‘Making’ as a catalyst for reflective practice

Within the research and teaching program of maker pedagogy(TM), this study analyzes how teacher candidates construct knowledge about teaching and teaching with technology. The study applies an experiential-intuitive framework of reflective practice and takes cues from critical thinking to analyze the participants’ interactions in a maker pedagogy lab. Schön’s conception of reflection drove the data collection and analysis of participants who were asked to reflect on their experiences gained in the maker pedagogy lab. The researchers argue that the maker pedagogy lab provides participants with a way to understand their teaching practice. The results demonstrate that the maker projects enabled teacher candidates to engage in exploratory and hypothetical talk about how they are thinking about teaching and learning, particularly with technology. Furthermore, the researchers uncovered that teacher candidates’ prior knowledge and frames of reference affect their making experiences and their developing identities as science and technology teachers.     

Integrating reflective activities in eportfolios to support the development of abilities in self-managed experiential learning

This article presents the case for self-managing and self-regulating learners to link their various forms of reflection explicitly, and to do so within an ePortfolio, in order to support the development of higher-level abilities such as problem-solving, critiquing, decision-making, empathising and resolving conflicts. It explores the reflective options for self-managed experiential learning, and concentrates upon what three forms of reflection (reflection-for, -on- and in-action) entail, and could contribute to learning and development. It also addresses how linking previous reflections (composted reflections) can contribute to the development of higher-level abilities. An ePortfolio is taken as a natural and effective location for this integration. Guidance is offered, requiring modest tutorial activity to generate and maintain learner involvement in the development of linked reflections in a learner’s assorted records and reflections housed in an ePortfolio. Suggestions for gathering learner constructive feedback on such initiatives are included.     

The impact of reflective practice in a university language class

This study by a university professor of foreign language examines what impact reflective practice has on students’ overall performance in a university language class. The findings support that reflective practice has a positive impact on students’ performance and their own role in learning. The intertwining nature of reflection in all contexts of learning processes strengthens instructional practices which students favorably described throughout this study.     

Proactive yet reflective? Materializing proactive personality into creativity through job reflective learning and activated positive affective states

Studies linking proactive personality to creativity have primarily taken a future-oriented perspective, describing a process where individuals assess future opportunities and risks of creative endeavors. Complementing this approach, we draw on an attribution theory perspective to delineate how proactive personality relates to employee creativity through the serial mediating effects of job reflective learning—a backward-looking cognitive process—and activated positive affective states. Job reflective learning captures backward-looking self-assessments and the underlying internal causal attributions, and it is differentiated into two valences: job reflective learning from successes and from failures. Based on two separate multi-wave, multi-source field studies, our findings consistently show a serial mediation process linking proactive personality to creativity through both valences of job reflective learning and activated positive affective states. Job reflective learning from successes breeds joviality, whereas job reflective learning from failures arouses attentiveness. Joviality and attentiveness—both types of activated positive affective states—in turn promote creativity. We discuss the theoretical and practical implications of how proactive employees manifest their proactivity trait into actual creativity through backward-looking cognitive and affective processes.     

论皮亚杰的方法论及其当代意义

皮亚杰从生物学的适应性和平衡化概念出发, 论证了有机体和外部环境之间的双向互动关系, 进一步通过认知过程与生物学过程的“同构”, 建立了一种结构论的发生认识论。发生认识论的主要论题包括:主客体相互作用论、认知结构的建构论, 以及心理逻辑论等。皮亚杰的理论建构方法有两个重要特征:第一, 皮亚杰强调功能相对于结构的逻辑先在意义。功能是有机体对环境的适应与平衡化。因此, 皮亚杰的方法论是一种功能论。第二, 皮亚杰方法论的思想基础是辩证法。皮亚杰的发生认识论一方面批判唯理论, 另一方面批判经验论, 最终形成了一套独特的认识论体系。皮亚杰的发生认识论对当今心理学和心灵哲学研究中诸多“难问题”, 诸如“他心问题”、“归纳问题”等, 可能提供了元理论层面和方法层面的引领和启发。     

Translation and preliminary validation of a Korean version of the parental reflective functioning questionnaire

This study aimed to explore the factor structure, reliability, and validity of a Korean translation of the Parental Reflective Functioning Questionnaire (PRFQ). The PRFQ consists of three subscales: prementalizing modes, certainty about mental states, and interest and curiosity in mental states. A convenience sample of 163 Korean parents completed the K‐PRFQ. Exploratory factor analysis showed three factors mapped on to the original PRFQ factors, but items from the original prementalizing modes subscale clustered into two additional factors. Data from a subsample (n = 67) showed that the certainty about mental states and interest and curiosity in mental states subscales correlated positively with more optimal self‐reported parenting. We discuss the validity of using the PRFQ in collectivistic cultures.     

BOOK REVIEWS

Crisis resolution and home treatment teams (CRHT) are integral to acute psychiatric services. This survey quantifies staff burnout using the MBI-HSS (Maslach Burnout Inventory) and notes sources of stress and satisfaction before (2012) and after (2013) service transformation of a CRHT in Leeds into a single point of access, with home treatment devolved to community teams. Moderate to high Burnout scores were observed over the study period, with a rise in the mean depersonalisation score from 5.8 to 7.2 over the study period. Contact with colleagues; work with patients and variety of work emerged as rewarding while themes of suicide and violence were most linked with stress, with clinicians reporting self-doubt in the face of difficult clinical decisions. Clinicians positively rated a weekly psychoanalytic reflective practice group. A pictorial representation of qualitative results uses psychoanalytic theory inconceptualising ‘skins’ around various aspects of the clinical setting, which then become semipermeable in response to a patient in crisis when clinicians feel poorly supported by the changing organisation.     

Mirror mirror on the ward: who is the unfairest of them all? Reflections on reflective practice groups in acute psychiatric settings

Consultant psychiatrists in medical psychotherapy, adult psychotherapists, child and adolescent psychotherapists and clinical psychologists increasingly complement their direct therapeutic activity with applications of their psychotherapeutic thinking in acute mental health work through facilitating reflective practice groups for staff working in mental health teams. The authors offer their reflections on facilitating National Health Service reflective practice groups using the metaphor of a mirrored dialogue between patient and professional, and professional and institution as a basis for informing the development of reflective practice for colleagues. Their reflections are based on working on three acute in-patient wards, in a crisis resolution team and in community mental health teams. They describe the practicalities of setting up and facilitating reflective practice groups, and offer insights into some of the issues that arise in reflective practice groups. They conclude that these groups are mutually beneficial in forging links between psychotherapy professionals and professionals working in other disciplines and areas of mental health. Facilitating these groups often requires a challenging adaptation of technique, which will not suit all psychotherapists, as well as a wider understanding of organisational dynamics and the interplay between clinicians and management.