Understanding reflective practice: encouraging better student engagement. First person action inquiry

Rees, Emma (2019) Understanding reflective practice: encouraging better student engagement. First person action inquiry. Masters thesis, Middlesex University.

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Abstract

The purpose of this research project is to examine my own engagement with reflective practice in my capacity as teacher and practitioner. This process of examination aims to improve attention to reflective practice within the student nutritional therapist environment where I teach. Research was conducted using a first-person action approach, with data acquired via critical self-observation and non-inquisitorial involvement in work-based situations feeding into action-reflection cycles. Conclusions highlighted strengths and areas for development as teacher and practitioner which may impact on student engagement with reflective practice on the course. Wider staff training and improvement to the curriculum were also identified with actions and recommendations including the adoption of new reflective practice teaching methods, further training for staff, adjustments to personal reflective practices and curriculum-wide developments. The proposed dissemination of findings and outcomes more widely will be via the nutritional therapy regulatory body and amongst fellow training providers.

Item Type: Thesis (Masters)
Research Areas: A. > Work and Learning Research Centre
B. > Theses
Item ID: 28734
Depositing User: Brigitte Joerg
Date Deposited: 14 Jan 2020 12:13
Last Modified: 16 Jan 2020 05:54
URI: https://eprints.mdx.ac.uk/id/eprint/28734

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