{"id":1307,"date":"2019-10-31T11:40:32","date_gmt":"2019-10-31T02:40:32","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/?page_id=1307"},"modified":"2020-09-11T09:43:40","modified_gmt":"2020-09-11T00:43:40","slug":"bradley","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/sep19\/bradley\/","title":{"rendered":"Introduction to the Column: Reflective Practice"},"content":{"rendered":"

Fergal Bradley, University of Helsinki, Finland<\/strong><\/p>\n

Bradley, F. (2019). Introduction to the column: Reflective Practice. Relay Journal, 2<\/em>(2), 292-293.\u00a0https:\/\/doi.org\/10.37237\/relay\/020204<\/p>\n

[Download paginated PDF version<\/a>]<\/p>\n

Welcome to the fourth reflective practice column. In this issue, we develop on the themes dealt with in the previous issues, in particular teacher reflection, mentoring and a personal narrative approach to exploring language advisor identity and practice. Over five papers, we see teachers and advisors reflecting on practice to develop their practice and, perhaps most importantly, sharing this reflection with others.<\/p>\n

In the first paper, Sam Morris<\/strong> introduces us to the frustration regulation journal, a tool he has designed to turn the often negative and stifling emotion of frustration into an opportunity for developing his teaching. His article outlines the theoretical perspectives on emotions underlying the journal, before detailing his use of the tool in practice. The article shows how negative emotions can be harnessed and explored to effect change rather than seeing them as problems which need to be overcome.<\/p>\n

In the second paper, Hatice Karaaslan<\/strong> explores a mentoring session with a colleague in which she employs intentional reflective dialogue (Kato, 2012). The focus of the mentoring session is professional wellbeing and here she makes use of Seligman\u2019s PERMA model (2011), with its components of positive emotions, engagement, relationships, meaning, and accomplishment. Her text offers practical examples, as well as analysis of, the use of advising strategies.<\/p>\n

Continuing the project begun in the previous issue of this column\u2014a sub-column to disseminate advising practice and expand research in advising in language learning\u2014we present three related papers from advisors at Ankara Y\u0131ld\u0131r\u0131m Beyaz\u0131t University. These advisors take up where the advisors from Kanda University of International Studies in the previous issue left off, using a personal, reflective, narrative approach. In the first paper, Gamze G\u00fcven-Yal\u00e7\u0131n<\/strong>, Stephanie Lea Howard<\/strong>, and Hatice Karaaslan<\/strong> outline the purpose and approach of their work, giving the background to the next two papers.<\/p>\n

The second paper focuses on advisor stories of transformation, of how becoming advisors has affected them personally and professionally. Introduced by Stephanie Lea Howard, it includes four advisors\u2014Gamze G\u00fcven-Yal\u00e7\u0131n<\/strong>, Hatice Karaaslan<\/strong>, Neslihan Atcan Altan<\/strong>, and Metin Esen<\/strong>\u2014reflecting on experience, through narrative and metaphor.<\/p>\n

The final paper, the Visual Message Board, uses words and images to explore advisor identity. Responding to adjectives, images and captions from their advisor training, 20 advisors reflect on their advisor selves. This creates a playful, multi-voiced, collage-like text, which we are sure will engage and inspire advisors everywhere. The authors are Hatice Karaaslan<\/strong>, Stephanie Lea Howard<\/strong>, Gamze G\u00fcven-Yal\u00e7\u0131n<\/strong>, M\u00fcmin \u015een<\/strong>, M\u00fcge Akgedik<\/strong>, Ebru S\u0131nar-Okutucu<\/strong>, G\u00f6k\u00e7e Arslan<\/strong>, Abdulkadir G\u00fcll\u00fc<\/strong>, Asl\u0131 Tu\u011f\u00e7e G\u00fcler<\/strong>,\u00a0 H\u00fclya \u015een<\/strong>, Neslihan Atcan-Altan<\/strong>, Ay\u015fe \u00c7ak\u0131r<\/strong>, Pelin Ak\u0131nc\u0131-Akkurt<\/strong>, Edin Omerovic<\/strong>, Fatima Rocchi-Whitehead<\/strong>, Metin Esen<\/strong>, P\u0131nar \u00dcst\u00fcnda\u011f-Alg\u0131n<\/strong>, Gabor Kotik<\/strong>, Asl\u0131 \u00dcst\u00fcn<\/strong>, and Nurseven K\u0131l\u0131\u00e7<\/strong>.<\/p>\n

The Reflective practice column welcomes reflective papers from teaching professionals and advisors, related to mentoring sessions, written dialogues and group reflective practices. For the sub-column exclusively designated for advisors, the call for contributions will be announced on the Relay Journal website prior to the submission deadline. Please contact Kie Yamamoto (yamamoto-ki@kanda.kuis.ac.jp<\/a>) for further information. New ideas are also always welcome.<\/p>\n

References<\/strong><\/p>\n

Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. Studies in Self-Access Learning Journal, 3<\/em>(1), 74-92. Retrieved from https:\/\/sisaljournal.org\/archives\/march12\/kato\/<\/a><\/p>\n

Seligman, M. E. P. (2011). Flourishing: A new understanding of the nature of happiness and well-being.<\/em> (C. P. Lopes, Trad.). Rio de Janeiro, Brazil: Objetiva.<\/p>\n","protected":false},"excerpt":{"rendered":"

Fergal Bradley, University of Helsinki, Finland Bradley, F. (2019). Introduction to the column: Reflective Practice. Relay Journal, 2(2), 292-293.\u00a0https:\/\/doi.org\/10.37237\/relay\/020204 [Download paginated PDF version] Welcome to the fourth reflective practice column. In this issue, we develop on the themes dealt with in the previous issues, in particular teacher reflection, mentoring and a personal narrative approach to … Continue reading “Introduction to the Column: Reflective Practice”<\/span><\/a><\/p>\n","protected":false},"author":6,"featured_media":0,"parent":1174,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/1307"}],"collection":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/comments?post=1307"}],"version-history":[{"count":5,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/1307\/revisions"}],"predecessor-version":[{"id":1800,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/1307\/revisions\/1800"}],"up":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/1174"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/media?parent=1307"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}