Critical Reflection and Arts-Based Action Research for the Educator Self

Research suggests many educators are challenged to incorporate self-reflection into daily routines. Most often, self-reflection is practiced as a cognitive and text-based activity. This first-person action research project explores if alternative methods used for self-reflection achieves a more refl...

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Bibliographic Details
Published in:The Canadian journal of action research 2017-01, Vol.18 (1), p.52-70
Main Authors: Clarke, Amber, Bautista, Darryl
Format: Article
Language:English
Subjects:
Action Research
Adult education
Autobiographies
Autoethnography
Ethnography
Foreign Countries
Photography
Reflective Teaching
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Summary:Research suggests many educators are challenged to incorporate self-reflection into daily routines. Most often, self-reflection is practiced as a cognitive and text-based activity. This first-person action research project explores if alternative methods used for self-reflection achieves a more reflexive practice. In phase one, arts-based approaches, specifically photography and unstructured narrative, were employed as self-reflective tools on the first author's practice. In phase two, principles of autoethnography were used to reflect on and to share the experiences from phase one. The research concludes with recommendations for building a better reflective process and a stronger reflexive practice for adult educators.
ISSN:1925-7147
1925-7147
DOI:10.33524/cjar.v18i1.321