Critical Reflection Strategies Using Teams [electronic resource] / Francesco Sofo.
This book is designed to provide individuals with practical assistance in introducing and using critical reflection strategies. It is intended for workshop facilitators whose aim is to assist committees, organizations, and various groups in solving problems. The book explains procedures for Critical...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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| Subjects: |
MARC
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| 100 | 1 | |a Sofo, Francesco. | |
| 245 | 1 | 0 | |a Critical Reflection Strategies Using Teams |h [electronic resource] / |c Francesco Sofo. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1995. | ||
| 300 | |a 211 p. | ||
| 500 | |a ERIC Document Number: ED392886. | ||
| 500 | |a Availability: F&M Soto Educational Assistance P/L, 55 Vagabond Crescent, McKellar, Australian Capital Territory 2617, Australia ($30; 15 or more, 20% discount). |5 ericd. | ||
| 520 | |a This book is designed to provide individuals with practical assistance in introducing and using critical reflection strategies. It is intended for workshop facilitators whose aim is to assist committees, organizations, and various groups in solving problems. The book explains procedures for Critical Reflection Strategies using Teams (CReST), a general method for working in groups and teams. Part A outlines the need for a new paradigm in critical reflection. It presents definitions and descriptions of interpersonal communication and problem-solving skills that form the basis of learning in CReST, discusses who could benefit from CReST, and ends with a summary of expert opinions about the facilitator's role. Part B explains CReST in detail. Two levels of CReST (simple and complex) are outlined. The following important aspects of setting up these strategies are discussed: how to introduce CReST using feed forward, how to handle feedback, and how to debrief people at the end. The role of the facilitator is explained in some detail. Part C focuses on theory, defines reflection and learning, and explores the links between them. It examines the concept of learning in organizations. A case study is presented that shows how to develop reflective practitioners by using CReST. The Critical Reflection Inventory Self-Report Scale included here allows for self-assessment of one's own critical reflection attitudes and skills. Appendixes include a list of 73 references and index. (YLB) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 0 | 7 | |a Adult Education. |2 ericd. |
| 650 | 0 | 7 | |a Cooperation. |2 ericd. |
| 650 | 1 | 7 | |a Critical Thinking. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Group Dynamics. |2 ericd. |
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| 650 | 1 | 7 | |a Interpersonal Competence. |2 ericd. |
| 650 | 1 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 1 | 7 | |a Teamwork. |2 ericd. |
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