8月28-30日に、神戸市外国語大学で、KCUFS Reflective Practice Conference in Kobe, Japan（使用言語・英語）が開催されます。参加者および発表者を募集します（発表者申込締切は6/28です）。
KCUFS Reflective Practice Conference in Kobe, Japan
Exploring reflective approaches to capture “experiences” in the classroom:
Reflection in the experience, on the experience and beyond the experience
Practitioners in the classroom are exposed to a variety of interactional incidents including those that are not even recognized as such. Memories of teaching events, the process of teaching in particular, however, are left in the hands of oblivion and quickly discarded from our consciousness once stepping out of the classroom, often with little traces of existence. Amongst fading memories some remain in our hearts in forms of anger or regrets, which are labeled as a negative experience without its meaning ever examined further.
Experiences do not become experiences of themselves unless they are reflected. As one of the most important criteria of reflection, Rodgers (2002) articulates that reflection is the meaning making process of experience. In this sense, reflection is fundamentally directed to experience as a means to learn from it (Tamai, 2009, 2013). This is where Reflective Practice stands as a systematic approach to describe, analyze and develop deeper understanding on them.
Experiences, furthermore, are not necessarily limited to past events. As articulated by Shon (1983) reflection is directed not only to the past action but to on-going actions that are taking place here and now. Improvisers expose themselves in-the-moment experiences and go even beyond, opening themselves toward the future. Experiences should not be considered as those of the past but something that are open to the present and the future as well.
Putting all these together, we would like to throw lights on experience from different angles to explore ways to approach it for our growth as a researcher and practitioner. Exchanging ideas on different ways of viewing experiences and relevant research methods will surely open paths to practitioners and researchers who put their feet in the field of practice. We would like to welcome participants who want to join and share this inquisitive process of reflection with us.
Professor of the Graduate School
of English Language Education and Research,
Kobe City University of Foreign Studies
Carol Rodgers, EdD (The State University New York, Albany)
Dr. Rodgers is associate professor of education in the department of Educational Theory and Practice. Before coming to SUNY Albany in 2000, she taught for 20 years in the Masters of Arts in Teaching Program at the School for International Training in Brattleboro, Vermont. Her teaching and research interests include reflective practice, the historical roots of reflection in the work of John Dewey and early progressive teacher education efforts, reflective teacher education and professional development. She is currently interested in understanding how teachers learn to shift their attention from themselves and their teaching to their students and their learning.
Carrie Lobman, EdD (The State University of New Jersey, Rutgers)
Dr. Lobman is associate professor in the department of Learning and Teaching. She is an educational researcher, trainer, and teacher educator whose research explores the value of improvisation and play for learning and development. She is a nationally recognized advocate for play and creativity for the education of people of all ages. She is a consultant to educational programs internationally, most recently in Dhaka and Sao Paolo. In 2011 she joined the Board of Directors of the All Stars Project, where she serves as a consultant to the launch of its Institute for the Study of Play in Newark, NJ. Her publications include: Unscripted Learning: Using Improvisational Activities Across the K-8 Curriculum (Teachers College Press) with Matt Lundquist; and Play and Performance (University Press of America) with Barbara O'Neill.
Mark Monahan, PhD (Trinity College Dublin)
Dr. Monahan is assistant professor in the department of Nursing. Mental Health Nursing. Working with people given a medical diagnosis of schizophrenia. Working with families where a diagnosis of psychosis is present. Facilitation of reflective practice in nursing. Recipient of Provost Teaching Award(2007)