Abstract:
This paper reports on the first phase of the project which sought to document how reflective practice was conceptualised in the fields of teaching and social work.
Conversational interviews were undertaken with school principals, directors and managers of large social work organisations as well as with academics and early career teachers and social workers. Our goal was to gain an understanding of how reflection was interpreted and actioned in both teaching and social work. Some of the similarities and differences articulated across the two professions will be discussed.
Participants’ multi-dimensional conceptualisations of reflective practice were analysed and discussed at length by the project team. Findings from this first phase were then used as the basis for the development of four online curriculum modules with related resources to develop students’ reflective practice capabilities.
Conversational interviews were undertaken with school principals, directors and managers of large social work organisations as well as with academics and early career teachers and social workers. Our goal was to gain an understanding of how reflection was interpreted and actioned in both teaching and social work. Some of the similarities and differences articulated across the two professions will be discussed.
Participants’ multi-dimensional conceptualisations of reflective practice were analysed and discussed at length by the project team. Findings from this first phase were then used as the basis for the development of four online curriculum modules with related resources to develop students’ reflective practice capabilities.