropriated characteristic aspects of the reflexive practice in the context of the speech, meantime, in situations of classrooms, the actions of the teachers appeared characteristically traditional. / O objeto de investigação são aspectos relativos a práticas reflexivas junto a dois professores de química da rede estadual de ensino de Pernambuco que desenvolvem suas atividades docentes há vários anos sendo, portanto, considerados experientes. Foram gravados e analisados qualitativamente entrevistas e vídeos de aulas destes docentes, e utilizadas como aporte teorias prático-reflexivas. As entrevistas objetivaram identificar e registrar possíveis apropriações discursivas de aspectos relativos a práticas reflexivas por parte dos professores investigados. Os vídeos, por sua vez, nos subsidiaram na identificação e registros de possíveis ações características de nosso objeto de investigação. As análises dos dados evidenciam que os docentes se apropriaram de aspectos característicos da prática reflexiva no âmbito discursivo, entretanto, que em situações de aulas, suas ações se constituíram caracteristicamente tradicionais.
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Prática reflexiva como recurso na gestão dos restaurantes universitários terceirizadosCARDOSO, Carla Ionara Xavier da Silveira 11 August 2016 (has links)
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Previous issue date: 2016-08-11 / O objetivo geral desta pesquisa foi investigar como a prática reflexiva pode influenciar na
gestão dos restaurantes universitários (RUs) terceirizados de instituições públicas de ensino
superior, a partir da identificação das principais dificuldades enfrentadas pelos gestores. Os
referenciais teóricos adotados foram, principalmente, aqueles pertinentes à gestão de serviços
de alimentação, restaurantes universitários e suas características, sobretudo, na perspectiva da
prática profissional dos gestores, enfocando os conceitos da prática reflexiva do autor Donald
Schön. Três objetivos específicos conduziram a pesquisa: (i) compreender o processo de
conhecer-na-ação desenvolvido pelos gestores associado à prática profissional (ii) identificar
as principais dificuldades de gestão dos RUs no âmbito da prática profissional dos gestores.
(iii) articular a prática reflexiva à prática profissional, propondo aplicações no contexto da
gestão dos RUs. A estratégia adotada para atingir os objetivos seguiu uma abordagem
qualitativa a partir do estudo de caso. Foram estudados dois RUs pertencentes a duas
instituições públicas de ensino superior do Recife-PE com serviços de alimentação
terceirizados. A coleta de dados foi desenvolvida por meio de entrevistas e documentos.
Foram realizadas onze entrevistas com os gestores pertencentes às instituições e às respectivas
contratadas. O tratamento dos dados se deu através da análise pragmática da linguagem de
acordo com Mattos (2006), centrado no significado semântico-pragmático da conversação.
Assim, conclui-se: a gestão dos RUs terceirizados ocorre na prática profissional durante o
processo de conhecer na-ação dos gestores; as dificuldades de gestão da infraestrutura e de
pessoas influenciam diretamente na gestão dos contratos; e com a prática reflexiva é possível
desenvolver habilidades administrativas e políticas na implementação de decisões. / The general objective of this research was to investigate how reflective practice can influence
the management of the university restaurants (RUs) outsourced public institutions of higher
education, from the identification of main difficulties faced by managers. The theoretical
references adopted were mainly those pertinent to food service management, University
restaurants and their characteristics, especially in the perspective of the professional practice
of managers, focusing on the concepts of reflective practice by Donald Schön. Three specific
objectives guided the research: (i) understanding the process met-in-action developed by
managers associated with the professional practice (ii) identify the main difficulties of
management of RUs in the scope of practice of professional managers. (iii) articulate the
reflective practice to the professional practice, proposing applications in the context of the
management of the RUs. The strategy adopted to achieve the objectives pursued a qualitative
approach based on a case study. It was studied two RUs belonging to two public institutions
of higher education in Recife-PE, with food services outsourced. Data was collected through
interviews and documents. Eleven interviews were conducted with managers belonging to
institutions and their contractors. We look at the data through the pragmatic analysis of
language, according to Mattos (2006), based on the semantic meaning-a pragmatist of the
conversation. Therefore, we concluded that the management of outsourced RUs occurs the in
professional practice during the process of meeting in-action of managers, the difficulties in
the management of infrastructure, and of people influence directly the management of
contracts. Thus, a reflective practice can develop administrative and political skills in the
implementation of decisions.
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O estágio supervisionado dos cursos de formação de professores de matemática da universidade estadual de Goiás: uma prática reflexiva? / The supervised training of the training of mathematics teachers of the State University of Goiás: a reflective practice?MAGALHÃES, Ana Paula de Almeida Saraiva 17 October 2010 (has links)
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Previous issue date: 2010-10-17 / This work consists of an investigation about the Supervised Training of the Graduation Courses in Mathematics of the State University of Goiás UEG. The aim is to investigate the practice developed in the Supervised Training of these courses in order to verify if and how this component of the curriculum has promoted a reflexive practice in the graduated students. Taking into consideration the object of this research, it was used the focus on the theoretical methodological and qualitative points. The subjects of this research were seven professors of the graduation course of Mathematics from the State University of Goiás, from the campi of Formosa, City of Goiás, Iporá, Jussara, Posse, Quirinópolis an UnUCET, who worked with the Supervised Training, in the years of 2008 and 2009. In order to study the problematic and aiming to search for information to answer the question of the investigation were used the documental analysis, questionnaires and semi-structured interviews in a reflexive way. This analysis was theoretically fundamented on the ideas of Schön (1997), Zeichner (1993), Nóvoa (1992), Gómez (1997), Sacristán (1999), Pimenta e Ghedin (2002) about reflexivity. The present study relates that the documents of the courses (PPC, PE and PC) of the Graduation in Mathematicas of the State University of Goiás UEG announces a formation which provides the development of a critical-reflexive professional, although, when an accurate vision was made, we verified that they evidence a formation directed to the second level of reflexion. The discourse of the major part of the professors, subjects of this investigation, in relation to their pedagogical practice also relates the level of reflexion with some characteristics of a critical reflexivity. The study also highlights that the actions for the development of a reflexive practice in the formation of the professors of Mathematics, in the investigated context has been elementary and isolated yet, emphasizing the importance of the comprehension of the concepts and fundaments of reflexion to subside the proposals of Supervised Training in this perspective. / Este trabalho consiste em uma investigação sobre o Estágio Supervisionado dos cursos de Licenciatura em Matemática da Universidade Estadual de Goiás (UEG). O objetivo é investigar a prática realizada no Estágio Supervisionado (ES) destes cursos, a fim de verificar se este componente curricular tem provocado uma prática reflexiva nos licenciandos e em caso afirmativo, verificar de que forma essa reflexividade vem sendo abordada. Tendo em vista o objeto da pesquisa, utilizamos o enfoque teórico-metodológico qualitativo. Os sujeitos foram 07 professores dos cursos de Matemática da UEG, das unidades universitárias de Formosa, Goiás, Iporá, Jussara, Posse, Quirinópolis e UnUCET, que trabalharam com o ES em 2008 ou 2009. A fim de estudar a problemática e na busca de informações para responder a questão de investigação foram utilizados a análise documental, questionários e entrevistas semiestruturadas de caráter reflexivo. Esta análise foi teóricamente fundamentada nas idéias de Schön (1997), Zeichner (1993), Nóvoa (1992), Gómez (1997), Pimenta e Ghedin (2002) sobre a reflexividade; em Sacristán (1999) e Zeichner & Liston (1987), no tocante aos níveis de reflexão. Segundo estes autores, o processo de reflexão é caracterizado em três níveis gradativos de complexidade, de forma que o primeiro nível (reflexão técnica) se refere a uma reflexibilidade bastante imediata, que tem sua origem na experiência, a qual diz respeito às idéias genuínas da docência. O segundo nível (reflexão prática), se situa na interação recíproca entre o conhecimento científico e o conhecimento pessoal, de forma que os conhecimentos do senso comum são alterados pelas transformações causadas pelas incorporações da ciência no mesmo. O terceiro nível (reflexão crítica) supõe pensar na epistemologia da ciência da educação, implica a análise ética, social e política da própria prática. O estudo em questão evidencia que os documentos dos cursos (PPC, PE e PC) de Licenciatura em Matemática da UEG anunciam uma formação que propicie o desenvolvimento de um profissional crítico-reflexivo, no entanto, ao fazer a leitura mais acurada de todos os componentes destes documentos, verificou-se que evidenciam uma formação direcionada para o segundo nível de reflexão. O discurso da maioria dos professores sujeitos desta investigação, em relação à sua prática pedagógica, também retrata esse nível de reflexão com algumas características da reflexividade crítica. O estudo também ressalta que as ações para o desenvolvimento de uma prática reflexiva na formação de professores de Matemática, no contexto investigado ainda são tímidas e isoladas, destacando assim, a importância da compreensão do conceito e dos fundamentos da reflexão para subsidiar propostas de ES nesta perspectiva.
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The nature of mathematics teachers’ reflective practicePosthuma, Anna Barbara 25 April 2012 (has links)
Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners. / Thesis (PhD)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted
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Relationship Between the Grading of Reflective Journals and Student Honesty in Reflective Journal WritingGenua, Jo Anne 01 January 2019 (has links)
Background: Journal writing is often used to gauge student skills and knowledge. There is disagreement as to whether journals should be graded because students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced. Purpose: The purpose of this correlational non-experimental study was to examine if a relationship exists between the grading of reflective journals and student honesty in reflective journal writing. Theoretical Framework: The theoretical framework for this study was based on Schӧn’s reflective practice theory. This theoretical framework is suitable as students participate in reflective journal writing learning from experience and response to the situation, scaffolding on previous knowledge with the application of new knowledge. Methods: The correlational, non-experimental study was conducted at five Midwestern U.S. pre-licensure nursing programs. Data were collected using an anonymous survey. The non-probability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing. Results: Findings indicated that a significant relationship exists between the grading of reflective journals and student honesty. The relationship between reflective journal writing and embellishment was negative and non-significant. Conclusions: This study revealed that a relationship exists between graded reflective journals and study honesty in reflective journal writing. Nurse educators and policy makers need to assess the process of reflection which involves critical thinking and problem-solving instead of grading the written component; possibly, changing to a complete/incomplete grade.
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Vocational Bildung in action : A case study of the vocational education biography of master craftsman Wolfgang B.Tyson, Ruhi January 2015 (has links)
This study looks at issues of Bildung and vocational education from a biographical perspective. These issues are conceptualized in terms of Bildung in action, developed in relation to Schön’s concept reflection in action; Bildung through making as a way of thinking about processes of Bildung connected to crafts; and Bildung in vocational contexts, ie. contexts of vocational education and work. The concepts are enriched through an extensive auto/biographical case study of master craftsman Wolfgang B.’s educational biography focusing on stories of Bildung where processes and actions are described as well as the curricular structure of his training. Some of these stories and aspects of the case have then been analyzed in two articles, one dealing with questions of aesthetic Bildung in vocational education using Schiller as conceptual lens and one dealing with educating for vocational excellence using Aristotle’s concepts techne and phronesis to understand the narratives analyzed. The results are an increased and differentiated understanding of Bildung in vocational contexts, especially as related to the coexistence of skill training with education for Bildung and the unique perspectives that auto/biographical studies of retired or semi-retired craftspeople bring to the field of research connecting biography, Bildung in action and vocational education.
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Managing Professional Roles in Home-Based Family Therapy: A Study of Marriage and Family Therapist PracticesFitzgerald, Sharon 08 November 2019 (has links)
No description available.
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