A Critical Look at the Cognition Component of Reflection

Autor/in	Wlodarsky, Rachel
Titel	A Critical Look at the Cognition Component of Reflection
Quelle	In: Journal of Cognitive Education and Psychology, 17 (2018) 2, S.151-163 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
DOI	10.1891/1945-8959.17.2.151
Schlagwörter	Reflection; Decision Making; College Faculty; Schools of Education; Reflective Teaching; Neurology; Concept Mapping; Path Analysis; Metacognition; Ohio + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Fakultät; Erziehungswissenschaftliche Fakultät; Neurologie; Concept Map; Pfadanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	The research study was developed to consider the influence of reflection as an element in bridging life experiences and decision making in professional contexts. The researcher wanted to find out what the reflective process looks like and how this practice might relate to the professional development and personal growth for professionals. Respondents defined reflection and discussed processes, which they used to facilitate reflection on their own professional development. A constant comparative procedure, which is a qualitative coding strategy, was used to examine the process(es) described and then initial themes and categories were established among the narrative responses. An analytic concept mapping procedure described by Novak (1998) and Novak and Gowen (1984) was employed to organize the narrative. This article was developed as a refinement of the initial model with a more nuanced and careful description of the cognitive component in the EVENT PATH model. The findings indicated that reflection for the participants is an internal, cognitive process. The participants engaged in a cognitive process whereby awareness surfaced; a sense of knowing emerged. Understanding cognition as an integral part of the reflective process cannot be overstated and therefore requires continued attention within the research on professional reflection. (As Provided).
Anmerkungen	Springer Publishing Company. 11 West 42nd Street 15th Floor, New York, NY 10036. Tel: 877-687-7476; Tel: 212-431-4370; Fax: 212-941-7842; e-mail: subscriptions@springerpub.com; Web site: http://www.springerpub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01