Alexander, P. A. (2017). Reflection and Reflexivity in Practice Versus in Theory: Challenges of Conceptualization, Complexity, and Competence. Educational Psychologist, 52(4), 307–314. https://discovery.ebsco.com/linkprocessor/plink?id=308ea135-92dd-35e4-868f-417f44183042
Main Points:
Development of Desirable Epistemic Habits:
Begins at the outset of professional development.
Learning goals and cognitive processes should focus on developing desirable epistemic habits of mind and practice.
Thought and planning about deep understanding and critical analytic abilities increases likelihood of students developing them.
Role of Verbal Interactions:
Core to learning and instruction.
Natural platform for externalizing and fostering understanding of knowledge and process of knowing.
Principles of Reflection and Reflexivity:
Reflection and reflexivity are not new concepts.
Directed to belief, cognition, and behaviors pertaining to knowledge and process of knowing.
Reflective practice and actions are cornerstones.
Conceptualization:
Educators need to reflect on epistemic aims and goals for instructions and assessments.
Clear understanding of reflection versus reflexivity is crucial.
Distinctions between information and knowledge are essential.
Complexity:
Reality of theoretical principles in educational practice.
Educational settings involve multiple aims and decisions guided by various concerns.
Grain size of educational aims affects instructional strategies.
Competence:
Disposition to engage in reasoning and practices formed by context.
Adaptive knowledge building or judging evidence according to disciplinary norms.
Acknowledging what educators are asked to accomplish is crucial for informed reflexivity.
Integration into Educational Practice:
Need to demonstrate how research can be tied to everyday classroom practices.
Incorporating theory and research into curriculum development and instructional practices is essential.
Reflections:
Strengths:
Comprehensive analysis of the role of reflection and reflexivity in education.
Clear distinction between reflection and reflexivity.
Emphasis on the importance of contextual elements in fostering competence.
Areas for Improvement:
Clarification on the practical implementation of theoretical principles.
Exploration of specific strategies for integrating epistemic habits into educational practice.
Consideration of potential barriers to implementing reflective practices in diverse educational settings.
Lyle, E. (2023). Prologue: Wading into reflexive inquiry. Of books, barns, and boardrooms: Exploring praxis through reflexive inquiry (pp. 1-5). Brill. https://discovery.ebsco.com/linkprocessor/plink?id=e3b6ddf6-7d96-3c46-ad95-447d6097d200
Main Points:
Introduction to Reflexive Inquiry:
Reflexive inquiry is described as emerging, fluid, and having multiple conceptualizations and varied applications.
It involves consciousness of the researcher's role and its effects on research and findings.
Raises questions about the nature of knowledge and challenges normalized assumptions about learning and research.
Contrast with Social Sciences:
Social sciences often prioritize quantitative and empirical approaches, but there's a need to understand critical qualitative inquiry.
Critical qualitative inquiry exposes assumptions, identifies problems, and suggests interventions, integral to exploring humanity and fostering equitable societies.
Evolution of Research Paradigms:
Historical overview of research paradigms from the 1980s to the present, highlighting debates between empiricism, interpretivism, and critical theory.
Ethically driven research has emerged, with functions including activism, informing social policy, and promoting positive transformation.
Forms of Reflexivity:
Various forms of reflexivity are explored, including participant, researcher, textual, positional, radical, aesthetic, personal, and transformative.
Positional reflexivity and transformative reflexivity are emphasized as critical components, demanding researcher accountability and promoting social change.
Narrative and Autographic Inquiry:
Narrative inquiry and autoethnography are introduced as methods for exploring lived experiences and professional practice.
Narrative analysis focuses on identifying patterns and perceptions, privileging the storyteller's perspective.
Intersection of Reflexive Inquiry, Autography, and Narrative Inquiry:
These methods intersect in the study of praxis, demanding critical interrogation of practice development and understanding the intersection of self and society.
Reflexive narrative is proposed as an autographic approach to critical thought, resulting in alternative approaches to understanding practitioners' experiences.
Reflections:
Strengths:
Comprehensive overview of reflexive inquiry and its evolution in research paradigms.
Clear explanation of various forms of reflexivity and their significance in promoting social change.
Integration of narrative and autographic inquiry methods adds depth to the exploration of praxis.
Areas for Improvement:
Further elaboration on specific examples or case studies illustrating the application of reflexive inquiry in diverse contexts.
Clarification on the practical implications of reflexive inquiry for practitioners and researchers.
Integration of additional theoretical frameworks or perspectives to enrich the discussion of reflexivity and inquiry methods.