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.

KEYWORDS:

• Faculty
• John Dewey
• reflective thinking
• reflective practice
• reflective-narrative

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Scott W. Greenberger

Scott W. Greenberger, EdD, is the manager for research in the Center for Innovation in Research and Teaching at Grand Canyon University in Phoenix, Az. He is an assistant professor, and he serves as the Editor-in-Chief for the Journal of Scholarly Engagement. He founded the Reflective Practice Lab. His research focuses on reflective practice and faculty motivation.

Kelly R. Maguire

Kelly R. Maguire, EdD, currently serves as an assistant adjunct English professor at Grand Canyon University. She instructs pre-service teachers in their required methods courses for the Bachelor of Arts in English for Secondary Education degree program. Additionally, she teaches a variety of literature and writing courses. Her research interests include teacher training, pre-service teachers, microteaching, content knowledge, and reflective practice.

Cheryl L. Martin

Cheryl L. Martin, EdD, is an award winning National Board Certified Teacher with 20 years of experience in K-12 teaching, instructional coaching, and federal SPED/ELL compliance. She also serves as an adjunct professor of special education methods, math methods, and elementary education at Grand Canyon University and is an Exceptional Student Specialist in the K-12 system. As an experienced educational technology specialist, with a demonstrated history of working in the education management industry, Dr. Martin created a national cyberbullying micro credentialing curriculum for K-12 teachers in conjunction with the National Education Association.

Tara E. Chavez

Tara E. Chavez, M.Ed, a founding member of the Reflective Practice Lab, is pursuing her Doctorate in Organizational Leadership with a focus in Higher Education at Grand Canyon University. Tara is employed at Emeritus Institute of Management on the University Partnerships team working with some of the most prestigious universities in the world. Previous to joining the Ed Tech space, Tara worked at Arizona State University with projects focused on MOOCs, student experience, and global online education initiatives.

Gina Delgado

Gina Delgado, EdD, is an instructional designer, helping integrate philosophy and practical applicability into courses at Southwest Institute of Healing Arts. She received all of her academic degrees from Arizona State University, including her doctorate in educational leadership. She has presented at several conferences, including NACADA and UPCEA, and she is a volunteer speech and debate coach.