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12 Jul, 2010 in art pottery by admin

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Developing reflective agents of change: a role of Higher Education

Changes in operational procedure, management styles and services offered to clients and customers characterize many places of employment. An examination of the internet and other media reveals the rapid development of new products and seamless modifications of existing ones. A more recent factor which caused major changes in people’s income, life style and attitude, is the disruptions in the world’s financial market. Given the fact that change is a global reality, one role of higher education institutions is to enable students to not just function effectively in rapidly changing workplace environments, but to become reflective agents of change.

Reflection, a tool of change

Reflection means, careful consideration or thought; a process of disciplined intellectual criticism combining research, knowledge of context, and balanced judgment (critical thinking) about previous, present, and future actions, events, or decisions (Gayle, Gayle 1999). Zeichner and Liston (1996) put this in practical terms when they point out that being reflective involves examining, framing, attempting to solve dilemmas of the workplace, and asking questions about ‘self’, that is, one’s embedded assumptions and values. It also involves attending to the institutional and cultural context of the workplace, taking part in change and development, and taking responsibility for one’s own professional development. ‘Framing’, according to Schon (1987), means the individual selects (in a qualified and circumscribed sense) what will be treated as the problem. He or she then set the boundaries of their attention to the problem, and imposes on it a coherence, which allows them to say what is wrong and in what directions the situation needs to be changed.

Being a reflective agents of change

Broadly speaking, a reflective agent of change makes use of reflection in the process of effecting change. Specifically, it involves both cognitive and affective processes such as employing self-directed critical thinking as a means of improving workplace conditions policies and procedures. The reflective agent of change develops an ‘uneasiness’ about protocol, process and procedure which leads to questioning of these aspects of the workplace, trying out new strategies and ideas, seeking alternatives, and using higher order thinking skills (Elder, Paul 1994, & Cunningham 2001). The development and use of self-directed critical thinking and ongoing critical inquiry will also result in greater understanding of the workplace. Cole (1997) & Calderhead (1992) categorize this as contextualised knowledge. This kind of knowledge is critical to the implementation of appropriate changes in the workplace because, successful changes to policies or procedure depend on knowledge of the nuances, thinking of the employers and employees and overall ethos of the workplace.

Secondly, being a reflective agent of change also involves the use of one’s affective skills as a means of improving practice. Markham (1999), points out that this includes the use of personal intuition, initiative, values, and experiences in the process of making sound judgment and decisions. If affective skills are honed, they will improve one’s ability to react, respond, assess, revise, and implement new approaches and activities. According to Cunningham (2001) and Bengtsson (1993), the honing process will develop further self-awareness, self-improvement and knowledge.

Thirdly, being a reflective agent of change also requires willingness to confront the uncertainties of one’s philosophies which undergird judgments, decisions and ideas for change. This is developed by examining ‘self’, personal competences and personal philosophies in a collaborative manner involving receiving, and giving feedback to colleagues

Developing reflective agents of change

From personal research in the area of reflection and reflective teaching (Minott 2006), I conclude that everyone has the capacity to reflect, for reflection is an element of being human. However, I also agree with Posner (1989) that there are ‘more’ or ‘less’ reflective individuals, hence there are ‘more’ or ‘less’ reflective students. This conclusion also highlights the fact that there are those who, for any number of reasons, for example, training or a lack of training in reflective techniques, or personal disposition and likeness or dislike for reflection, emerges as being either ‘more’ or ‘less’ reflective. Therefore, three things are required to develop students as reflective agents of change.

Firstly, there is the need to ascertain their belief and disposition on the matter of reflection. Again personal research (Minott 2006) as confirmed popular theories, that students’ belief can hinder or help. In this process, it is important to help students to bring their embedded beliefs, values and assumptions about reflection to the fore for examination before beginning the process of encouraging their reflective skills. Secondly, there is the need to develop students’ proficiency in the use of the techniques and tools of reflection. This includes the use of reflective journal writing, collaborative exercises, the use of questions, and what to question. Thirdly, there is the need to encourage the affective or intuitive aspect of the practice, for example, sensitivity to factors that make particular ways of operating more or less appropriate, willingness and the capacity to ‘research’ their own work, and an awareness that the choices they make on the job are shaped by their belief.

References

Bengtsson, J. (1993). ‘Theory and Practice: two fundamental categories in the philosophy of Teacher education’. Educational Review 45.3 Wade B Davies L, Thomas H Upton G, Lawn M, Walker S, Chitty C and Martin D (Eds) Abingdon, Carfax Publishing Co

Calderhead, J. (1992). ‘The Role of reflection in Learning to Teach’, In Valli Linda (Editor) Reflective Teacher Education – Cases and Critiques USA: State University of New York

Cole, A.L.(1997). Impediments to Reflective practice towards a new agenda for research on Teaching. In Teachers and Teaching; theory and practice 3.1

Cunningham, F.M.A. (2001). Reflective teaching Practice in Adult ESL in Eric Digest USA: Washington DC http://www.cal.org/caela/esl% 5Fresources/digests/reflect.html (September 8 2005)

Elder, L., & Paul, R. (1994). "Critical Thinking: Why we must transform our teaching." Journal of Developmental Education Fall 34-35

Ghaye, T., & Gaye, K. (1999). Teaching and Learning through critical reflective practice London: David Fulton Publishers

Minott, M.A. (2006). Reflection and Reflective Teaching A Case Study of Four Seasoned Teachers in the Cayman Islands. PhD thesis, University of Nottingham, retrieved from http://etheses.nottingham.ac.uk/227/1/Reflection_and_Reflective_Teaching_Thesis.pdf Thursday April 17 2009

Markham, M. (1999). ‘Through the Looking Glass: Reflective Teaching through a Lacanian Lens’ In Curriculum Inquiry 29: 1

Posner, G.J. (1989). Field Experience methods of Reflective Teaching New York: Longman Publishing groups

Schon, D.A. (1987). Educating the Reflective Practitioner USA: Jossey-Bass Inc

Zeichner, K. M. & Liston, D. P. (Editors) (1996). Reflective Teaching- An Introduction USA: Lawrence Erlbaun Associates, Inc

About the Author

Dr. Mark A. Minott is Associate Professor Co-Course Developer and Coordinator in the Department of Teacher Education at the University College of the Cayman Islands. His research areas include reflective teaching, teacher education, higher education and the Arts in Christian worship.

Staying in a hotel if your under 18?

Im 17 and Im planning to travel to Abingdon, Maryland USA from Canada by myself. The hotel i want to stay in is Days Inn hotel. I was wondering if theres any way i can get into this hotel even if im under 18. Is it possible to get my parents to make reservations for me? I heard you can do this but you need a credit card but my mom does not have one so is there any other way i can get into this hotel?

It's not possible. They generally don't allow anyone under the age of 21 to book a hotel room, sometimes its 18. But without an adult's ID card or liscence & credit card I do not see it happening.

Tour of Abingdon's Star Museum