Debriefing Interviews and Coaching Conversations: Strategies to Promote Student Reflexivity and Action

Autor/inn/en	Maritz, J.; Jooste, K.
Titel	Debriefing Interviews and Coaching Conversations: Strategies to Promote Student Reflexivity and Action
Quelle	In: South African Journal of Higher Education, 25 (2011) 5, S.972-986 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Interviews; Coaching (Performance); Case Studies; Qualitative Research; Reflection; Supervision; Supervisor Supervisee Relationship; Graduate Students; Graduate Study; Epistemology; Nursing Education; Nursing Students; Transformative Learning; Self Concept; Semi Structured Interviews; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Qualitative Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Erkenntnistheorie; Pflegepädagogik; Pädagogische Transformation; Selbstkonzept; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Without conscious will and engagement in critical reflexivity as a process of growth and learning in research, students remain unaware of their subjective biases and the effect of bias on the inquiry. A qualitative, exploratory, single descriptive case study was used to explore and describe the operationalisation of debriefing interviews and coaching conversations as strategies to promote student reflexivity and action in postgraduate supervision practice. Two female Master of Technology (Somatology) students were purposively selected. Data were collected through in-depth semi-structured debriefing interviews, coaching conversations and semi-structured naive sketches. Data analysis followed a thematic coding approach. It was found that the strategies of debriefing interviews and coaching conversations promote self-awareness and methodological awareness, transformation, learning and support, and increase students' capability to act and react more quickly to research challenges. However, bracketing of personal epistemological beliefs and ethical reasoning remain a challenge. (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10