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Use of critical reflection as a research method: A case of research-induced distress?
Affiliation.
- 1 Research Coordinator, Project on Decentralisation and Health: Lessons from the Kerala Experience, Kerala Institute of Local Administration, Thrissur, Kerala, INDIA.
- PMID: 32103803
- DOI: 10.20529/IJME.2020.014
Critical reflection is widely used in qualitative research (1). It helps us understand participants' internal dialogues and analyse their thought processes. The use of oral or written reflections is a well-documented data collection method, particularly in educational research.
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- Using critical reflection in public health research: Identifying and mitigating emotional harms. Gopichandran V. Gopichandran V. Indian J Med Ethics. 2020 Jan-Mar;V(1):20-22. doi: 10.20529/IJME.2020.015. Indian J Med Ethics. 2020. PMID: 32103802
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For many educators unfamiliar with designing critical reflection activities and assignments, reflection is something that happens after an experience and that reflection is only appropriate for certain types of situations. In reality, critical reflection is a fundamental process of learning and meaning making. When getting started it's important to keep the following in mind:
- Critical reflection can be designed to generate a variety of learning outcomes. These include knowledge, skills, as well as attitudes, values, dispositions and behaviors.
- Everything is reflection worthy. As a result, it's important to guide learners to attend dimensions of experiences that are of interest.
- Guidance matters. When designing critical reflection activities and assignments, the guidance provided, whether via written prompts, oral or graphic facilitation, should assist learners to articulate and document their learning coherently and cohesively.
In light of this, it's useful to remember, what have been termed the " 4 C's of Critical Reflection. " [Eyler and Giles]
4 C's of Critical Reflection
Provide learning opportunities to reflect before, during, and after the experience. The most common error that designers make is to limit reflection until after the experience. Improvements in CR capacity improve with time, practice and scaffolding. When integrating only within a course but across a program of study in order to build capacity for metacognition and critical consciousness building. Remember anything is reflection worthy. It is helpful to use a pre-mid-post structure, relative to the unit of time [session, week, semester, etc.], that focuses learner attention on changes in their assumptions and reasoning processes and on progress toward meeting objectives.
Experience, including service and community-based experiences, bring theories, concepts and statistics to life in palpable, contextualized and unscripted ways. Effective designers of CR, make sure to draw clear connections between the experiences and the frame/lens through that should be applied to the experience. Designers can use a variety of means to communicate the connection between academic content, as well as, other categories of learning [ professional, civic, personal, etc.] and "the experience" [e.g. syllabus, assignment instructions, lecture, etc.]
CHALLENGING
Critical Reflection requires stretching learners outside of their comfort zone to explore more difficult or challenging questions. It requires that the facilitator balance challenging learners while creating a supportive, safe space for learners to express doubt, frustration, and inspiration.
CONTEXTUALIZED
The mode of reflection/reflection mechanism should reflect the setting, be scaffolded appropriate to the learner.
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We’re reviewing our resources this spring (May-August 2024). We will do our best to minimize disruption, but you might notice changes over the next few months as we correct errors & delete redundant resources.
Critical Reflection
A Critical Reflection (also called a reflective essay) is a process of identifying, questioning, and assessing our deeply-held assumptions – about our knowledge, the way we perceive events and issues, our beliefs, feelings, and actions. When you reflect critically, you use course material (lectures, readings, discussions, etc.) to examine our biases, compare theories with current actions, search for causes and triggers, and identify problems at their core. Critical reflection is not a reading assignment, a summary of an activity, or an emotional outlet. Rather, the goal is to change your thinking about a subject, and thus change your behaviour.
Tip: Critical reflections are common in coursework across all disciplines, but they can take very different forms. Your instructor may ask you to develop a formal essay, produce weekly blog entries, or provide short paragraph answers to a set of questions. Read the assignment guidelines before you begin.
How to Critically Reflect
Writing a critical reflection happens in two phases.
- Analyze: In the first phase, analyze the issue and your role by asking critical questions. Use free writing as a way to develop good ideas. Don’t worry about organized paragraphs or good grammar at this stage.
- Articulate: In the second phase, use your analysis to develop a clear argument about what you learned. Organize your ideas so they are clear for your reader.
First phase: Analyze
A popular method for analyzing is the three stage model: What? So What? Now what?
In the What? stage, describe the issue, including your role, observations, and reactions. The what? stage helps you make initial observations about what you feel and think. At this point, there’s no need to look at your course notes or readings.
Use the questions below to guide your writing during this stage.
- What happened?
- What did you do?
- What did you expect?
- What was different?
- What was your reaction?
- What did you learn?
In the second So What? stage, try to understand on a deeper level why the issue is significant or relevant. Use information from your first stage, your course materials (readings, lectures, discussions) -- as well as previous experience and knowledge to help you think through the issue from a variety of perspectives.
Tip: Since you’ll be using more course resources in this step, review your readings and course notes before you begin writing.
Below are three perspectives you can consider:
- Academic perspective: How did the experience enhance your understanding of a concept/theory/skill? Did the experience confirm your understanding or challenge it? Did you identify strengths or gaps in your knowledge?
- Personal perspective: Why does the experience matter? What are the consequences? Were your previous expectations/assumptions confirmed or refuted? What surprised you and why?
- Systems perspective: What were the sources of power and who benefited/who was harmed? What changes would you suggest? How does this experience help you understand the organization or system?
In the third Now what? stage, explore how the experience will shape your future thinking and behaviour.
Use the following questions to guide your thinking and writing:
- What are you going to do as a result of your experiences?
- What will you do differently?
- How will you apply what you learned?
Second phase: Articulate
After completing the analysis stage, you probably have a lot of writing, but it is not yet organized into a coherent story. You need to build an organized and clear argument about what you learned and how you changed. To do so, develop a thesis statement , make an outline , write , and revise.
Develop a thesis statement
Develop a clear argument to help your reader understand what you learned. This argument should pull together different themes from your analysis into a main idea. You can see an example of a thesis statement in the sample reflection essay at the end of this resource.
Tip: For more help on developing thesis statements, see our Thesis statements resource
Make an outline
Once you have a clear thesis statement for your essay, build an outline. Below is a straightforward method to organize your essay.
- Background/Context of reflection
- Thesis statement
- Introduce theme A
- Writer's past position/thinking
- Moment of learning/change
- Writer's current/new position
- Introduce theme B
- Introduce theme C
- Summarize learning
- Discuss significance of learning for self and others
- Discuss future actions/behaviour
Write and revise
Time to get writing! Work from your outline and give yourself enough time for a first draft and revisions.
Even though you are writing about your personal experience and learning, your audience may still be an academic one. Consult the assignment guidelines or ask your instructor to find out whether your writing should be formal or informal.
Sample Critical Reflection
Below are sample annotated paragraphs from one student’s critical reflection for a course on society and privilege.
Introduction
Background/context of reflection : I became aware of privileged positions in society only in recent years. I was lucky enough, privileged enough, to be ignorant of such phenomena, but for some, privilege is a daily lesson of how they do not fit into mainstream culture. In the past, I defined oppression as only that which is obvious and intentional. I never realized the part I played. However, during a class field study to investigate privileged positions in everyday environments, I learned otherwise. Thesis: Without meaning to, I caused harm by participating in a system where I gained from others’ subtle oppression. In one of these spaces, the local mall, everything from advertisements to food to products, to the locations of doorways, bathrooms and other public necessities, made clear my privilege as a white, heterosexual male.
Body paragraph
Topic sentence : Peggy McIntosh describes privilege as an invisible knapsack of tools and advantages. This description crystalized for me when I shopped for a greeting card at the stationary store. There, as a white, heterosexual male, I felt comfortable and empowered to roam about the store as I pleased. I freely asked the clerk about a mother’s day card. Writer’s past position: Previously, I never considered that a store did anything but sell products. However, when I asked the sales clerk for same sex greeting cards, she paused for a few seconds and gave me a look that made me feel instantly uncomfortable. Some customers stopped to look at me. I felt a heat move over my face. I felt, for a moment, wrong for being in that store. I quickly clarified that I was only doing a report for school, implying that I was not in fact homosexual. Writer’s current position: The clerk’s demeanor changed. I was free to check, she said. It was the only time during the field study that I had felt the need to explain what I was doing to anyone. I could get out of the situation with a simple clarification. But what if I really was a member of the homosexual community? The looks and the silence taught me that I should be feared. I realized that, along with its products, the store was selling an image of normal. But my “normality” was another person’s “abnormality.” After I walked out of the store I felt guilty for having denied being homosexual.
Summary of learning: At the mall I realized how much we indirectly shame nonprivileged groups, even in seemingly welcoming spaces. That shame is supported every time I or any other privileged individual fails to question our advantage. And it leads to a different kind of shame carried by privileged individuals, too. Value for self and others: All of this, as Brown (2003) documents, is exacerbated by silence. Thus, the next step for me is to not only question privilege internally, but to publicly question covert bias and oppression. If I do, I may very well be shamed for speaking out. But my actions might just encourage other people to speak up as well.
Sample paragraphs adapted from James C. Olsen's Teaching Portfolio from Georgetown University .
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Critical Reflection as an Adult Learning Process
- First Online: 01 January 2009
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Critical reflection calls into question the power relationships that allow, or promote, one set of practices considered to be technically effective. It assumes that the minutiae of practice have embedded within them the struggles between unequal interests and groups that exist in the wider world. For reflection to be considered critical, it must have as its explicit focus uncovering, and challenging, the power dynamics that frame practice and uncovering and challenging hegemonic assumptions (those assumptions we embrace as being in our best interests when in fact they are working against us). When adults learn to be critically reflective, they experience distinctive emotional rhythms – impostorship, cultural suicide, roadrunning, lost innocence and community. Nelson Mandela’s work as an ANC leader is used as an example of critical reflection.
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Brookfield, S. (2010). Critical Reflection as an Adult Learning Process. In: Lyons, N. (eds) Handbook of Reflection and Reflective Inquiry. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-85744-2_11
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Critical reflection.
Critical reflection is a reasoning process to make meaning of an experience.
Critical reflection is descriptive, analytical, and critical, and can be articulated in a number of ways such as in written form, orally, or as an artistic expression. In short, this process adds depth and breadth to experience and builds connections between course content and the experience.
Often, a reflection activity is guided by a set of written prompts. A best practice for critical reflection is that students respond to prompts before, during, and after their experience; therefore, the prompts should be adjusted to match the timing of the reflection. Critical reflection can be integrated into any type of experiential learning activity - inside the classroom or outside the classroom.
It is important to understand what critical reflection is NOT. It is not a reading assignment, it is not an activity summary, and it is not an emotional outlet without other dimensions of experience described and analyzed. Critical reflection should be carefully designed by the instructor to generate and document student learning before, during, and after the experience.
If you are considering using critical reflection, there are four steps to think about:
1. Identify the student learning outcomes related to the experience. What do you expect students to gain as a result of this activity? Understand multiple points of view? Be able to propose solutions to a problem?
2. Once you identify the outcomes, then you can design the reflection activities to best achieve the outcomes. Remember, that critical reflection is a continuous process.
3. Engage students in critical reflection before, during, and after the experience.
4. Assess their learning . A rubric that outlines the criteria for evaluation and levels of performance for each criterion can be useful for grading reflection products and providing detailed feedback to students.
Additional Resources
Bart, M. (2011, May 11). Critical reflection adds depth and breadth to student learning. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/instructional-design/critical-reflection-adds-depth-and-breadth-to-student-learning/ .
Colorado Mountain College. (2007). Critical reflection. Retrieved from http://faculty.coloradomtn.edu/orl/critical_reflection.htm .
Jacoby, B. (2010). How can I promote deep learning through critical reflection? Magna Publications. Retrieved from http://www.magnapubs.com/mentor-commons/?video=25772a92#.UjnHBazD-70 .
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Critical reflection for assessments and practice
- How to reflect
Critical reflection for assessments and practice: How to reflect
- Reflective practice
- Critical reflection
- Critical reflection writing
- Recount and reflect
How to critically reflect?
"It is on the strength of observation and reflection that one finds a way. So we must dig and delve unceasingly."
Claude Monet
A helpful way to approach critical reflection is to use it as a tool to build on your current practice. It enables you to carefully examine an experience to gain better understanding, to make connections and identify your key strengths and areas of further development . To look at things that didn’t succeed and to use failure to better inform future practice. And that can be difficult. Particularly when you need to reflect on mistakes or when the intended, desirable outcome wasn’t achieved.
Questions and models
Critical reflection takes practice and time to become part of your skillset. The easiest way to get started is to either use prompt questions and models to help you critically reflect on your actions, thoughts and feelings.
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Recent works have suggested that we may gain new insights about the conditions for critical reflection by re-examining some of the theories that helped inspire the field's founding (e.g. Fleming, 2018; Fleming et al., 2019; Raikou & Karalis, 2020).Along those lines, this article re-examines parts of the work of John Dewey, a theorist widely recognized to have influenced Mezirow's thinking.
In education and care services, critical reflection means 'Closely examining all aspects of events and experiences from different perspectives' (Approved Learning Frameworks - EYLF p.13, FSAC p.12). To be confident in critical refection it helps to understand how it differs from evaluating, summarising or recording what an educator is ...
Critical reflection is active personal learning and development where you take time to engage with your thoughts, feelings and experiences. It helps us examine the past, look at the present and then apply learnings to future experiences or actions. Critical reflection is also focused on a central question, "Can I articulate the doing that is ...
Critical reflection develops critical thinking skills, which are an essential college learning outcome. More specifically, critical reflection is the process of analyzing, reconsidering, and questioning one's experiences within a broad context of issues and content knowledge. We often hear that "experience is the best teacher," but John ...
Critical reflection is normally used in professional learning settings to assist practitioners to improve practice. I have worked for some time using critical reflection in this way with many different types of professionals. ... Developing Critical Reflection as a Research Method. In: Higgs, J., Titchen, A., Horsfall, D., Bridges, D. (eds ...
This article explores the process of combining narrative inquiry and critical reflection as research methodology. Qualitative researchers use narrative approaches to explore the stories of participants and to understand the ways these stories were constructed and positioned. Critical reflection provides a framework for deconstructing the ...
January 2008. In book: Knowing Differently: Arts-Based and Collaborative Research Methods (pp.265-280) Chapter: Critical Reflection as a Research Methodology. Publisher: Nova Science Publishers ...
Critical reflection is a fundamental component of critical practice in social work (Fook, 2016; Testa and Egan, 2016).Yet while an extensive body of literature addresses critical reflection methods and processes (Chiu, 2006; Fook and Gardner, 2007; Morley, 2014a), the examination of the process that links critical reflection and critical practice in the professional field remains ...
action research methodology introduced in Chapter 1, discussed more fully in Chapter 4, and further developed, illustrated and exemplified ... Critical reflection is 'critique of self' in relationship to 'self' (me), 'others' (them) and 'self and others' (we/us). We begin with reflection on our own
Critical reflection is widely used in qualitative research (1). It helps us understand participants' internal dialogues and analyse their thought processes. The use of oral or written reflections is a well-documented data collection method, particularly in educational research.
Critical Reflection. Critical reflection is a "meaning-making process" that helps us set goals, use what we've learned in the past to inform future action and consider the real-life implications of our thinking. It is the link between thinking and doing, and at its best, it can be transformative (Dewey, 1916/1944; Schön, 1983; Rodgers ...
Teacher critical reflection (TCR) is a considered and observant approach to look deeply and purposefully at teaching practice to resolve an issue, idea, or to challenge practice (Sullivan et al., 2016).This form of reflection involves developing an understanding of the ways in which practice aligns with beliefs, how the role of power is acknowledged, and the value teachers place on shared ...
In reality, critical reflection is a fundamental process of learning and meaning making. When getting started it's important to keep the following in mind: Critical reflection can be designed to generate a variety of learning outcomes. These include knowledge, skills, as well as attitudes, values, dispositions and behaviors.
Undertaking critical reflection means that researchers are less likely to dismiss the outcomes that do not fit with previous notions (Fielden, 1998). This paper suggests that the heightened level of awareness and sensitivity that results from critical reflection in post-mortem examination is also very relevant to the research design stage.
Critical reflection includes meta-cognition, self-awareness, and considering multiple viewpoints — features which result in reflective action. Individuals who are able to reflect critically on their experiences are better positioned to learn from their successes and missteps so that they can be constantly improving their practice. The basic ...
Critical reflection is an extension of "critical thinking". It asks us to think about our practice and ideas and then it challenges us to step-back and examine our thinking by asking probing questions. It asks us to not only delve into the past and look at the present but importantly it asks us to speculate about the future and act.
Critical Reflection. A Critical Reflection (also called a reflective essay) is a process of identifying, questioning, and assessing our deeply-held assumptions - about our knowledge, the way we perceive events and issues, our beliefs, feelings, and actions. When you reflect critically, you use course material (lectures, readings, discussions ...
Reflexivity is acknowledged as a crucial concept and is pivotal in the methodology of qualitative research. Various practices of reflexivity are adopted in the social science disciplines. ... In social work, reflexivity has further been developed and applied in practice contexts. The practice terms, critical reflection and reflection or ...
Critical reflection calls into question the power relationships that allow, or promote, one set of practices considered to be technically effective. ... My own understanding of critical reflection draws strongly from critical theory, though I am also influenced by the methodology of pragmatist constructivism, believing that how critical ...
Critical reflection uses particular language and writing styles, often linked to your study area. For example, critical reflection in Health disciplines is linked to evidence-based practice and therefore uses a combination of clinical language and first-hand clinician perspective. In contrast, critical reflective writing for a dance student may ...
Critical reflection on the economic and political context in which WOP itself emerged highlights the period of industrial capitalism and notes that many prominent WOP theories and concepts were developed against the backdrop of Fordism. ... and methods. Notably, critical reflexivity and critical reflection, as outlined above, are meant to be ...
Critical reflection is a reasoning process to make meaning of an experience. Critical reflection is descriptive, analytical, and critical, and can be articulated in a number of ways such as in written form, orally, or as an artistic expression. In short, this process adds depth and breadth to experience and builds connections between course ...
A helpful way to approach critical reflection is to use it as a tool to build on your current practice. It enables you to carefully examine an experience to gain better understanding, to make connections and identify your key strengths and areas of further development.To look at things that didn't succeed and to use failure to better inform future practice.