Reflection on practice is regarded as crucial to responsible professional practice, 1 since there are always gaps between formal theory and actual practice. 2 The focus of criticalreflection is thinking in new ways and moving toward more critical practice. 3 It is an antecedent of critical action, because it helps professionals to understand the social and structural contexts and constraints that have impeded their personal power. 1 As a result, it allows health professionals to challenge and change the hegemonic structures in the
social obligation in my workplace, without being limited by taken-for-granted assumptions and oppressive forces. 3 In this paper, Smyth’s model has served as a framework to guide criticalreflection step by step, including the stages of describing, informing, confronting, and reconstructing. 4 Relevant theoretical perspectives, such as hegemony, socialization, and critical social theory, are also integrated into the processes of critical emancipatory reflection to help me make sense of my practice issue.
The practice issue reflected in
The aim of the present teacher development initiative is twofold: to help EFL teachers develop critical reflection skills through various means such as video recording, journal writing, peer observation and a support group and to create what Hargreaves (cited in Johnston 2009) calls a “culture of collaboration”. It is believed that teachers, students and the educational institution as a whole would benefit from such an initiative.
The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.
research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: Sage, 456 p.
14. Flanagan, J. (1954). The critical incident technique. The Psychological Bulletin, No 51 (4), pp. 327-358.
15. Gray, D. (2007). Facilitating management learning: Developing criticalreflection through reflective tools. Management Learning, No 38 (5), pp. 495-516.
16. Griffin, K, Gilbert, C. (2012). Easing the Transition from Combat to Classroom. Preserving America’s Investment in Higlier Education for Military Veterans Through
The Ethical Context of Justifying Anti-Doping Attitudes: Critical Reflections
The reflections presented in the paper are not normative (in general, it can be
said, that they do not create moral values and demands). The presented
reflections particularly stress the sense, essence, meaning, and identity of
sport in the context of moral demands. A disquisition pointing out that sports
and sport-related doping can be situated beyond the moral good and evil
must be considered precisely as metaethical, and leads in a consciously
controversial way to fully defining the identity of sport in general, as well as
the identity of particular sports disciplines.
These reflections also refer to the issue concerning the identity of sports
philosophy, i.e. general deliberations and specific issues concerning, for
example, the factual and cognitive status of normative ethics in sport.
It is impossible to overestimate the role and meaning of metaethical
reflection in the context of substantiating moral demands in sports as well as
in the context of practical results of expectations. This metaethical reflection
not only extends self-knowledge, but also contributes to the metaphilosophy
of sports. The degree of the development of self-knowledge – both the
metaethics of sports and the metaphilosophy of sports – is also a very
important declaration, and a sign of general maturity of the philosophy of
sports (Kosiewicz 2008/2009, pp. 5-38).
In Europe, the amalgamation of local authorities is currently used to optimize public resources. Although amalgamation involves several advantages, it needs to fulfil three conditions to be considered successful. First, address local preferences and needs; second, be fair, transparent and accessible to citizens; and third, be a compromise between central and local political elites. In the current paper the fulfilling of these three conditions is analysed using the comprehensive, bottom-up, Finnish reform introduced during the period of 2008-2013. The findings conclude that while the Finnish local reform plan has been successful in reaching a compromise between local and central governments, it has failed insofar as it has not fulfilled the condition of making the process fair, transparent and accessible to citizens. Furthermore, whether the amalgamation has allowed local government to address citizens’ preferences and needs in a meaningful and responsive way has yet to be demonstrated.
Rui-Fang Zhu, Hong-Xia Ren, Xiu-Juan Wang, Chi-Chen Zhang, Qi Yu, Zhi-Guang Duan and Shi-Fan Han
As nursing becomes a first-level discipline, the central focus of the development process of nursing science is the independent exploration of the future path of nursing care. Although many countries have made efforts to develop nursing as an independent discipline, no remarkable advancement has been achieved due to the incorrect understanding of the relationship between nursing and medicine and the improper comprehension of other factors involved in the process of nursing reform. Teaching and practicing nursing also face many problems. Based on our understanding of the relationship between nursing and medicine and through a careful analysis of the existing problems in the current nursing discipline, this paper provides some insights into the future directions of nursing development by exploring the independently developing nursing discipline in foreign countries.
issue and then explore their hidden personal beliefs and the broader theoretical factors in order to assess how these factors affect their practice and constrain their values and intentions. 5 Finally, reconstruction of this reflection will be discussed regarding the impacts that this process of criticalreflection has on the authors’ own practice, and implications for future practice are proposed.
When older patients were admitted to the hospital, I always sought older patients’ disease information from their family members. Eventually
” in criticalreflection. In S. White, J. Fook, & F. Gardner (Eds.), Criticalreflection in health and social care . Maidenhead, Berkshire: Open University Press.
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Gaventa, J., & Cornwall, A. (2006). Power and knowledge . In P. Reason, & H. Bradbury (Eds.), Handbook of action research . London