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This two-stage study was conducted to examine the awareness of policy and underlying pedagogy as well as the use of reflective practice by teaching staff (faculty) within a Scottish university. In the first stage, teaching staff completed a questionnaire; of these 14 then took part in stage two, semi-structured interviews. Interview transcripts were subject to thematic analysis and three main themes emerged: (1) The methods and processes of reflection ('How'); (2) The personal and organisational drivers for employing reflective practices ('Why'); and (3) The barriers to reflection ('Why not'). Significant findings included the dominance of traditional (paper-based as opposed to computer mediated) reflective writing in teaching staff's own reflection, and the importance of both formal and informal group reflection in methods and process. Reasons for reflection focused on the importance of both organisational drivers such as professional standards and awarding bodies, and personal drivers such as personal growth, identity, and psychological wellbeing. Barriers to reflection included both the concrete such as insufficient time and lack of opportunities to share resources, as well as the attitudinal and cultural. Possible ways of tacking these barriers also emerged. Implications for organisational and individual practice are discussed. [ABSTRACT FROM AUTHOR]

In this conceptual paper, we present a professional practice-oriented Multidimensional Model of Reflective Practice (MMRP) and a Critical Incident Reflection (CIR) protocol as worthwhile tools for supporting teacher candidates (TCs) to become more self-directed, multi-faceted, and holistic in their reflective practice. The model presents reflection as a complex endeavor situated in a dynamic milieu. It emphasizes the complementary nature of professional competencies of knowledge, skills, and disposition, and the interrogation of an incident through technical, contextual, and critical reflection as well as reflection-in, -on, and -for-action. The CIR protocol provides scaffolding support for TCs as they move toward becoming independent reflective practitioners. Together, the MMRP and CIR protocol facilitate multidimensional reflection. We present a case for providing a more deliberate support for reflection. In doing this, we define reflection, highlight its common frameworks, and discuss the significance of intentional and systematic reflection on professional competencies. In the conclusion, we bring these ideas together to discuss the implications for a self-directed and agentic approach to reflection and professional growth. [ABSTRACT FROM AUTHOR]

This paper seeks to expose the definition of reflective practice from its seminal roots through the lens of a critical review underpinned by epistemological perspectives of the Vygotsky Principle, Temporality and Socio-Cultural Theory. The discussion includes the framing of reflective practice and the models that have been developed from discourse over time, concluding that reflective practice is a personal interpretation driven by the individual’s choice of reflective practice model. [ABSTRACT FROM PUBLISHER]