Reflective practice has moved from the margins to the mainstream of professional education. However, in this process, its radical potential has been subsumed by individualistic, rather than situated, understandings of practice. Presenting critical perspectives that challenge the current paradigm, this book aims to move beyond reflective practice. It proposes new conceptualisations and offers fresh approaches relevant across professions. Contributors include both academics and practitioners concerned with the training and development of professionals.
Definitions of reflection (which are often implicit) often focus on the individual's internal thought processes and responsibility for their actions. The individual - what they did/thought/felt – is emphasised with little recognition of context, power dynamics or ideological challenge. This book presents the work of practitioners, educators, academics and researchers who see this as problematic and are moving towards a more critical approach to reflective practice.
With an overview from the editors and fourteen chapters considering new conceptualisations, professional perspectives and new practices, Beyond Reflective Practice examines what new forms of professional reflective practice are emerging. It examines in particular the relationships between reflective practitioners and those upon whom they practise. It looks at the ways in which the world of professional work has changed and the ways in which professional practice needs to change to meet the needs of this new world. It will be relevant for those concerned with initial and ongoing professional learning, both in work and in educational contexts.
Table of Contents
Part I: Conceptual challenges, Miriam Zukas, Helen Bradbury, Nick Frost and Sue Kilminster 1. Professionalism and social change – the implications of social change for the ‘reflective practitioner’, Nick Frost 2. Relocating reflection in the context of practice, David Boud 3. Beyond reflective practice: reworking the "critical" in critical reflection, Jan Fook 4. A learning practice: Conceptualising professional lifelong learning for the healthcare sector, Stephen Billett and Jennifer Newton 5. Really reflexive practice: auto/biographical research and struggles for a critical reflexivity, Linden West Part II: Professional Perspectives, Helen Bradbury, Sue Kilminster, Nick Frost and Miriam Zukas 6. Voices from the past: professional discourse and reflective practice, Janet Hargreaves 7. "It’s all right for you two, you obviously like each other": recognising challenges in pursuing collaborative professional learning through team teaching, Sue Knights, Lois Meyer and Jane Sampson 8. Preparing for patient-centred practice: developing the patient voice in health professional learning, Penny Morris, Ernest Dalton, Andrea McGoverin, Fiona O’Neill and Jools Symons 9. Informal Learning by Professionals in the United Kingdom, Geoffrey Chivers 10. Judgement, narrative and discourse: a critique of reflective practice, David Saltiel Part III: New practices, Nick Frost, Helen Bradbury, Sue Kilminster and Miriam Zukas 11. Re-imagining reflection: creating a theatrical space for the imagination in productive reflection, Kate Collier 12. A step too far? From professional reflective practice to spirituality, Cheryl Hunt 13. Developing critical reflection within an interprofessional learning programme, Kate Karban and Sue Smith 14. Beyond reflection dogma, John Sweet
Helen Bradbury is Senior Lecturer at the University of Leeds working in both education and health care. Helen worked in the NHS for 20 years as a hospital pharmacist before commencing her academic career.
Nick Frost is Professor of Social Work (children, childhood and families) at the Faculty of Health, Leeds Metropolitan University. Nick has published widely in the field of child and family social work, and worked for 15 years in local authority social work before he commenced his academic career.
Sue Kilminster is Principal Research Fellow in the Medical Education Unit at the University of Leeds. She has worked in vocational and professional education and research for over 20 years and was previously a nurse.
Miriam Zukas is Professor of Adult Education and the Director of the Lifelong Learning Institute at the University of Leeds. She has worked for the past 30 years with adult learners and with those who teach adults.
"Beyond Reflective Practice: New Approaches to Professional Lifelong Learning addresses reflective practice in an organized approach and is an enjoyable book to read. For educators in the fields of Theology and Religious Studies it offers an array of ideas about how to incorporate engaging and challenging activities and methods in teaching practice to stimulate lifelong learning for adult students across a variety of curriculums and environments."—Teaching Theology and Religion