A model of the transformative journey into reflexivity: an exploration into students' experiences of critical reflection

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    Abstract

    The aim of this study is to explain the experiences of final-year students in making meaning of their world of practice through critical reflection and to construct a substantive theory of this explanation. The design of this study was interpretive, following an emergent iterative process, where six semi-structured interviews were conducted with final-year Community Learning and Development (CLD) students. The data were analysed through grounded theory principles of constant comparison, memoing and theoretical sampling and a substantive theory of 'The Transformative Journey to Reflexivity' was developed. It is proposed that this model provides a useful explanation of the processes of developing reflexivity in CLD practice. It is also argued that the model could be used in teaching and learning situations to explain critical reflection development. The model was tentatively tested to check for transferability across other 'people' professions.

    Original languageEnglish
    Pages (from-to)319-335
    Number of pages17
    JournalReflective Practice
    Volume14
    Issue number3
    DOIs
    Publication statusPublished - 15 Feb 2013

    Keywords

    • critical reflection
    • grounded theory approach
    • model
    • reflective practice
    • reflexivity

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