Johns [ edit ] Adaptation of the Johns reflective model Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice. Reflection occurs though "looking in" on one's thoughts and emotions and "looking out" at the situation experienced. Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. Johns' model is comprehensive and allows for reflection that touches on many important elements.
Some studies support Mezirow. Others conclude that Mezirow grants rational critical reflection too much importance. Taylor  has since suggested neurobiological research as a promising area that may offer some explanation about the role emotions play, closing the gap between rationality and emotion in the transformative learning process.
Taylor implies that, with available modern technology such as magnetic resonance imaging MRI and positron emission tomography PETthese once obscure factors can now be examined through determining which neurological brain systems are at work during disorienting dilemmas and the journey of recovery that follows.
This neurobiological research also stresses the importance of the role of implicit memoryfrom which emerge habits, attitudes and preferences that are related to unconscious thoughts and actions. While the learning process is certainly rational on some levels, it is also a profound experience that can be described as a spiritual or emotional transformation as well.
The experience of undoing racist, sexist, and other oppressive attitudes can be painful and emotional, as these attitudes have often been developed Reflective thoughts as a learning process ways to cope with and make sense of the world. Other theorists have proposed a view of transformative learning as an intuitive and emotional process.
Gordon Myers, and Rosemary R. More recent research has specifically explored the process of transformative learning as it occurs in bereaved elders,  maintaining that the "disorienting dilemma" deemed necessary by Mezirow is present in the loss of a loved one, with an additional devastating factor being the isolation that the elderly in particular are likely to face.
Another study considers transformative learning in the context of suicide bereavement. Unlike Mezirow, who sees the ego as playing a central role in the process of perspective transformation, Boyd and Myers use a framework that moves beyond the ego and the emphasis on reason and logic to a definition of transformative learning that is more psychosocial in nature.
It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world.
Here are 21 simple ways you can support social-emotional learning for your students every day. Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation. Reflective writing as an assessment is a great way for your marker to see your thoughts progress. You can ask questions, add suggestions, argue with the material and question your own experiences or previous understanding. It demonstrates you’re taking your understanding of your subject deeper.
Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awareness, our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy.
Positing that understanding transformative learning may have been hindered by perspectives of rational thought and Western traditions, Kathleen P.
King   provides an alternate model grounded in a meta-analysis of research, the "Transformative Learning Opportunities Model". Recent considerations of these varying perspectives seem to indicate that one perspective does not need to exclude the other.
For example, Mezirow and Dirkx discussed their views on transformative learning at a International Transformative Learning Conference. This dialogue, facilitated by Patricia Cranton, continued via email after the conference and the overview was published in the Journal of Transformative Education.
Mezirow emphasizes critical assessment of assumptions. Although their approaches are different, they agree that their perspectives are similar in several aspects. Both perspectives are required to deepen understanding and to incorporate these ways of learning into transformative education.
The term "meaning making" i. In the constructivist view, meaning is constructed from knowledge. John Dirkx views transformational learning as a meaning-making process within adult education, aimed at promoting a democratic vision of society and self-actualization of individuals. Therefore, transformational learning requires authenticity, a commitment to focus on the here and now, and awareness of feelings and emotions within the learning setting.
The relationship between the individual and the broader world is discussed in terms of the critical role it plays in learning. Dirkx describes our emotions and feelings as a kind of language for helping us learn about ourselves, our relationships with others and how we makes sense of all aspects of our experiences, both objective and subjective.
Mezirow  posits that all learning is change but not all change is transformation. There is a difference between transmissional, transactional and transformational education.
In transactional education, it is recognized that the student has valuable experiences, and learns best through experience, inquiry, critical thinking and interaction with other learners. It could be argued that some of the research regarding transformative learning has been in the realm of transactional education, and that what is seen as transformative by some authors  is in fact still within the realm of transactional learning.
According to Stephen D. Brookfield, learning can only be considered transformative if it involves a fundamental questioning or reordering of how one thinks or acts; a challenge to hegemonic implications.
In practice[ edit ] On the surface, the two views of transformative learning presented here are contradictory. One advocates a rational approach that depends primarily on critical reflection whereas the other relies more on intuition and emotion.
However, the differences in the two views may best be seen as a matter of emphasis. Both utilize rational processes and incorporate imagination as a part of a creative process.Association for Video Interaction Guidance UK. On the following pages you can learn about Video Interaction Guidance TM, how it works and how effective it is.
There is information about AVIGuk, the organisation that regulates standards in the quality of video interaction guidance in the UK. guidelines and examples for completion of log books & reflective statements v 1 cpd reflective practice statements guidelines and examples. Reflective writing as an assessment is a great way for your marker to see your thoughts progress.
You can ask questions, add suggestions, argue with the material and question your own experiences or previous understanding.
Ensuring good practice and excellent student experience. A comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE, it can be applied to personal development programmes at individual or institutional level to improve teaching quality.
The reflective and interrogative processes required for developing effective qualitative research questions can give shape and direction to a study in ways that are often underestimated.
Reflective teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works - a process of self-observation and self-evaluation.