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Developing reflective agents of change: a role of Higher Education

 

Changes in operational procedure, management styles and services offered to clients and customers characterize many places of employment. An examination of the internet and other media reveals the rapid development of new products and seamless modifications of existing ones. A more recent factor which caused major changes in people’s income, life style and attitude, is the disruptions in the world’s financial market.  Given the fact that change is a global reality, one role of higher education institutions is to enable students to not just function effectively in rapidly changing workplace environments, but to become reflective agents of change.

Reflection, a tool of change

Reflection means, careful consideration or thought; a process of disciplined intellectual criticism combining research, knowledge of context, and balanced judgment  (critical  thinking) about  previous,  present,  and  future  actions,  events,  or decisions (Gayle, Gayle 1999). Zeichner  and  Liston  (1996)  put  this  in  practical  terms  when  they  point  out  that  being  reflective  involves examining,  framing,  attempting  to  solve  dilemmas  of  the workplace,  and  asking  questions  about ‘self’,  that  is,  one’s embedded  assumptions and values.  It also involves attending to the institutional and cultural context of the workplace, taking part in change and development, and taking responsibility for one’s own professional development. ‘Framing’,  according  to  Schon  (1987), means  the  individual selects (in  a  qualified  and  circumscribed sense) what  will  be  treated  as  the  problem. He or she  then set  the  boundaries  of their attention  to  the  problem, and imposes on it a  coherence, which  allows  them  to  say what is  wrong and in what directions the  situation  needs  to  be changed.

Being a reflective agents of change

Broadly speaking, a reflective agent of change makes use of reflection in the process of effecting change. Specifically, it involves both cognitive and affective processes such as employing self-directed critical thinking as a means of improving workplace conditions policies and procedures. The reflective agent of change develops an ‘uneasiness’ about protocol, process and procedure which leads to questioning of these aspects of the workplace, trying out new strategies and ideas, seeking alternatives, and using higher  order  thinking skills (Elder, Paul 1994, & Cunningham 2001). The development and use of self-directed critical thinking and ongoing critical inquiry will also result in greater understanding of the workplace. Cole (1997) & Calderhead (1992) categorize this as contextualised knowledge. This kind of knowledge is critical to the implementation of appropriate changes in the workplace because, successful changes to policies or procedure depend on knowledge of the nuances, thinking of the employers and employees and overall ethos of the workplace.

Secondly, being a reflective agent of change also involves the use of one’s affective skills as a means of improving practice. Markham (1999), points out that this includes the use of personal intuition, initiative, values, and experiences in the process of making sound judgment and decisions.  If affective skills are honed, they will improve one’s ability to react, respond, assess, revise, and implement new approaches and activities. According to Cunningham (2001) and Bengtsson (1993), the honing process will develop further self-awareness, self-improvement and knowledge.

Thirdly, being a reflective agent of change also requires willingness to confront the uncertainties of one’s philosophies which undergird judgments, decisions and ideas for change. This is developed by examining ‘self’, personal competences and personal philosophies in a collaborative manner involving receiving, and giving feedback to colleagues

Developing reflective agents of change

From personal research in the  area  of  reflection and reflective  teaching (Minott 2006),  I conclude that everyone  has  the  capacity  to  reflect, for reflection  is  an  element  of  being  human. However,  I  also  agree  with  Posner  (1989)  that  there  are  ‘more’  or  ‘less’  reflective individuals, hence there are ‘more’ or ‘less’ reflective students.  This conclusion  also highlights the fact that there are those who, for any number of reasons, for example, training or a lack of training in  reflective  techniques,  or  personal  disposition  and  likeness  or  dislike  for  reflection, emerges as being either ‘more’ or  ‘less’ reflective.  Therefore, three things are required to develop students as reflective agents of change.

Firstly, there is the need to ascertain their belief and disposition on the matter of reflection.  Again personal research (Minott 2006) as confirmed popular theories, that students’ belief can hinder or help. In this process, it is important to help students to bring their embedded beliefs,  values  and  assumptions  about  reflection  to  the  fore  for  examination  before beginning the process of encouraging their reflective skills.  Secondly, there is the need  to  develop students’  proficiency  in  the  use  of  the  techniques  and  tools  of  reflection. This includes  the  use  of  reflective  journal writing,  collaborative  exercises,  the  use  of  questions,  and  what to question. Thirdly, there is the need to encourage the affective or intuitive  aspect  of  the  practice,  for  example,  sensitivity  to  factors  that  make  particular ways  of  operating  more  or  less  appropriate,  willingness  and  the  capacity  to  ‘research’ their  own  work,  and  an  awareness  that  the  choices  they  make  on  the  job  are  shaped  by their belief.  

References

Bengtsson, J. (1993).  ‘Theory and Practice: two fundamental categories in the philosophy of  Teacher education’.  Educational Review 45.3 Wade B  Davies L,  Thomas  H Upton  G,  Lawn M,  Walker S,  Chitty  C and Martin  D  (Eds) Abingdon,  Carfax  Publishing Co

Calderhead, J. (1992).  ‘The  Role  of  reflection  in  Learning  to  Teach’,  In  Valli  Linda (Editor) Reflective Teacher Education – Cases and Critiques USA: State University of New York

Cole, A.L.(1997).  Impediments to Reflective practice towards a new agenda for research on Teaching. In Teachers and Teaching; theory and practice 3.1 

Cunningham, F.M.A. (2001).  Reflective teaching Practice in Adult ESL in Eric Digest USA: Washington DC http://www.cal.org/caela/esl% 5Fresources/digests/reflect.html (September 8 2005)

Elder, L., & Paul, R. (1994). “Critical Thinking: Why we must transform our teaching.” Journal of Developmental Education Fall 34-35

Ghaye, T., & Gaye, K.  (1999). Teaching and Learning through critical reflective practice London: David Fulton Publishers

Minott, M.A. (2006). Reflection and Reflective Teaching A Case Study of Four Seasoned Teachers in the Cayman Islands. PhD thesis, University of Nottingham, retrieved  from      http://etheses.nottingham.ac.uk/227/1/Reflection_and_Reflective_Teaching_Thesis.pdf Thursday April 17 2009

Markham, M. (1999).  ‘Through the Looking Glass:  Reflective Teaching through a Lacanian Lens’ In Curriculum Inquiry 29: 1

Posner, G.J. (1989). Field Experience methods of Reflective Teaching New York: Longman Publishing groups 

Schon, D.A. (1987). Educating the Reflective Practitioner USA: Jossey-Bass Inc 

Zeichner, K. M.  & Liston, D. P.  (Editors)  (1996). Reflective Teaching- An Introduction USA:  Lawrence Erlbaun Associates, Inc

 

About the Author

Dr. Mark A. Minott is Associate Professor Co-Course Developer and Coordinator in the Department of Teacher Education at the University College of the Cayman Islands. His research areas include reflective teaching, teacher education, higher education and the Arts in Christian worship.

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