This study of the dance experiences of related men and boys pursues overlapping and related research goals. It is an investigation about reflective teaching practice in the process of developing an emergent curriculum for this multi-generational group of men and boys. It is an investigation about the communicative moments between participants through which members expressed their pedagogical regard for each other, their needs, desires and their dance learning. And it is an investigation about this group of men and boys as an example of aesthetic community, a community engaged in expressing and mediating individual style and dispositions through a group process and resulting in deeply shared aesthetic meanings and group style. Fourteen participants in six family groups danced together on seven Saturdays in a small community north of Philadelphia, Pennsylvania. Participants ranged in age from five-years old to more than forty-five years old. Dance curriculum was designed in reference to the teacher's knowledge and experience of creative movement for primary aged children, and in reference to the teacher's dance performance and choreographic experiences and experiences of parenting. Based on detailed transcriptions of two-camera video documentation of the seven sessions, a narrative analysis thickly describes significant movements of participants, before, during and after the sessions, as well as interactions and participants' utterances. Post-session captioned drawings are discussed in detail following each session. Major findings are then presented as related to three research goals: reflective practice for emergent curriculum design, intersubjectivity as it occurred in this example of inter-generational dance education and an examination of this group of learners as an example of aesthetic community. Findings are discussed in relation to relevant literature and recommendations posed for further research. / Dance

No / This article reflects on the debates about Evidence Based Practice and suggests a new approach to implementing a more reflexive and research aware social work practice in professional teams. We show that there has been a substantial focus on the responsibility of individual professionals for using best evidence to guide their practice and on the organisation to provide an environment and policies suited to EBP. We argue that there is a need to balance this by an increased focus on the professional and team culture in which social work takes place. We draw on the literature on organisational change and social work research to suggest a new direction for encouraging greater reflexivity and developing a more open participative approach to the use of evidence to shape new practices in social work at the local level.

The aim of the study is to identify and map the process of transformation of the practice of a mental health nurse from everyday practice to desirable practice (that is, the realisation of mental health Recovery) through self-inquiry into a series of narratives derived from that practice. Recovery is desirable in terms of clinical governance and is also desirable practice for mental health nurses as a standard to which they should practice. A series of reflexive narratives signposted the transformative journey and also captured the lived experience of transformation. Experiences from practice were captured as spontaneous stories. Guided reflection obtained insights from these stories, and the insights derived from the stories were subsequently reflexively deepened by inquiring into them. In time the cues in the model of guided reflection became internalized to the extent that practitioner narratives arose that already embedded insights. Self-inquiry into these practitioner narratives indicated the nature and the felt affect of constraints met within practice. The affect of these constraints upon the individual practitioner and upon the ability of the individual practitioner to achieve desirable practice is indicated by self-inquiry into them. The result of the study was the realisation that transformation is unable to take place without the individual practitioner being fully aware of who one is, in order that s/he may effect transformation and change. Whilst self-inquiry into the narratives indicated the constraints upon the individual practitioner, the psychological unpreparedness also indicated by that self-inquiry indicated why that the tension between the reality of practice and desirable practice could not be adequately explored. The thesis takes the form of a narrative about writing narratives. The narratives illustrate the norms and values that affect individual practice both vertically (that is, from the organisation and the government), and horizontally (that is, from colleagues and managers), and how an individual practitioner experiences these as obstructive to delivering the service they desire. There have been no narratives written by practitioners about the journey to realise Recovery in their practice; and the structure of the narratives as performances is unique to this subject of thesis by a mental health nurse.

Parce qu’elle est intimement liée à l’action professionnelle (Schön, 1983), la pratique réflexive est souvent associée aux stages d’enseignement qui ponctuent la formation initiale des maîtres. Parmi les dispositifs de soutien à la pratique réflexive en stage d’enseignement, l’interaction en ligne semble particulièrement pertinente dans la mesure où : (1) elle permet de répondre à la dispersion géographique des enseignants-stagiaires (Karsenti, Lepage et Gervais, 2002) ; (2) elle couvre un potentiel sociocognitif (Depover, Karsenti et Komis, 2007) susceptible d’être mis au profit du développement de la pratique réflexive. Pourtant le rapport entre l’interaction en ligne et la pratique réflexive, bien qu’il semble positivement perçu lorsqu’il est évoqué (Barnett, 2002 ; Zhao et Rop, 2001), reste toutefois peu abordé dans la littérature scientifique et peu problématisé au niveau théorique. Or ce rapport pose question dans la mesure où la pratique réflexive réfère à un processus intra-personnel alors que l’interaction en ligne est inter-personnelle par définition. Ce paradoxe apparent est à l’origine de la présente recherche, dont l’objectif général consiste à mieux comprendre le rapport entre la pratique réflexive et l’interaction en ligne en stage d’enseignement. En vue de répondre à cet objectif, nous présentons le cadre conceptuel de la pratique réflexive interactionnelle, lequel a été élaboré par un arrimage de la théorique de la médiation sémiotique (Vygotsky, 1962) à la pratique réflexive (Schön, 1983). La méthodologie mixte à dominante qualitative pour laquelle nous avons opté a inclus la participation de trois groupes d’enseignants-stagiaires de quatrième année en enseignement secondaire (N=34) et leurs superviseurs respectifs (N=3). Puisqu’il s’agit d’une thèse par articles, les résultats obtenus auprès des trois groupes d’enseignants-stagiaires sont présentés dans trois articles distincts. Le premier d’entre eux s’attache à examiner comment la pratique réflexive se construit dans l’interaction en ligne des enseignants-stagiaires. Les résultats empiriques auxquels il donne lieu indiquent que deux types d’interaction (interaction inter-personnelle et interaction intra-personnelle) semblent intervenir conjointement dans le processus réflexif des enseignants-stagiaires. Dès lors, nous sommes amené à proposer une bonification du cadre conceptuel de la pratique réflexive interactionnelle en passant d’un mouvement circulaire du processus réflexif à un mouvement binaire. Ayant ainsi précisé le processus réflexif propre à la pratique réflexive interactionnelle, l’article 2 vise à établir les limites de cette dernière et à en déduire les conditions d’efficacité, dans la perspective de son opérationnalisation en contexte de stage d’enseignement. Quatre types de limites sont identifiés (limites académiques, sociales, développementales et interactionnelles). Ils donnent lieu à certaines conditions d’efficacité, ce qui permet de compléter le cadre conceptuel de la pratique réflexive interactionnelle par des considérations liées à son opérationnalisation en stage d’enseignement. Enfin, l’article 3 a pour but de déterminer le rôle de l’interaction en ligne pour la pratique réflexive des enseignants-stagiaires. Il s’agit donc de « confronter » l’interaction en ligne à d’autres soutiens à la pratique réflexive des enseignants-stagiaires, en vue de déterminer sa place. Il en ressort que l’interaction en ligne semble jouer un rôle secondaire mais néanmoins positif, tant pour la pratique réflexive des enseignants-stagiaires que pour d’autres dimensions du stage d’enseignement tels que la dimension sociale ou la dimension psychologique et émotionnelle. Finalement, des recommandations à l’intention du milieu de formation et des pistes de recherches futures sont offertes en conclusion. / Since it is tightly linked to professional action (Schön, 1983), reflective practice is commonly associated with teaching internships that generally punctuate initial teacher training programs in North America. Among the devices supporting reflective practice during teaching internships, online interactions seem particularly relevant since: (1) they help overcome the geographic scattering of student teachers (Karsenti, Lepage and Gervais, 2002); (2) they have a sociocognitive potential (Depover, Karsenti and Komis, 2007), likely to contribute to reflective practice development. However, the relationship between online interaction and reflective practice, even though it looks positive when mentioned, remains hardly addressed in the scientific literature and little problematized at the theoretical level. Yet, this relationship raises questions since reflective practice refers to an intrapersonal process whereas online interaction is, by definition, interpersonal. This apparent paradox instigated this research. The general objective is to better understand the relationship between reflective practice and online interactions during teaching internships of student teachers. To achieve this objective, we present the conceptual framework of interactional reflective practice developed through the association of semiotic mediation (Vygotsky, 1962) with reflective practice (Schön, 1983). The mixed-methodology that we have chosen, though qualitatively prevalent, included the participation of three student teachers groups in the forth year of secondary teaching (N=34) and their academic, university supervisors. We decided that the results obtained from the three student teachers groups ought to be presented in three separate research articles (chapters 6, 7 and 8). The first one aims at examining how reflective practice is built through student teachers’ online interaction. The empirical results indicate that two types of interactions (interpersonal interaction and intrapersonal interaction) seem to intervene jointly in student teachers’ reflective process. Consequently, we improved the conceptual framework of interactional reflective practice by moving from a circular movement of the reflective process to a more binary-like movement. After having refined the conceptual framework of interactional reflective practice in the article 1, the second article aims at establishing its limits and success factors. In doing so, we aimed at informing its implementation in teaching internships. Four types of limits were identified (academic, social, developmental and interactional limits). They lead to four success factors, which leads us up to complete the conceptual framework of interactional reflective practice. Finally, the third article aims at determining the role of online interaction for student teachers’ reflective practice. In other words, this meant “confronting” online interaction with other devices supporting student teachers’ reflective practice in order to better understand its role. It appears that online interactions seem to have a secondary but nevertheless positive role for student teachers’ reflective practice but also for other aspects of teaching practicum, such as social, psychological and emotional aspects. We finish by suggesting some recommendations aimed at initial teacher training stakeholders, as well as future research perspectives.

Many teachers report that they rarely engage in reflection. Asynchronous forums have been used to foster reflection among prospective teachers, but there is limited research about the allocation of time for reflection in an asynchronous forum for practicing teachers. The purpose of this qualitative case study was to (a) determine teachers' perceptions about the benefits and drawbacks of the use of an online forum to allocate time for reflection and (b) to classify the levels of the teachers' reflections in the forum. A conceptual framework based on select writings by Dewey, Hatton and Smith, and van Manen was used to guide this study. The research questions addressed teachers' perceptions of the benefits, drawbacks, and use of a forum to allocate time to reflect as well as the levels of reflection achieved by the teachers in the forum. Ten online discussions and 2 sets of questionnaires were analyzed and coded using constant comparative data analysis. Seven elementary mathematics teachers completed the study and 52% and 56% of the discussion postings were coded as critical reflections using Hatton and Smith's framework and a summary of van Manen's framework, respectively. The themes pertaining to the benefits of reflecting online were convenience, sharing, and learning. Peer-to-peer interactions, however, were infrequent, and the teachers indicated that time was a factor that limited participation. This study may effect positive social change by advancing knowledge about using online forums to provide teachers with time earmarked for reflection focused on improving mathematics teaching and learning. Furthermore, educators can use information from this study to design online professional development experiences that include opportunities for reflection and reflective practice.

The focus of this case study was on the problem-framing activities of one teacher within two teaching contexts large group and studio. This study was grounded in Schöns research on reflective practice and sought to answer the following research questions: 1. What are the teachers problem-setting behaviours in the studio and large class context? As the teacher resets problems; (a) what frame-experiments are carried out by the teacher in each context? (b) Are these experiments similar or different? (c) How do these frame-experiments change with each iteration? 2. What type of teacher feedback is given to students in each of these contexts? 3. What tacit teacher understandings are at work in each context? 4. What are the similarities and differences in assessment techniques used in a studio and large group context? Interpretation of the data revealed several differences in how one teacher framed problems in the studio and classroom contexts. Findings from the data suggest ways that teaching strategies commonly employed in studio teaching might be applied to classroom music teaching.

Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design.

Therapeutic relationships were explored using participatory action research in recreation therapy at Sunnybrook Health Sciences Centre (SHSC). The 22 recreation therapists at SHSC comprised the research team and were actively involved throughout the research process; they determined the research questions, the research process, and engaged in data collection and data analysis. This study explored how recreation therapists understood their therapeutic relationships, how different waves of influences were negotiated and philosophies of care that emerged in their therapeutic relationships. At first glance, therapeutic relationships were understood as meaningful connections and shared experiences that developed over time between a recreation therapist and individual receiving care. Later on, therapeutic relationships emerged as a complex process with welcoming, continuing and closing phases. Positive therapeutic relationships were defined by qualities such as caring, trust, respect, and non-judgment for everyone involved. Therapeutic relationships were also influenced by the organizational context, unit specific cultures, family, and staff members and recreation therapists continually negotiated the expectations, power and boundaries of these influences within their therapeutic relationships. The recreation therapists also discussed the different roles, they and the individuals receiving care could engage in during their therapeutic relationships ranging from the traditional, contemporary or controversial. Findings revealed that recreation therapists’ practices were predominantly influenced by person-centered care philosophies, although the biomedical model and relationship-centred care philosophies were also apparent. The practice of being in the moment emerged as a means of enhancing therapeutic relationships, whereas self-reflective practice assisted the recreation therapists to negotiate different waves of influence on their therapeutic relationships.

The focus of this case study was on the problem-framing activities of one teacher within two teaching contexts large group and studio. This study was grounded in Schöns research on reflective practice and sought to answer the following research questions: 1. What are the teachers problem-setting behaviours in the studio and large class context? As the teacher resets problems; (a) what frame-experiments are carried out by the teacher in each context? (b) Are these experiments similar or different? (c) How do these frame-experiments change with each iteration? 2. What type of teacher feedback is given to students in each of these contexts? 3. What tacit teacher understandings are at work in each context? 4. What are the similarities and differences in assessment techniques used in a studio and large group context? Interpretation of the data revealed several differences in how one teacher framed problems in the studio and classroom contexts. Findings from the data suggest ways that teaching strategies commonly employed in studio teaching might be applied to classroom music teaching.

Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design.