This study used explanatory mixed methods to examine the effects of two computer-based reflection writing scaffolds, question prompts and writing process display, on preservice teachers’ levels of reflection in their online reflective journal writing. The scaffolds were embedded in a system simulating the Professional Accountability Support System Using a Portal Approach (PASS-PORT). The outcome measure was the level of reflection achieved in participants’ writing. The researcher collected data at the College of Education of a major southern university in the United States. Participants were undergraduate students enrolled in a technology integration course in fall 2007. Sixty-five preservice teachers participated in quantitative phase of the study; sixteen out of the 65 preservice teachers were purposefully selected to participate in qualitative phase of the study. The majority of the preservice teachers were white females between the ages of 20-29 in their junior year. During the quantitative phase of the study, participants in control group and two treatment groups were randomly and evenly assigned to one of three different Web pages associated with their treatment conditions. The participants reflected on a critical incident that happened during their practical teaching. Two raters, blind to the participants’ treatment conditions, coded the highest level of reflection achieved in their writing samples using the reflection rubric developed by Ward and McCotter (2004). The researcher employed ANOVA to assess the group differences in the highest level of reflection reached and in the length of the reflective writing in the number of words. The alpha level was set at .05 for all analyses. During the qualitative phase, the researcher conducted open-ended interviews with the participants as a follow-up to their reflection writing. The participants’ reflection writings and interviews served as data sources. Miles and Huberman's (1994) data analysis procedures guided the qualitative data analysis. The quantitative results indicated that computer-based scaffolds significantly enhanced preservice teachers’ levels of reflection in their online journal writing. Preservice teachers who used the scaffolds wrote longer reflection than those in the control group. Correlation analysis revealed that there was a positive relationship between the level of reflection and the length of journal writing. Three overarching factors emerged from the qualitative data analysis that explained how and why the computer-based scaffolds enhanced their reflective journal writing. The factors included (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. How to improve preservice teachers’ critical reflection capability and skills remains an actively debated topic. Recent years have witnessed an emergence of research and development in Web-based educational systems to help prepare highly qualified teacher candidates. However, the articulative/reflective attribute of meaningful learning does not seem to be evident in most of these systems. Although there is considerable research on the potential for embedding scaffolds in technology-enhanced learning environments, mechanisms intended to facilitate reflective practice in such environments also seems to be lacking. In order to help fill this gap, it is hoped that the analyses and results of the current study can be used as a building block for research on how to leverage the affordances of computer-based scaffolds to enhance preservice teachers’ reflective practice in technology-enhanced educational systems.

This qualitative study used a narrative inquiry approach to conduct in-depth interviews of eight distributed learning educators who designed and offered online English courses in British Columbia during the 2011/12 school year. There were three research questions: (1) How do teachers describe their professional experiences of teaching in a full time online environment? (2) What are the enablers and inhibitors for online teacher development? (3) Do teachers feel their teaching practice has changed over their career as online educators? Findings were examined through the lens of Korthagen’s (2004) Onion Model. Six themes that comprised this model, provided a framework for data analysis and insight into the process by which teachers made sense of their lived experience. The findings revealed that online educators valued their online experience because it removed the constraints of a regular classroom. They expressed frustration with some aspects of the current model of online education in BC because it prevented them from engaging in synchronous, highly connective learning projects with their students. Recognition of the fact that online educators work in a different milieu with a different set of environmental pressures is necessary to ensure the success of distributed learning in BC.

This narrative inquiry explores therapeutic relationships in the practice of recreation therapy. Narratives were generated in Recreation Therapy’s self-reflective case review process at Sunnybrook Health Sciences Centre—a process developed to support team engagement in reflections on their therapeutic relationships. In total, three self-reflective case reviews were explored, and for each case review, four layers of analysis occurred. The first two layers used narrative analysis to restory reflections of the case review leader (layer one) and then reflections within the recreation therapy team (layer two). The third and fourth layers used analysis of narrative to explore theoretical ideas from person-centred care emerging inductively in the text (layer three), and then to restory the previous narratives using a relational theory lens (layer four). Exploration revealed the self-reflective case review process also strengthens therapeutic relationships within the recreation therapy team. In the recreation therapists’ narratives we hear relational notions of connection, disconnection, reconnection, mutuality, mutual empathy, authenticity, vulnerability, and support. This study engaged recreation therapists in an act of critical pedagogy as they engaged in critical self-reflection by exploring across layers of narrative that story their therapeutic relationships. The self-reflective case review process creates opportunity for the recreation therapy team to recognize, identify and name their experiences within therapeutic relationships, and to find their voices in the medical context of a hospital setting. When engaging in self-reflective processes, recreation therapy moves further away from treating individuals as objects, shifting practice toward connection and mutuality in therapeutic relationships.

This study is a first of its kind for New Zealand journalism education, following 20 students at two different schools throughout a year-long training programme. It used two methods to gain a deeper understanding: a discourse analysis of their news stories written at the beginning, in the middle and at the end of the year, and retrospective protocol analysis, to provide insight into their thinking processes, through their taped reflections. The research found that journalism education controlled by the New Zealand Journalists Training Organisation still resembles that of 20 years ago, despite increasing numbers of students learning journalism as part of degree programmes. Students are trained for the media industry through learning by doing. They receive basic instruction and then are expected to perfect their skills by practising their writing and to learn the conventions and routines of the media industry through socialisation and work experience. In the first half of the year, the students developed some skills in writing the traditional inverted-pyramid news stories. However, by the end of the year, their news writing showed technical signs of regression. Firstly, they were not writing in a succinct, clear fashion, emphasising news values. Secondly, they had been inadequately trained to write outside of the inverted-pyramid news story or to use popular “soft” lead sentences, so that their writing tended towards being promotional. Thirdly, journalism institutions strongly favour subediting by tutors and this detracted from the students gaining understanding of their own writing and being able to self-monitor and evaluate it. Lastly, they failed to show the critical thinking skills and independence necessary for a professional journalist so that they could research thoroughly, reflect deeply and write entertaining, informative and important news stories with flair. Their reflections confirmed these findings, suggesting some stress and disillusionment. The students could “declare” what they knew about writing a news story but could not put it into practice. They blamed their failure to write high quality news stories on the pressures of the course, the deadlines and high volumes of stories. The gaps in their journalism education were also revealed through what was not mentioned in their taped reflections: in particular, they failed to mention the importance of news values in making their stories more appealing. The major influence at first was the students’ tutors, followed by work experience and the “real world” of the media industry. The concentration on job skills and gaining a job coupled with a lack of knowledge and discussion provided the students with an incomplete understanding of the pressures of the media industry they were entering. The study recommends more debate about journalism education and more research, as well as a change away from “learning by doing” to a more critical, reflective approach.

abstract: This study examines the possibility of using social and historical contexts, image analysis, and personal themes to engage adolescent photography students in the craft of photography. This new curriculum was designed around large themes that correspond to the developmental stage of adolescence. Issues such as self-identity, teenage stereotypes, school, family, and community were explored through examining historical documents and photographs, comparing popular culture perspectives, and learning basic semiotics. The students then worked within these ideas by creating their own photographs and reflecting upon their art making choices. The new approach was implemented in an analog film class in which basic 35mm camera and film techniques are taught. It is argued that meaning making motivates the adolescent photographer rather than the achievement of strong technical skills. This qualitative study was conducted using an action research approach, in which the author was both the classroom teacher and the researcher. The study incorporates data collected from student-created photographs, student written responses, interviews of students, interviews of photography teachers, and the researcher's field notes. Major themes were discovered over time by applying a grounded theory approach to understanding the data. The curriculum brought a new level of student engagement, both in participation in the course and in the complexity of their image making. By incorporating the chosen topics, students' images were rich with personal meaning. Students retained concepts of historical and social uses for photography and demonstrated a base understanding of semiotic theory. Furthermore, the data points to a stronger sense of community and teacher-student relationships within the classroom. The researcher argues that this deeper rapport is due to the concentration on personal themes within the practice of photography. Setbacks within the study included censorship by the school of mature subjects, a limited amount of equipment, and a limited amount of time with the students. This study demonstrates the need for art curriculum to provide connections between visual art, interdisciplinary associations, students' level of development, and students' personal interests. The research provides a possible approach to redesigning curriculum for photography courses for the twenty-first century student. / Dissertation/Thesis / Ph.D. Art 2011

Although it is not a professional requirement, research shows that some Trainee Clinical Psychologists (CPs) access PT (PT) whilst training (Nel, Pezzolesi & Stott, 2012). CPs' practice is moving towards the Reflective-Scientist-Practitioner Model, therefore identifying ways that CPs may develop reflective skills is required. Most other therapeutic trainings have PT as a requirement (Malikiosi-Loizos 2013), which is suggested as a method of developing reflective skills (Lavender, 2003; Wigg Cushway & Neal, 2011). Little research has investigated the use of PT by Trainee CPs. The current study explored processes by which 12 Trainee CPs experienced their own (PT), and how these processes related to their development whilst training. Participants were interviewed using single, semi-structured interviews. Data was analysed using Constructivist Grounded Theory (Charmaz, 2014). Two models were constructed, these described participants' decision to access PT mediated by anticipating or experiencing distress and learning about the self through PT. Participants seemed to develop and learn about themselves in three domains; 1) Learning about me: Personally; 2) Learning about me: Professionally; and 3) Learning about me: Being a client. I understand this development occurred through the continuous process of participants taking a dilemma to PT, reflecting upon the dilemma, and thereby acquiring a different understanding of themselves. These experiences apparently permit participants to integrate personal attributes into their professional identities and to model positive experiences from their own therapy in their practice. The results support PT as a method of developing competencies required within the Reflective Practitioner Model, implying that the use of PT for Trainee CPs should be considered within professional training. Furthermore, participants described emotional struggles during training which they perceived, according to professional discourses, to be unacceptable. This implies that evaluating formal and informal support systems for Trainee CPs is essential.

Magister Curationis - MCur / Background: At the School of Nursing (SoN) of the University of the Western Cape (UWC) students (usually across all levels) carry out reflective practice when they compile a portfolio of evidence (PoE) to be submitted at the end of each semester. This contributes to their formative assessment. The PoE is a great assessment tool, although for various reasons it is often completed late by the students. Registered fourth-year nursing students were the sample population, because they have been actively involved in reflective practice through the process of compiling a PoE towards the end of every semester, and they have been doing this since their first year. In order to accomplish safe clinical judgements, nurses must be encouraged to become analytical and critical thinkers. Development of a PoE while reflecting on their clinical experiences is one of the strategies that can be used to enhance analytical and critical thinking among the students. Also, these learners carried out reflective practice, mostly on clinical activities that they were exposed to, and the PoE requirements and evidence are mostly clinically inclined (for example, incidents that they encountered, record of attendance at the clinical facilities). How the students perceive this process is important if they are to be encouraged to do reflective practice. Compilation of a PoE at an SoN of a university in the Western Cape requires and comprises a record of evidence that the learners put together and thereafter reflect upon. Objective: To describe the perceptions of fourth-year nursing students regarding reflective practice when compiling their PoE. Method: A qualitative design was used to explore the perceptions of registered fourth-year nursing students regarding their reflective practice when compiling their PoE. A purposive sampling method was employed, and three focus group discussion (FGD) sessions were held consisting of 6-8 participants per group. Data saturation was achieved at the third session. Tesch‟s method of data analysis was used. Ethical considerations were employed through the informed consent process, confidentiality, dependability, credibility of participants and appropriate handling and storage of the collected data and the tape recorder. Results: The results of this study show that through reflection the learners gained experience and professionalism from incidents that occurred and activities expected of them, mainly at the hospitals and classroom. Participants reflected on both good and bad experiences, and saw them as challenges preparing them for the future, bearing in mind that they had just about a month until commencing their Community Service Programme. For some of the participants the compilation of the PoE was a great teaching and learning strategy, as learning gaps were identified and it helped them improve their record-keeping and organisational skills.

Magister Educationis - Med / This is a reflective study of the factors that influenced the performance of learners in Physical Sciences National Senior Certificate examinations in four secondary schools in a district in Eastern Cape. The study considered factors that influenced the matric results for a period of five years in a district in the Eastern Cape (from 2010 to 2015) National Senior Certificate results. The study was conducted to identify the indicators that could positively influence physical sciences results after many years of underperformance in the subject. This study was underpinned by the theory of reflective practice. As part of an intervention strategy, learners completed an intensive programme of teaching during school hours, extra classes, practical work and assessment. The four school principals were purposively selected for interviews. Four Physical Sciences educators from the four senior secondary schools and 12 post-grade 12 learners from each senior secondary school were all interviewed. Post-grade 12 learners were randomly selected for interviews. The researcher used a reflective journal as a method of examining the reflections by the respondents. Teachers reflected on their teachings to improve their practices that make science learning more meaningful to both learners and teachers The findings indicate that extra classes provided sufficient time to complete the syllabus, to conduct experiments and to administer practical tests. Regular assessment in theory and practical work showed the improvement in attainment of good physical sciences results in all the four participating schools. Instructional supervision from the managers also assisted in developing teacher skills. It was recommended that the DoE should use experts in teacher training and professional development activities. School management systems should play an active role in teacher support and the supervision of instructional work.

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.

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.