Facilitating Reflective Conversations:
Reflecting on Professional Learning
Ongoing learning and reflective practice is cited as one of the five key principles
of effective practice in the Early Years Learning Framework and Framework for
School Age Care in Australia. Developing a reflective culture takes time, effort
and practice. Reflective conversations are powerful tools to assist educators to
reflect critically on their practice and drive their own professional learning and
development.
Engaging in reflective conversations
Reflective conversations are activities that encourage educators to critically reflect and
learn through the reflective process. In early learning and childcare services “evidence
of critical reflection within a service draws attention to the work of… educators and
highlights professional capacities beyond the care of… children” (Miller, 2011). Any topic
can be explored through reflective conversations, although reflective conversations have
certain features that set them apart from general conversations.
Elicit ideas
Explore and
unpack
experiences
Challenge
thinking and
assumptions
Encourage
reflection
Compare
viewpoints
Features of
Reflective
Conversations
Analyse
approaches
through a
theoretical
lense
Facilitating reflective conversation
Intentionally facilitating reflective conversations provides a means to build capacity for
critical reflection and embed reflective thinking as part of the work routine. Once
educators become skilled in critical reflection, they will often begin to engage in
reflective conversations without the need for intentional facilitation, as the process
becomes integrated into everyday professional practice.
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The role of a facilitator
Anyone can facilitate reflective conversations, although it may take some practice. The
role of a facilitator is to:
• Encourage educators in the conversation to critically reflect
• Constructively challenge thinking and assumptions as they emerge
• Elicit and promote the exchange of ideas
• Assist educators to explore and unpack experiences
• Compare viewpoints
• Support participants to analyse ideas and approaches through a theoretical lens
The influence of context
Sometimes attempts to facilitate reflective conversations are unsuccessful because of
contextual influences that may discourage reflection and/or open and honest expression.
A facilitator should think about any barriers that may come into play and develop
strategies to address these. Consider:
• What is my relationship to participants? Power dynamics, whether real or
perceived, can influence the willingness and motivation of participants to put their
views forward. This is particularly the case if the facilitator is in a senior role or is
perceived to be an “expert” on the topic.
• Why am I motivated to have the conversation? The central motivation of a
facilitator should be to support learning amongst all participants (including the
facilitator him/herself) through the reflective process.
There should be no
expectation that educators will draw a particular conclusion.
• Where do educators begin? Educators’ existing capacity for critical reflection may
impact on their motivation to participate and ability to engage in deep
exploration of their views and perspectives. In her adaptation of Bain’s (1999)
work, Miller (2011) suggests that it is useful to think about three different levels of
reflection including:
Level 3:
RECONSTRUCTING
Level 2:
ELABORATING
Level 1: REACTING
• Focuses on own
feelings
• Offers straight forward
description
• Seeks basic
understanding
• Compares self with
others
• Considers alternatives
• Seeks deeper
understanding
IPSP.Reflective.Conversations.Resource.2014v2
• Draws new conclusions
about practice
• Explores relationships
between theory and
practice
• Drives own learning
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The ultimate learning goal of reflective conversations is for educators to move from
‘reacting’ to ‘reconstructing’. It is important that a facilitator of a reflective conversation
has a high degree of self-awareness in relation to his/her own level of reflection also. A
facilitator of a reflective conversation is also a model for others and should be open and
honest about their own reflective processes, including areas where he/she can improve.
Facilitation techniques
Facilitating reflective conversations involves adopting an approach that is inquisitive,
respectful and non-judgmental.
DO:
•
•
•
•
•
Use ‘open’ ended questions that
encourage descriptive and
thoughtful responses
Listen actively to educators views
and treat all views as legitimate
Couch alternative ideas in ways
that invite the expression of different
views
Encourage those who are quiet to
contribute their views and promote
active listening for all participants.
Respect educators’ confidentiality
and encourage others to do so. If
ideas or insights are being
communicated to outside parties,
be clear about the purpose and
any implications.
AVOID:
• ‘closed-ended’ questions such as
those with ‘yes’/’no’ or
‘correct’/’incorrect’ answers
• Interrupting or interjecting, even if
you disagree
• Openly criticizing or expressing
disapproval of ideas or people • Giving the most ‘air-time’ to a select
number of educators at the expense
of others • Telling others anything that would
enable them to link the information
to an educator’s identity. If an
educator could be identified by the
information you share, ask permission
and respect the educator’s decision. Reflecting on learning
Reflective conversations can be used to explore any topic, event or situation. They are, in
and of themselves, learning tools. However, in order to develop capacity for critical
reflection, it can be useful to begin with reflective conversations that address tangible
learning activities such as attending a professional development workshop, receiving
inclusion support or advice, reading an article or undertaking on-line training. Engaging
educators in reflective conversations can be a powerful strategy to consolidate learning
and facilitate reflection on how professional learning has influenced the way they think,
what they do in practice and their relationships with others.
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Thinking about learning and change
The goal of professional learning and development is to help educators increase their
knowledge, improve their skills and work more effectively together to achieve improved
outcomes for children and families. Put simply, effective professional learning and
development is about change.
For an individual educator, this change
may involve:
• a shift in knowledge, perspective or
attitude
• the uptake different practices and
behaviours
• new ways of relating to children,
families and team members.
At the broader service level, this change
may involve:
• a change in the culture of the
service
• a shift in the practices and
behaviours educators adopt as a
group
• the relationships that develop
amongst teams and children and
families as a whole. A framework for reflecting on learning and change
The following provides a simple framework for reflecting on learning and the change that
has occurred as a result. A facilitator of a reflective conversation can use the questions
and themes as a tool to guide the conversation, although should be prepared for
educators to take the lead in exploring the themes that are most relevant for them.
How has professional learning led to…
Individual level
Service Level
Change in the
way I think?
Change in our
service culture?
Change in my
practice?
Change in my
relationships?
§ What has been the
most significant
change?
§ What barriers have
been experienced?
§ What strategies
have been used to
overcome barriers?
§ Where to next?
Change in our
group
practice?
Change in our
group
relationships?
Improved outcomes for children and families
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Documenting the change
Just as educators document children’s learning, documenting their own learning and the
changes they have made or experienced as a result, is a useful way to develop a sense
of purpose around their own professional learning and development. If a reflective
conversation takes place amongst a larger group of educators, butchers paper, a white
board or large sticky notes that can be pasted on a wall can assist the group to generate
ideas and explore themes in more depth. If the conversation occurs with a small group or
single educator, a journal, professional learning plan or a print out of the template
overleaf may be more appropriate for documenting the change. Either way, don’t
forget to incorporate relevant points in the evaluation of your service’s Quality
Improvement Plan and/or Inclusion Improvement Plan!
References
Miller, M. (2011). Critical Reflection. Reflections, Summer 2011, Issue 45, Australia: Gowrie Australia.
Available at: http://pscalliance.org.au/ipsp-library/
Useful Resources
Barwick, A. (2010). Professional Learning in Action. Reflections, Summer 2010, Issue 41. Australia:
Gowrie Australia. Available at: http://pscalliance.org.au/ipsp-library/
Brown, A. & Inglis, S. (2013). So what happens after the event? Exploring the realization of
professional development with early childhood educators. Australasian Journal of Early Childhood.
38(1). Early Childhood Australia. Available at: http://pscalliance.org.au/ipsp-library/
Professional Support Coordinator Alliance. Quality: Evaluation and Assessing Practice. Australia:
PSC Alliance. Available at: http://www.pscsa.org.au/quality/
Professional Support Coordinator Alliance. Quality – Reflecting on Practice. Australia: PSC Alliance.
Available at: http://pscalliance.org.au/ipsp-library/
Stary, F. Provocations for Practice. Australia: Gowrie Australia. Available at:
http://pscalliance.org.au/ipsp-library/
Semann & Slattery. Reflective Practice. Australia: Children’s Services Central. Available at:
http://pscalliance.org.au/ipsp-library/
The IPSP Library is an on-line library that contains a large collection of professional
publications and resources on quality and inclusion in early learning and childcare
services. Many more resources can be accessed through the library at:
http://pscalliance.org.au/ipsp-library/
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Documenting learning and change
A tool for educators
Reflect on the changes have you implemented and/or experienced as a result of your learning.
Using this tool, document your reflections.
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