A Five-Stage Model To Facilitate Critical Reflection Using Interviewing Skills.

Autor/in	Chrobak-Munoz, Erika
Titel	A Five-Stage Model To Facilitate Critical Reflection Using Interviewing Skills.
Quelle	(2000), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Learning; Andragogy; Critical Thinking; Experiential Learning; Interviews; Learning Processes; Learning Theories; Lifelong Learning; Models; Outcomes of Education; Teacher Student Relationship; Transformative Learning + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Andragogics; Andragogik; Kritisches Denken; Experiental learning; Erfahrungsorientiertes Lernen; Interviewing; Interviewtechnik; Learning process; Lernprozess; Learning theory; Lerntheorie; Life-long learning; Lebenslanges Lernen; Analogiemodell; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Transformation
Abstract	S. Brookfield proposed the "critical practice audit" technique as an experiential approach to helping learners engage in transformative learning by participating in some kind of action or practice. Ivey and Ivey proposed a five-stage interview structure involving numerous intentional interviewing skills, including the following: summarization, open questions, positive feedback, and supportive confrontation. The interviewing skills discussed by Ivey and Ivey and Brookfield's Critical Path Audit were used to develop a five-stage model to facilitate critical reflection in the context of one-on-one interview settings. The model assumes that such interviews are components of a transformative learning program that involves learners in action/practice. The five stages of the model are as follows: (1) structuring and modeling critical reflection; (2) reviewing the practice for identification and detailed description of a critical incident; (3) identifying the practitioner's vision of "the ideal" with regard to the critical incident; (4) surfacing and exploring the unquestioned assumptions underlying the practitioner's notion of "the ideal" and, when appropriate, generating alternative assumptions; and (5) determining how the practitioner's ideal has evolved in light of the critical reflection and how his or her response to incidents similar to the one analyzed will change. (The model's application has been illustrated with an example.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC