Reflective Practice in Education and Social Work

This book offers unique interdisciplinary insights into developing connections between reflective practice and employability particularly through the lenses of the education and social work professions. It recognises the various meanings that can be applied to the notion of reflection and examines the challenges of using reflective practice in the workplace. The chapters explore the tensions that arise from preparing professionals to be agents of change and concerned with social justice and equity. Further, the book provides much needed perspective on how diverse positions can be identified and leveraged and shared meanings negotiated in the creation of meaningful professional learning resources for early career teachers and social workers and across the career continuum. Bringing together contributions from internationally renowned scholars, Reflective Practice in Education and Social Work is essential reading for early career and experienced professionals in education and social work, academics and practitioners seeking further professional development in reflective practice.

Robyn Ewing AM is Professor Emerita, Teacher Education and the Arts, School of Education & Social Work, University of Sydney. Fran Waugh is Professor Emerita, Social Work, School of Education & Social Work, University of Sydney. David L. Smith is an educational consultant, formerly Associate Professor, Faculty of Education, University of Sydney.

1.Introduction: What is reflection and reflective professional practice? 2.Theoretical underpinnings for reflective practice in the university and workplace 3. Identifying resonances for a reflective practice pedagogy for the Education and Social Work professions 4. What does it mean to be a reflective practitioner in education? 5. Reflective practice in Social Work 6. Reflective practice across the disciplines: A synthesis 7. Can critical reflection improve social work practice in organisations? 8. A case study: Using principles for reflective practice pedagogies to develop preservice teachers' reflective capacities 9. The "Wollongong Way": Addressing issues of reflection and the development of professional identity with time-poor preservice teachers 10. Conversations and the reflexive turn in social practice 11. Evaluating evidence for reflection and reflective practice 12. Professional learning in an age of digital technology: A reflection on critical literacy 13. Helping white practitioners become critically reflective about racism and white supremacy 14. Conclusions and recommendations