Developing Theory for Practice: Reflective Practice as a Way of Being

Appleby, Karen (2015) Developing Theory for Practice: Reflective Practice as a Way of Being. In: EECERA 25th Annual Conference. Innovation, Experimentation and Adventure in Early Childhood, 7th - 10th September 2015, Barcelona, Spain. (Unpublished)

Abstract

The aim is to develop a conceptual framework, which allows the recognition (in practice) of reflective activism as a way of being.The research draws upon published discourses on reflective practice. It also draws upon published work (Appleby 2010; Hanson 2011, Appleby & Andrews 2012). The research builds on professional inquiry with students which informed curriculum content within Early Childhood programmes.The research is based on social constructivist and transformational theory. It explores theories of critical thinking, professional learning and reflective practice. It offers a contemporary view of reflective practice which can be described as reflective activism. The research was based upon collaborative practice based inquiry using a range of qualitative methods. For example, it includes analysis of teaching strategies and student evaluations, interviews and content analysis of written reflections on practice .Ethical protocols for the evaluative data were established with participants including participation and withdrawal including permission to use their evaluations. The researchers were sensitive to the fact that some of the revelations from participations revealed complex issues and therefore obtained formal where appropriate. Reflective practice is a multidimensional concept. It is made visible as Reflective Activism when viewed through a number of lenses, including a socio cultural lens (Hanson& Appleby 2015).The outcome of the research has informed teaching and learning strategies in Higher Education. A chapter has been published (Hanson & Appleby, 2015) and used to inform further curriculum development.

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