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

Melissa Mantle

doi:doi:10.11648/j.ijsedu.20190701.13

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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

Melissa Mantle

Published in International Journal of Secondary Education (Volume 7, Issue 1)

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), 2024. Published by Science Publishing Group

Keywords

Reflection, Action Learning Sets, Discussion Groups, Narrative

References

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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.
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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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TY  - JOUR
T1  - The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers
AU  - Melissa Mantle
Y1  - 2019/04/03
PY  - 2019
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PB  - Science Publishing Group
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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

Melissa Mantle

Institute of Sport, University of Chichester, Chichester, United Kingdom

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Plain Text BibTeX RIS

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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ACS 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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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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
T1  - The Benefits of Oral Reflection: The Use of Oral Reflective Action Learning Sets and Discussion Groups with Post Graduate Student Teachers
AU  - Melissa Mantle
Y1  - 2019/04/03
PY  - 2019
N1  - https://doi.org/10.11648/j.ijsedu.20190701.13
DO  - 10.11648/j.ijsedu.20190701.13
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 11
EP  - 16
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20190701.13
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.
VL  - 7
IS  - 1
ER  -

Copy | Download