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In this paper I reflect on my research interests and the significance of my personal learning in the course of my doctoral research journey. The paper particularly addresses how we learn and how we come to know, as well as considering the implications of this for teaching and learning in schools today. It builds on the many synchronistic experiences - ideas, authors and books - that became sources of inspiration for me, and especially the idea of deep learning. The U describes a deep learning process of transformational change characterised by deepening perception and awareness articulated in three major stages: transforming perception, transforming self and will, and transforming action. The paper represents my participation in a facilitated collaborative research group in which we were encouraged to experiment with creative ideas such as painting, writing Haiku and poetry as a way of exploring and clarifying our research ideas. [ABSTRACT FROM AUTHOR]

In this article, we explore the value of metaphorical performance as both a site of inquiry and a product of inquiry. As we engaged in dialogue about performance versus presentation, audience perceptions, and how best to capture our musings in written text, we encountered resistance both within ourselves and within our audience. Situating this dialogue within the paradigm of arts-based inquiry allows us to resolve issues related to identity, acceptable research presentation formats, and audience, both intended and accidental. The paper is intended to be read as a performance text and ongoing dialogue that weaves together our voices as teachers-writers-researchers and those of prominent researchers in the field. [ABSTRACT FROM PUBLISHER]

This research investigated the use of poems for reflection. Participants (n = 16) were enrolled upon a Foundation Degree in Sports Coaching. Part modular assessment saw the students create an action plan that provided key indicators as to their ability within a range of study skills. The entire cohort failed to implement the plan. Whilst there exists a prevailing wind of poetic embrace within the social sciences, limitations are evident within the domain of sport and physical activity. The research questions whether poems may be implemented as a means to initial reflection and reorientation and as a consolidation of prior learning. Findings suggest poetry may aid initial reflection and reorientation and a consolidation of prior learning, that the writings were enjoyable, at times frustrating, developmental and that such creativity might be advocated elsewhere across the HE curriculum. Implications for the learner are discussed and I suggest a framework for practitioners (‘Reflective Facilitation’), which considers how we may assist our learners in a process of guided discovery in which their reflections may become critical and self-governed. The paper then considers the limitations of the research process and offers considerations for future practice. [ABSTRACT FROM PUBLISHER]

The practice of reflection in teacher education is a contentious area. Debates have focused on the nature of reflection and how to evidence that it is taking place. Students training to be teachers in the UK are expected to be taught about reflection and incorporate it into their practice. This qualitative study took place in response to difficulties trainee teachers had in grasping abstract concepts. The study explores the use of reading poetry as a tool for facilitating reflection. Data were gathered by observing groups at work with the poems and by interviewing the participants. The findings were that poetry particularly encourages students to venture to areas that they may not address unprompted. It also encouraged a particular form of reflection, to do with the nature of teacher identity and the value of teaching. We suggest that further studies with larger sample groups could be carried out to test these findings. [ABSTRACT FROM PUBLISHER]