Significant learning incidents and critical conversations in an international context: promoting reflexivity with in-service students

Abstract

The role of significant learning incidents as a means of generating reflective practice is perceived here as fundamental to the development of improvement amongst professional educators. This perception underpins the case studies represented in this article, the modus operandi of which is the generating and recording of significant learning incidents by international in-service students, incorporating critical conversations between students and their tutors. The rationale behind the article centers on the promotion of effective learning in workplace environments through reflective practice. To this end, a range of models for conducting critical conversations are trialed as to their potential for developing professional insights and practice for evaluation and improvement in the workplace. In keeping with this, the concluding remarks examine the potential impact of this aspect of continuing professional development in an international context, particularly in terms of the increased involvement in active learning by students as a result of educators reflecting upon their learning and teaching methods