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The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers

Received: 25 January 2019     Accepted: 14 March 2019     Published: 3 April 2019
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Abstract

The prime aim of this paper is to test the effectiveness of an oral reflective learning strategy that was introduced to a group of post graduate student teachers based within higher education, in order to secure their learning and, in turn, their performance as a reflective practitioner and teacher. The study was designed to include discussion groups and action learning sets, which took place within the University setting, after a period of work based experience. The PGCE cohort of 30 students were selected to take part in the reflective learning activities. A base line assessment of reflection took place, with the ‘level’ of reflection being assigned using Dewey’s stages of learning (suggestion, problem solving, hypothesis, reasoning and testing) to ascertain which approach (discussion groups of action learning sets) were most effective. The results, following a series of groups and sets, showed the level of reflection increased in both activities but a more detailed level of reflection occurred in the action learning sets, providing self-generated reflective responses securing a greater understanding of the complexities of the situation. Thus, those involved with teacher training should note: oral reflective learning strategies are a useful tool to increase a meaningful connection to experience.

Published in International Journal of Secondary Education (Volume 7, Issue 1)
DOI 10.11648/j.ijsedu.20190701.13
Page(s) 11-16
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Reflection, Action Learning Sets, Discussion Groups, Narrative

References
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[9] Moon, J. (2008). Critical Thinking. An Exploration of Theory and Practice. Abingdon, New York: Routledge.
[10] Boud, D., Keogh, R. and Walker, D. (2013). Reflection: turning experience into learning. London: Kogan Page.
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[21] Brockbank, A. and McGill, I. (2004). The Action Learning Handbook. Falmer: Routledge.
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[23] Fook, J. (2010). ‘Reworking the “critical” in critical reflection’. In Bradbury, H., Frost, N., Kilminster, S. and Zukas, M. (Eds.), Beyond Reflective Practice (pp. 37–51). London: Routledge.
[24] Knott, C. and Scragg, T. (Eds.) (2007). Reflective Practice in Social Work. Exeter: Learning Matters Ltd.
[25] Skilbeck, M. (1970). Dewey – Educational Thinkers Series. London: Macmillan.
[26] Clandinin, D. and Connelly, F. M. (2004). Narrative Inquiry. Experience and Story in Qualitative Research. San Francisco: Jossey-Bass Publications.
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  • APA Style

    Melissa Mantle. (2019). The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers. International Journal of Secondary Education, 7(1), 11-16. https://doi.org/10.11648/j.ijsedu.20190701.13

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    Melissa Mantle. The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers. Int. J. Second. Educ. 2019, 7(1), 11-16. doi: 10.11648/j.ijsedu.20190701.13

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    AMA Style

    Melissa Mantle. The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers. Int J Second Educ. 2019;7(1):11-16. doi: 10.11648/j.ijsedu.20190701.13

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  • @article{10.11648/j.ijsedu.20190701.13,
      author = {Melissa Mantle},
      title = {The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers},
      journal = {International Journal of Secondary Education},
      volume = {7},
      number = {1},
      pages = {11-16},
      doi = {10.11648/j.ijsedu.20190701.13},
      url = {https://doi.org/10.11648/j.ijsedu.20190701.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190701.13},
      abstract = {The prime aim of this paper is to test the effectiveness of an oral reflective learning strategy that was introduced to a group of post graduate student teachers based within higher education, in order to secure their learning and, in turn, their performance as a reflective practitioner and teacher. The study was designed to include discussion groups and action learning sets, which took place within the University setting, after a period of work based experience. The PGCE cohort of 30 students were selected to take part in the reflective learning activities. A base line assessment of reflection took place, with the ‘level’ of reflection being assigned using Dewey’s stages of learning (suggestion, problem solving, hypothesis, reasoning and testing) to ascertain which approach (discussion groups of action learning sets) were most effective. The results, following a series of groups and sets, showed the level of reflection increased in both activities but a more detailed level of reflection occurred in the action learning sets, providing self-generated reflective responses securing a greater understanding of the complexities of the situation. Thus, those involved with teacher training should note: oral reflective learning strategies are a useful tool to increase a meaningful connection to experience.},
     year = {2019}
    }
    

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    AB  - The prime aim of this paper is to test the effectiveness of an oral reflective learning strategy that was introduced to a group of post graduate student teachers based within higher education, in order to secure their learning and, in turn, their performance as a reflective practitioner and teacher. The study was designed to include discussion groups and action learning sets, which took place within the University setting, after a period of work based experience. The PGCE cohort of 30 students were selected to take part in the reflective learning activities. A base line assessment of reflection took place, with the ‘level’ of reflection being assigned using Dewey’s stages of learning (suggestion, problem solving, hypothesis, reasoning and testing) to ascertain which approach (discussion groups of action learning sets) were most effective. The results, following a series of groups and sets, showed the level of reflection increased in both activities but a more detailed level of reflection occurred in the action learning sets, providing self-generated reflective responses securing a greater understanding of the complexities of the situation. Thus, those involved with teacher training should note: oral reflective learning strategies are a useful tool to increase a meaningful connection to experience.
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Author Information
  • Institute of Sport, University of Chichester, Chichester, United Kingdom

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