ABSTRACT

Reflection is an educational construct used in speech pathology programmes to connect theory with practice within units of study and practicum learning contexts. Speech pathology educators support the integration of this construct to develop lifelong learning skills in speech pathology students. Despite educators’ central role in developing student lifelong learning skills, there is no published evidence identifying speech pathology educators’ experiences and perceptions of facilitating student reflection. A descriptive qualitative study approach consisting of an initial scoping survey and semi-structured interviews were used to investigate speech pathology educators’ experiences and perceptions of facilitating student reflection. Inductive analysis of qualitative data from ten speech pathology educators identified key themes and factors that were salient to educators’ experiences and perceptions of facilitating reflection learning in students. Several factors were found to influence whether educators’ feedback focuses on the content or the meta-cognitive processes of student reflection. These include educators’ conceptualisation of what reflection means, characteristics of student reflection and the practicum context. Speech pathology educators’ conceptualisation of what reflection means appears to influence how they perceive and experience reflection as a learning approach with students during practicum. Findings and implications for facilitation of student reflection are discussed.

摘要

反思是言语病理学课程中用于将理论与实践联系起来的一种教学结构，在学习和实习学习环境中具有这种作用。言语病理学教育者支持这种结构的整合，以发展言语病理学学生的终身学习技能。尽管教育者在培养学生的终身学习技能中起着中心作用，但尚无公开的证据表明言语病理学教育者的经验和看法有助于学生反思。描述性的定性研究方法包括初步范围调查和半结构化访谈，用于调查言语病理学教育者的经验和看法，以促进学生反思。对来自十个言语病理学教育者的定性数据的归纳分析确定了关键主题和因素，这些主题和因素对于教育者的体验和看法有利于学生进行反思性学习。发现有几个因素影响着教育者的反馈是否关注学生反思的内容或元认知过程。其中包括教育者对反思的概念化，学生反思的特征和实习背景。言语病理学教育者对反射含义的概念化似乎会影响他们在实践中作为与学生一起学习的一种方式来思考和体验反射。讨论了促进学生反思的发现和意义。