Download - Lesson 2-Reflecting on Reflection

Reflecting on Reflection

Lesson 2: Reflective Practice

Aims

• Terminology within Reflective Practice

Aims


• Barriers to RP

Aims


• Barriers to RP

• Analysis of Knowles et al, 2001 & Knowles et al, 2006.

Terminology in RP

Terminology in RP

• Craft Knowledge

Terminology in RP

• Craft Knowledge

• Technical knowledge

Terminology in RP

• Craft Knowledge


• Formal reflection

Terminology in RP

• Craft Knowledge


• Formal reflection

• Informal reflection

Reflective Practice

Reflective Practice

A dialectical process: it looks inwards at our thoughts and thought processes and outward at

the situation in which we consider the interaction of the internal and external, our reflection

orientates us for further thought and action. Reflection is thus ‘meta thinking’ (thinking about thinking) in which we consider the relationship between our thoughts and action in a particular

context.

Barriers with RP in coaching


• Coaching not yet a profession, therefore coach education is very individual and often ad hoc.



• Professional knowledge gained through short blocks of education often months/years apart and delivered by different people.



• Professional knowledge gained through short blocks of education often months/years apart and delivered by different people.

• Coaching course focus on “what you know” rather than “what you can do.”

Barriers cont’d

Barriers cont’d

• Barriers related to self-focus (as described by Gilbourne, 1998)

Barriers cont’d


• Negative focus

Barriers cont’d


• Negative focus

• Reducing self-confidence

Barriers cont’d


• Negative focus


• Time constraints

Barriers cont’d


• Negative focus


• Time constraints

• Reflecting on continuous hours of coaching

The reflective process

Knowles et al, 2001

Knowles et al, 2001

• What did they do?

Knowles et al, 2001


• What did they demonstrate?

Knowles et al, 2001


• What did they demonstrate?

• Any issues with methodology/results?

What did they demonstrate?


• To promote reflective self reflection a dual staged analysis process should occur whereby both immediate and delayed reflection on action occurs. This is supported by Boud et al, 1985 and Riley-Doucet and Wilson , 1997.



• A need to structure to the reflective process, not just ‘mulling over’.



• A need to structure to the reflective process, not just ‘mulling over’.

• Imagery type processes similar to those described by Boud et al (1985) & Shields (1996).

cont’d

cont’d

• All but one of the coaches on the BSc (hons) course improved their level of reflection

Issues with the study


• Only 8 subjects


• Only 8 subjects

• Some subjects didn’t turn up for sessions and couldn’t be bothered


• Only 8 subjects

• Some subjects didn’t turn up for sessions and couldn’t be bothered

• Researcher had three roles and was new to university

Knowles et al, 2006

Knowles et al, 2006

• A follow up study using 6 of the 8 original participants.

Knowles et al, 2006


• Interview

Knowles et al, 2006


• Interview

• Found 121 raw data quotations with 27 raw data themes

Barriers highlighted by Knowles, 2006.

Overcoming the barriers: time and techniques


• Dual staged reflection


• Dual staged reflection•Tribble & Newberg (1996) and Titchen & Binnie (1998)- time allocated formal reflection


• Dual staged reflection•Tribble & Newberg (1996) and Titchen & Binnie (1998)- time allocated formal reflection•Negative focus


• Dual staged reflection•Tribble & Newberg (1996) and Titchen & Binnie (1998)- time allocated formal reflection•Negative focus•Written reflection


• Dual staged reflection•Tribble & Newberg (1996) and Titchen & Binnie (1998)- time allocated formal reflection•Negative focus•Written reflection•Reflection with others

Any Questions?

Download - Lesson 2-Reflecting on Reflection

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