Difficulties teachers report about students’ reflection: lessons learned from dance education (original) (raw)
Related papers
Pedagogical practices of reflection in tertiary dance education
European Physical …, 2008
The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory and Kant. We aimed to describe the pedagogical practices of reflection, and to develop a descriptive model of the practices of reflection in tertiary dance education which can be used by dance educators to support their students' reflection activities. Data about the reflection practices were collected from 13 dance teachers in the Netherlands. The developed model of pedagogical practices consists of five types of reflection based on the Kantian and pragmatists' notions of reflection.
Designing Support for Reflection Activities in Tertiary Dance Education
primus.archimedes.ee
The aim of the current study was to support beginning dance teacher's reflection on their teaching and student's learning. We designed a methodical instruction for guided core reflection ( [Korthagen and Vasalos, 2005] and [Husu et al., 2009]), and aimed to find out: How do beginning dance teachers reflect following the guided core reflection procedure and which levels of teacher activity are reached with guided core reflection instruction? Data (840 units of reflection) was collected from nine dance students studying at a university in Estonia. The findings suggest that the developed instruction seems to be successful in supporting beginning dance teacher's reflection.
Journal of Dance & Somatic Practices, 2019
This article draws from a collaboration between Rambert School of Dance, University of Kent, University College London Institute of Education and an anthropological filmmaker. Together we took a creative and embodied approach to teaching reflective practice within a conservatoire to second-year dance students. In this article, we explore where this somatically inspired pedagogy sits within dance training. We discuss the nature of reflection for dance training, and in particular consider embodied reflective practice. Finally we offer effective methodologies for drawing out and capturing embodied practice.
Journal of University Teaching and Learning Practice
As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work-Integrated Learning field for the ways it helps students make sense of their learning. The ongoing reliance on journals for practising and documenting reflection has several benefits; however, a diverse student body, engaging with diverse learning experiences, is likely to benefit from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this con...
How to determine the quality of students' reflections?
2011
This article discusses some of the ambiguities related to the concept of reflection in education, and presents an alternative approach for determining the focus and quality of students’ reflection. Accordingly, the focus of reflection can vary from a concrete technical aspect of an experience to the broader societal context of that experience, and the quality of reflection can be described through successive stages of argumentation: describing, justifying, evaluating and discussion. The developed coding schema for determining the focus and quality of reflection was pilot tested on reflection fragments written by a small sample of tertiary dance students.
As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to be er prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work- Integrated Learning eld for the ways it helps students make sense of their learning. e ongoing reliance on journals for practising and documenting reflection has several bene ts; however, a diverse student body, engaging with diverse learning experiences, is likely to bene t from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this conceptual paper accepts the challenge to “disrupt” (deFreitas 2007) the text and “move beyond the diary” (Harvey et al. 2012) to present an argument for the value and role of alternative modes of reflection, spanning arts-based, embodied, mindful and technological approaches. Underpinning this advocacy of diverse mediums for reflection are the principles of inclusivity and universal design.
Reflection theories and pedagogies: cross-disciplinary perspectives
What is this series about? What is reflection? How does it work? How do we apply it to our scholarly work and practice? What does it mean to be a reflective practitioner? What are key theories of reflection? How can these inform the way we teach and assess reflection to our students? These, and many other questions such as these, will be explored in an exciting new seminar series organised by CLAD & Learning Spaces in 2016-17. We will host a number of scholars from Birmingham and beyond, who will discuss theoretical and practical aspects of reflective practice. There are two types of contributions to this series - contributions attending to theory and contributions offering examples of practice. The series considers key theoretical approaches to reflection on a chronological basis. This allows for a deeper understanding of the origin and development of the concept of reflection, and facilitates a considered examination of the different approaches to reflective practice. The practice sessions will not always be linked to a particular theorist, though it is intended that the theories may guide the consideration of these examples. There series offers an opportunity for those attending to take part in discussions and to share ideas and perspective
Learning about Reflection in Teaching
2008
This chapter explores our learning about teaching through reflection. My discussion is framed around my assumption that through the integration of multiple reflective practices in the Learning and Teaching Mathematics units, pre-service teachers would be encouraged to reflect critically on their learning. Reflective practices included an introduction to multiple reflective tools (the ALACT cycle of reflection, Freewrites and Critical Incident Questionnaires) and I discuss why and how reflective tools were introduced and utilised; what we learnt from their implementation and examine the ways in which my initial assumption was supported and/or challenged. I begin this chapter with a brief review of the literature relating to the impact of reflective practice in teacher education programs and the ability (or inability) of programs to succeed in the development of critical reflection, in particular.