Reflective questions, self-questioning and managing professionally situated practice

Richard Malthouse, Mike Watts, Jodi Roffey-Barentsen

Research output: Contribution to journalArticle

Abstract

Reflective self-questioning arises within the work-place when people are confronted with professional problems and situations. This paper focuses on reflective and ‘situated reflective' questions in terms of self-questioning and professional work-place problem solving. In our view, the situational context, entailed by the setting, social and personal/individual perspectives, is interactional. The supporting empirical data is drawn from our work with two groups in their tertiary phase of education: professional trainers within a large corporate organisation and para-professionals within a large college system; each embraces phenomenological principles. The discussions of situated reflective practice (SRP) entail those circumstances where change is visited upon the individual by forces outside their immediate control. The positive sense of SRP is that it can prepare an individual for anticipated change, and is therefore considered a method of change management. The situation acts as a catalyst for the thought.
Original languageEnglish
Pages (from-to)71-87
Number of pages17
JournalResearch in Education
Volume94
Issue number1
DOIs
Publication statusPublished - 1 Nov 2015

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phase of education
workplace
change management
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Bibliographical note

Richard Malthouse, Mike Watts, Jodi Roffey-Barentsen, Reflective Questions, Self-Questioning and Managing Professionally Situated Practice, Research in Education (94:1) pp. 71-87. Copyright © 2015 © Manchester University Press. Reprinted by permission of SAGE Publications.

Cite this

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Reflective questions, self-questioning and managing professionally situated practice. / Malthouse, Richard; Watts, Mike; Roffey-Barentsen, Jodi.

In: Research in Education, Vol. 94, No. 1, 01.11.2015, p. 71-87.

Research output: Contribution to journalArticle

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