Learning Critical Reflection
Experiences of the Transformative Learning Process
1st Edition
Published on 13. August 2019
192 pages
978-1-351-03328-2 (ISBN)
Description
Learning Critical Reflection documents the actual learning experiences of social work students and practitioners. It explores how a more in-depth understanding of the process of learning, combined with an analysis of how to critically reflect, will help improve the learning process.
The contributors are all professionals who have learnt, in a formalised way, how to critically reflect on their practice. They speak in depth, and with feeling, about their experiences, how downsides and upsides worked together to transform the way they understood themselves, their professional identity, and their practice. Existing literature about critical reflection is reviewed, identifying the details of learning, and pulling no punches in recognising the difficulty and complexity of becoming transformed through this learning process. The editors of this book also contribute their own reflections on learning how to teach critical reflection and include the findings of a research study conducted on students' learning.
Edited by two experienced educators, this book showcases the process of learning, from the perspective of the learners, in order that educators and students, managers, supervisors, and frontline practitioners alike, may make the most of opportunities to critically reflect in both educational and workplace settings. It should be considered essential reading for social work students, practitioners, and educators.
The contributors are all professionals who have learnt, in a formalised way, how to critically reflect on their practice. They speak in depth, and with feeling, about their experiences, how downsides and upsides worked together to transform the way they understood themselves, their professional identity, and their practice. Existing literature about critical reflection is reviewed, identifying the details of learning, and pulling no punches in recognising the difficulty and complexity of becoming transformed through this learning process. The editors of this book also contribute their own reflections on learning how to teach critical reflection and include the findings of a research study conducted on students' learning.
Edited by two experienced educators, this book showcases the process of learning, from the perspective of the learners, in order that educators and students, managers, supervisors, and frontline practitioners alike, may make the most of opportunities to critically reflect in both educational and workplace settings. It should be considered essential reading for social work students, practitioners, and educators.
Reviews / Votes
'Internationally renowned theoreticians and practitioners Laura Beres and Jan Fook have pulled together a compelling and heartfelt collection of essays that discuss the latest developments in teaching reflective practice. The book is exceptional for its international scope including narratives from the UK, Canada and Australia, and for the inclusion of both educators and students of critical reflective practice. In a field that has been well developed academically it is refreshing to be offered concrete advice and frameworks for practice to help teach critical reflection.' - Ken Moffatt, Professor, School of Social Work and Jack Layton Chair, Faculty of Community Services and Faculty of Arts'In this fascinating and timely book, Laura Beres and Jan Fook gather a group of colleagues to propose and then explore a newly developed model of critical reflection that integrates different theoretical traditions. The unique contribution of this book lies in its focus on exploring how people experience the process of critical reflection. It will be enormously helpful to anyone trying to understand how to help themselves, and their colleagues, be critically reflective.' - Stephen Brookfield, Distinguished University Professor and John Ireland Endowed Chair, University of St. Thomas, Minneapolis-St. Paul
More details
Edition
1. Auflage
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
Product notice
Reflowable
Illustrations
1 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white
ISBN-13
978-1-351-03328-2 (9781351033282)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Laura Beres | Jan Fook
Learning Critical Reflection
Experiences of the Transformative Learning Process
Book
08/2019
1st Edition
Routledge
€60.20
Shipment within 10-20 days
Laura Beres | Jan Fook
Learning Critical Reflection
Experiences of the Transformative Learning Process
Book
08/2019
1st Edition
Routledge
€207.30
Shipment within 10-20 days
Persons
Laura Beres is Associate Professor in the School of Social Work at King's University College in London, Ontario, Canada. She is known internationally for her work on narrative practices, spirituality, and the intersection of these areas with critical reflection on practice.
Jan Fook is currently Professor and Chair of the Department of Social Work at the University of Vermont. She has held professorial positions in Australia, Norway, Canada, and the UK in both Social Work and Education. She is most well known internationally for her work on critical social work and critical reflection.
Jan Fook is currently Professor and Chair of the Department of Social Work at the University of Vermont. She has held professorial positions in Australia, Norway, Canada, and the UK in both Social Work and Education. She is most well known internationally for her work on critical social work and critical reflection.
Content
Chapter 1: Learning Critical Reflection Laura Beres and Jan Fook; Section I: Developing an Appropriate Learning Culture and Strategies to Support the Critical Reflection Process; Chapter 2: Critical Acceptance: A Pathway to Critical Reflection of Practice Tonya Salomons; Chapter 3: The Energising Experience of Being Non-judgmental in the Critical Reflection Process Stephen Lawley; Chapter 4: Finding Exception: Application of Narrative Practice in Professional Critical Reflection of Practice Nate Meidinger; Chapter 5: Learning How to be Reflective Helen Hickson; Section II: The Changes Made from the Learning Process; Chapter 6: From 'Imperfect Perfectionism' to 'Compassionate Conscientiousness' Rebecca Donati; Chapter 7: Confronting the Role of My Identity as a Mother in My Social Work Practice Jackie Schindler; Chapter 8: Critical Reflection of Practice: Reflecting on Confidence and Group Dynamic Ashley Elsie-McKendrick; Chapter 9: Deconstructing 'Pretty' Jasmyn Lennox; Chapter 10: Social Worker Well-being and Critical Reflective Practice Fenix Cornejo; Section III: Research and Reflections on Learning and Teaching Critical Reflection; Chapter 11: Reflections on Learning as a Teacher: Sharing Vulnerability Laura Beres; Chapter 12: Researching the Learning Experience of Critical Reflection Laura Beres and Jan Fook with Nate Meidinger and Tonya Salomons; Chapter 13: Conclusion: Issues in Teaching and Learning Critical Reflection Jan Fook and Laura Beres; Chapter 14: Resources for Learning and Teaching Critical Reflection Laura Beres and Jan Fook; Index
