Volume 7, Issue 1, March 2019, Page: 11-16
The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers
Melissa Mantle, Institute of Sport, University of Chichester, Chichester, United Kingdom
Received: Jan. 25, 2019;       Accepted: Mar. 14, 2019;       Published: Apr. 3, 2019
DOI: 10.11648/j.ijsedu.20190701.13      View  530      Downloads  75
The prime aim of this paper is to test the effectiveness of an oral reflective learning strategy that was introduced to a group of post graduate student teachers based within higher education, in order to secure their learning and, in turn, their performance as a reflective practitioner and teacher. The study was designed to include discussion groups and action learning sets, which took place within the University setting, after a period of work based experience. The PGCE cohort of 30 students were selected to take part in the reflective learning activities. A base line assessment of reflection took place, with the ‘level’ of reflection being assigned using Dewey’s stages of learning (suggestion, problem solving, hypothesis, reasoning and testing) to ascertain which approach (discussion groups of action learning sets) were most effective. The results, following a series of groups and sets, showed the level of reflection increased in both activities but a more detailed level of reflection occurred in the action learning sets, providing self-generated reflective responses securing a greater understanding of the complexities of the situation. Thus, those involved with teacher training should note: oral reflective learning strategies are a useful tool to increase a meaningful connection to experience.
Reflection, Action Learning Sets, Discussion Groups, Narrative
To cite this article
Melissa Mantle, The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers, International Journal of Secondary Education. Vol. 7, No. 1, 2019, pp. 11-16. doi: 10.11648/j.ijsedu.20190701.13
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Bloom, B. (1956). Taxonomy of Educational Objectives. London: Longmans.
Dewey, J. (1933). How we think: A Restatement of the Relation of Reflective Thinking to the Educative Process. London: Lexington Heath.
Moon, J. (2010). Reflection in Learning & Professional Development. London, New York: Routledge/Falmer.
Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teachers College Record 10 (4), 842–866.
Farrell, P. (2004) School Psychologists. School Psychology International. 25:5-19.
Schön, D. and Argyris, C. (1987). Theory in Practice: Increasing Professional Effectiveness. London: Jossey-Bass.
Mezirow, J. (1983). ‘Critical theory of adult learning and education’. In Tight, M. (Ed.), Education for Adults, Vol. 1. London: Croom Helm.
Mezirow, J. (Ed.) (2000). Learning as Transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.
Moon, J. (2008). Critical Thinking. An Exploration of Theory and Practice. Abingdon, New York: Routledge.
Boud, D., Keogh, R. and Walker, D. (2013). Reflection: turning experience into learning. London: Kogan Page.
Osterman, K. F. and Kottkamp, R. B. (2015). Reflective Practice for Educators –Professional development to improve student learning. London, Corwin Press Inc.
Mantell, A. and Scragg, T. (2018). Reflective practice in social work. London: Sage.
Sellars, M. (2017). Reflective practice for teachers. London: Sage.
Parsons, M. and Stephenson, M. (2005). Developing Reflective Practice. Teachers and Teaching: theory and practice 11 (1), 95–116.
Malthouse, R. and Roffey-Barentsen, J. (2013). Reflective practice in education and training. London: Sage.
Ghaye, T. (2010). Teaching and Learning through Critical Reflective Practice. Oxon: Fulton Pub.
Norton, L. (2018). Action research in teaching and learning: a practical guide to conducting pedagogical research in universities. Oxon: Routledge.
McDrury, J. and Alterio, M. (2003). Learning through Storytelling. Using reflection and experience in higher education contexts. New Zealand, Palmerston North: The Dunmore Press Ltd.
Kruegar, R. and Casey, M. A. (2015). Focus groups, a practical guide for applied research. London: Sage.
Hunt, C. (2010). ‘A step too far? From professional reflective practice to spirituality’. In Bradbury, H., Frost, N., Kilminster, S. and Zukas, M. (Eds.), Beyond Reflective Practice (pp. 155–169). London: Routledge.
Brockbank, A. and McGill, I. (2004). The Action Learning Handbook. Falmer: Routledge.
Mertler, C. (2019). The Wiley handbook of action research in education. Chichester: Wiley-Blackwall.
Fook, J. (2010). ‘Reworking the “critical” in critical reflection’. In Bradbury, H., Frost, N., Kilminster, S. and Zukas, M. (Eds.), Beyond Reflective Practice (pp. 37–51). London: Routledge.
Knott, C. and Scragg, T. (Eds.) (2007). Reflective Practice in Social Work. Exeter: Learning Matters Ltd.
Skilbeck, M. (1970). Dewey – Educational Thinkers Series. London: Macmillan.
Clandinin, D. and Connelly, F. M. (2004). Narrative Inquiry. Experience and Story in Qualitative Research. San Francisco: Jossey-Bass Publications.
Bold, C. (2012). Using narrative in research. London: Sage.
Hammond, J. (1990). New Methods in RE Teaching – An Experiential Approach. Harlow: Oliver and Boyd.
Fairclough, N. (1992). Discourse and Social Change. Oxon: Blackwell.
Wetherall, M., Taylor, S. and Yates, S. J. (2015). Discourse as data, a guide for analysis. London: Sage.
DeFina, A. and Georgakopoulou, A. (2019). The handbook of narrative analysis. Oxon: Wiley- Blackwall.
Browse journals by subject