exploring reflective statements

Information about exploring reflective statements

Published on February 6, 2008

Author: Reaa

Source: authorstream.com

Content

Exploring Reflective Statements: what mid-career professionals choose to reveal about their learning and its effects:  Exploring Reflective Statements: what mid-career professionals choose to reveal about their learning and its effects Eileen Carnell and Anne Gold Institute of Education, University of London Doctor in Education (International):  Doctor in Education (International) It offers experienced professionals exciting opportunities for a cross-cultural and global examination of professionalism in education. The new and challenging perspectives on doctoral research brought by professionals from all over the world provide for stimulating debates among staff and students Doctoral School Handbook The EdD (International) programme::  The EdD (International) programme: The reflective statements we have read for this paper are written at the end of the taught courses and before the research components. At this stage, participants have completed four assignments which have been supported by tutorials and formative comments on drafts – they have then been assessed at D level. The statement accompanies copies of the four assignments as well as the four sets of formative feedback and summative assessments, all of which are submitted as a portfolio. The reflective statement should provide the following (page 4): :  The reflective statement should provide the following (page 4): A brief description of and reflection on the content of the assignments; Reflection on the relationship between the assignments and on progression across the taught courses and assignments; If appropriate, how your academic thinking has been influenced and developed as a result of the feedback; The reflective statement should provide the following (page 4) continued::  The reflective statement should provide the following (page 4) continued: Consideration of the relationship between the work you have done as part of the EdD (International) programme and your professional practice and development; Evidence of the development of your ideas for the institution-focused study (IFS) and thesis and how the coursework you have done relates to them. Nikos (page 15):  Nikos (page 15) ‘This is the first time I had ever been to a school as a researcher. I had a chance to look at things as an “outsider”, as an “intruder”. I had the opportunity to feel how delicate and complex at the same time it is to interview adolescents or more mature students and how caring an interviewer should be to those who are willing to open their hearts in conditions of mutual trust…What I can say for sure is that I am now able to look upon educational matters in a different way. Now I can listen to and understand better what students have to say.’ Margaret (page 16):  Margaret (page 16) ‘Professionally I have realised that research is not a thing added on to all the other things I do in my life but that it is now central to me as a professional. I have always considered myself a reflective practitioner and someone open to different ideas but through undertaking the EdD I have become even more reflective and certainly more skilled in doing so. I now see research-informed practice as essential to sound development and progress. I know that I am some way yet from being a skilled researcher but I also feel more committed and confident that this is the path I wish to continue along and I have a much clearer sense of direction.’ Jerzy (page 17):  Jerzy (page 17) ‘Although it might not be instantly obvious to the reader, when reflecting on my progress, my unbiased fascination with technology has been waning and has been gradually replaced by more careful and critical judgements what still appreciate what it might offer to make the teaching/learning processes more efficient and more fulfilling to all parties involved….On a personal level, writing these essays evoked the feeling of fear and it is the Fear Factor that forces me to constantly revise long-held cheerful notions of what technology brings to our world… Chris (page 18):  Chris (page 18) Gradually I began to discover new lenses for looking; these have enhanced my understanding of what educators are attempting to achieve when engaged in the complex task of leading professional development…. As I approach a new academic session, I realise that at a profound level my perceptions of what it is to be a learner and a teacher are changing…I used to enjoy reading about mountaineering pursuits…at the present time, I feel as if I have indeed reached base camp, but that there is a long climb ahead. Louise (page 18):  Louise (page 18) My primary motivation has always been for personal stimulation and growth. At present, I can honestly express that I have no plans to use the degree on completion…Discovering the extent of the learning conditions in the least developed areas of the world was genuinely humbling. I believe that these exercises were essential in inciting me to think about the “bigger picture” and how the work I do might fit in against the backdrop. What we learnt about their learning (page 19):  What we learnt about their learning (page 19) In some there was a main focus on coming to learn academic and professional skills and they were pleased to have done so Some others told us that they been transformed: they told us that initially they had no questions to ask or they were intent on doing just enough to pass, but instead, they were profoundly moved by the learning experience And some told us that they came with the expectation of transformative learning Slide12:  A brief description of and reflection on the content of the assignments – you may also wish to comment on any new insights and understandings have you gained from writing the assignments. Reflection on the relationship between the assignments and on progression across the taught courses and assignments; How your academic thinking has been influenced and developed as a result of the feedback; Consideration of the relationship between the work you have done as part of the EdD (International) programme and your professional practice and development; in what ways have your practices changed as a result? What have you gained from a different, and international, perspective? The statement should provide the following: (page 22-23) The statement, continued::  The statement, continued: You may wish to comment about the ways in which your learning and your emotions have connected on the programme, and about the explanations for this connection You may want to write about how you see yourself as a learner at this stage in the programme – have your views of yourself as a learner changed? Have your views of learning changed? Some evidence of the development of your ideas for the institution-focused study (IFS) and thesis and how the coursework you have done relates to them.

Related presentations


Other presentations created by Reaa

Earthquakes and Volcanoes
14. 02. 2008
0 views

Earthquakes and Volcanoes

Toxicology Lecture 1
08. 01. 2008
0 views

Toxicology Lecture 1

chap36
10. 01. 2008
0 views

chap36

BRAZIL INDIA
11. 01. 2008
0 views

BRAZIL INDIA

Our Solar System
16. 01. 2008
0 views

Our Solar System

albright
21. 01. 2008
0 views

albright

DiscoverBAE
22. 01. 2008
0 views

DiscoverBAE

Summerof fire vocab
22. 01. 2008
0 views

Summerof fire vocab

Willie H final
22. 01. 2008
0 views

Willie H final

Global IPO Trends Report Summary
23. 01. 2008
0 views

Global IPO Trends Report Summary

ubi07 context sensing
04. 02. 2008
0 views

ubi07 context sensing

05aug LTERFrameworkForSites
05. 02. 2008
0 views

05aug LTERFrameworkForSites

Safety Lecture I 2008
07. 02. 2008
0 views

Safety Lecture I 2008

small wind 102 104 optimized
12. 02. 2008
0 views

small wind 102 104 optimized

metadata dc
13. 02. 2008
0 views

metadata dc

McGuinness
14. 02. 2008
0 views

McGuinness

slides for recording 34 37
28. 02. 2008
0 views

slides for recording 34 37

XAlwaysNEWORDER MASTER080806
29. 02. 2008
0 views

XAlwaysNEWORDER MASTER080806

wtst schroeder
17. 01. 2008
0 views

wtst schroeder

009 simple
03. 03. 2008
0 views

009 simple

Alison Hickey
05. 03. 2008
0 views

Alison Hickey

Deserts
10. 03. 2008
0 views

Deserts

2UNITTWOpic
14. 04. 2008
0 views

2UNITTWOpic

play fair 2008
15. 04. 2008
0 views

play fair 2008

bingo
17. 04. 2008
0 views

bingo

post projectseminar
22. 04. 2008
0 views

post projectseminar

DrexelCoAS016 Francl
23. 04. 2008
0 views

DrexelCoAS016 Francl

Glazer ITS CA 2007 GoodsMovement
24. 04. 2008
0 views

Glazer ITS CA 2007 GoodsMovement

scales
11. 01. 2008
0 views

scales

2 20051212
07. 05. 2008
0 views

2 20051212

Clarke
02. 05. 2008
0 views

Clarke

Passage a
02. 05. 2008
0 views

Passage a

Dana May Casperson PP
15. 01. 2008
0 views

Dana May Casperson PP

piel y diabetes
10. 01. 2008
0 views

piel y diabetes

slsa07 140
29. 01. 2008
0 views

slsa07 140

ERGONOMICSat WSU TC
05. 03. 2008
0 views

ERGONOMICSat WSU TC

061111 tommy 2
12. 02. 2008
0 views

061111 tommy 2

BoucherNAFBW2K
19. 01. 2008
0 views

BoucherNAFBW2K

chapter8v3
12. 01. 2008
0 views

chapter8v3

imp cra
16. 01. 2008
0 views

imp cra

WP00 Summary TRANS CSP 01
21. 01. 2008
0 views

WP00 Summary TRANS CSP 01

chap6
08. 01. 2008
0 views

chap6

2008JAGPre BidPresentation
03. 03. 2008
0 views

2008JAGPre BidPresentation