Bridging the Gap between Reflective Learning and Reflective Practice through Anticipatory Reflection

Autor/inn/en	Glaister, Catherine; Gold, Jeff
Titel	Bridging the Gap between Reflective Learning and Reflective Practice through Anticipatory Reflection
Quelle	In: Education & Training, 64 (2022) 8-9, S.1060-1073 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glaister, Catherine) ORCID (Gold, Jeff)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-09-2021-0345
Schlagwörter	Reflection; Student Experience; Transfer of Training; Visualization; Writing (Composition); Student Attitudes; Self Esteem; Self Efficacy; Empathy; Theory Practice Relationship; Graduate Students; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Studienerfahrung; Training; Transfer; Ausbildung; Visualisation; Visualisierung; Schreibübung; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Empathie; Theorie-Praxis-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Großbritannien
Abstract	Purpose: This paper aims to analyse student perspectives on the contribution that teaching anticipatory reflection can make to the development of their reflective practice. The project explores lived student experiences of anticipatory reflection and the value students attribute to these in helping them bridge the transfer gap between reflective learning and reflective practice. Design/methodology/approach: An interpretivist approach is taken whereby student reflections on the students' experiences of practicing anticipatory reflection in a workshop setting were analysed using template analysis to understand the value attributed to these. Students were guided through a series of exercises including visualisation of future events and the nature of future practice as well as reflective writing. Findings: Students identified multiple benefits of being taught and practising anticipatory reflection. Specifically, high levels of realism, personal relevance and engagement were reported, as well as increased confidence, self-efficacy and self-belief. In addition, the development of empathy and increases in self-awareness were common benefits of working through the process of anticipatory reflection. Originality/value: In contrast to existing retrospective approaches, here the authors focus on the future, using anticipatory reflection to inform pedagogical approaches enabling students to experience anticipatory reflection in a classroom setting. The positive value attributed to experiencing anticipatory reflection suggests that the temporal focus in teaching reflection should evolve to incorporate prospective approaches which have a valuable role to play in bridging existing transfer gaps between reflective learning and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01