Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/10292
Title: Reflectivity, reflexivity and situated reflective practice
Authors: Malthouse, R
Roffey-Barentsen, J
Watts, DM
Keywords: Situated Reflective Practice;Reflectivity;Reflexivity;Structuration;Organisation
Issue Date: 2014
Publisher: Taylor and Francis
Citation: Professional Development in Education, 40(4): 597-609, (2014)
Abstract: This paper describes an aspect of reflective practice referred to as ‘Situated Reflective Practice’ (SRP). The overarching theory is derived from social theories of structuration and reflexivity. In particular, from Giddens’s (1984) theory of structuration, this sees social life as interplay of agency and structure. Discussion of the research reported here centres on the nature of such situated reflection, considers related literature and presents the data collected in a recent small-scale study. The original purpose of the research was to explore the perceptions of corporate trainers on a course for Preparing to Teach in the Lifelong Learning Sector (PTLLS). As a result of this research the concept of Situated Reflective Practice was generated. It is argued that here exist some situations where a person will find themselves in a position over which they have little control, avoidance or veto. The major conclusion of this study was that key interview themes enabled the delineation of a series of five characteristics representing increasing structural distance in space and time between the reflective practitioner and the professional situation in which they work.
URI: http://www.tandfonline.com/doi/abs/10.1080/19415257.2014.907195#.VOxLJTZFB9A
http://bura.brunel.ac.uk/handle/2438/10292
DOI: http://dx.doi.org/10.1080/19415257.2014.907195
ISSN: 1941-5257
Appears in Collections:Dept of Education Research Papers

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