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October 11, 2021
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CIRT Would Like to Congratulate Drs. Scott Greenberger, Kelly Maguire & Cheryl Martin
Drs. Scott Greenberger, Kelly Maguire & Cheryl Martin recently presented at the John Dewey Memorial Conference (JDS) 2021 in Burlington, VT. The John Dewey Society (JDS) partnered with the University of Vermont and the North Eastern Philosophy of Education Society for the 2021 annual JDS conference on October 8th and 9th in Burlington, Vermont.
Burlington is where Dewey lived and was buried. In the spirit of Dewey, the annual conference included a more Deweyan approach with both traditional papers as well as experiential learning opportunities. Their presentation, entitled: "Discovering reflective-narrative: constructing experience in the Deweyan guide for reflective practice" was based on their recent publication in Taylor and Francis co-authored with Tara Chavez & Gina Delgado.
Burlington is where Dewey lived and was buried. In the spirit of Dewey, the annual conference included a more Deweyan approach with both traditional papers as well as experiential learning opportunities. Their presentation, entitled: "Discovering reflective-narrative: constructing experience in the Deweyan guide for reflective practice" was based on their recent publication in Taylor and Francis co-authored with Tara Chavez & Gina Delgado.
Title: Discovering reflective-narrative: constructing experience in the Deweyan guide for reflective practice
Abstract: This article provides an explanatory supplement for authors to more thickly describe their experience when using the published Guide for Reflective Practice (GRP). As members of the reflective practice laboratory that created the GRP, we recognized the need to provide stronger theoretical justification and practical instructions for the activity/project description section of the guide. The result of our inquiry was a reworking of the activity/project description section and renaming it reflective-narrative. John Dewey’s theory of experience and Clandinin and Connelly’s three-dimensions of narrative space were used to develop the instructions for writing a reflective narrative. There is also discussion on how to ensure quality and rigor in writing such a narrative. We recommend creating additional instructional supplements for the GRP. We also discuss our plans to facilitate reflective writing retreats to train new faculty on writing a reflective-narrative and engaging in reflective practice.
DOI: 10.1080/14623943.2021.1983423
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