Theory in Practice: Creating a Space for the Creation of Self-knowledge as Developing Reflective Practitioners through Visual Representation and Narrative

The research aims to develop an understanding of the role of visual representations and narrative in enabling students’ critical reflection. The research builds on the following published works with a specific focus on how these and other factors informed the learning process:Appleby, K. (2010) Reflective Thinking, Reflective Practice. In: Reed M., & Canning N., eds. Reflective Practice in the Early Years. London, Sage Publications, pp. 7-23.; Appleby, K. and Hanson, K. (2015) Reflective Practice. In: Reed, M. and Walker, R. (eds); Bolton, G. (2010); Hanson, K. (2011;) Hanson, K. (2012). The presentation is underpinned by reflective practice theory specifically ‘Reflective Activism’ (Appleby, K and Hanson, K., 2014) and how this is realised within pedagogical approaches. The paradigm for this research is interpretative/ constructivist. The research uses a range of qualitative methods including a reflective pedagogical conversation with students and content analysis of student work, which includes expressive and exploratory writing,visual representations,storytelling. The data is analysed using triangulation within and between methods to identify themes. The data are drawn from the researchers’ own personal experience as reflective practitioners. Student representations used within the presentation have been granted appropriate consent. Exploring alternative forms of representation enhance students‘ ability to engage with the reflective process and engage in meaning making designed to improve practice. Workforce development within the wider Children and Families Workforce enables the development of reflective practitioners, curriculum development including learning and teaching content and approaches.