Reflective self-questioning arises within the workplace when people are confronted with professional problems and situations. This paper focuses on reflective and ‘situated reflective’ questions in terms of self-questioning and professional workplace problem solving. In our view, the situational context, entailed by the setting, social and personal/individual perspectives, is interactional. The supporting empirical data is drawn from our work with two groups in their tertiary phase of education: professional trainers within a large corporate organisation and para-professionals within a large college system; each embraces phenomenological principles. The discussions of situated reflective practice (SRP) entail those circumstances where change is visited upon the individual by forces outside their immediate control. The positive sense of SRP is that it can prepare an individual for anticipated change, and is therefore considered a method of change management. The situation acts as a catalyst for the thought.
BellA.MladenovicR. (2013), ‘How tutors understand and engage with reflective practices’, Reflective Practice: International and Multidisciplinary Perspectives14 (1), 1–11.
4.
BleakleyA. (1999), ‘From reflective practice to holistic reflexivity’, Studies in Higher Education24 (3), 315–30.
5.
BoudD.MillerN. (1996), Working With Experience: Animating Learning, London: Routledge.
6.
BournerT. (2003), ‘Assessing reflective learning’, Education and Training45 (5), 267–72.
7.
ChiM. T. H.GlaserR. (1985), ‘Problem solving ability’, in SteinbergR. J., (ed.) Human Abilities: An Information Processing Approach, New York: Freeman.
8.
ChiM. T. H.GlaserR.FarrM. J. (eds), (1988), The Nature of Expertise, Hillsdale, NJ: Erlbaum.
9.
ChoK. L.JonassenD. H. (2002), ‘The effects of argumentation scaffolds on argumentation and problem solving’, Educational Technology Research and Development50 (3), 5–22.
10.
CresswellT. (2004), Place, A Short Introduction, Maiden, MA: Blackwell Publishing.
11.
DeweyJ. (1971), How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (2nd revised edn), Chicago, IL: Henry Regnery.
12.
FraseL.SchwartzB. (1975), ‘Effect of question production and answering on prose recall’, Journal of Educational Psychology72 (5), 628–35.
13.
GibbsG. (1988), Learning by Doing: A Guide to Teaching and Learning Methods, Oxford: Further Education Unit. Oxford Polytechnic.
14.
GillespieC. (1990), ‘Questions about student-generated questions’, Journal of Reading34 (4), 250–7.
15.
GlaubmanR.OfirL.GlaubmanH. (1997), ‘Effects of self-directed learning, story comprehension, and self-questioning in kindergarten’, Journal of Educational Research90 (6), 361–74.
KingA. (1994a), ‘Autonomy and question asking: The role of personal control in guided student-generated questioning’, Learning and Individual Differences6, 163–85.
18.
KingA. (1994b), ‘Guiding knowledge construction in the classroom: Effects of teaching children how to question and how to explain’, American Educational Research Journal31 (2), 338–68.
19.
KolbD. (1984), Experiential Learning: Experiences as the Source of Learning and Development, Upper River, NJ: Prentice Hall.
20.
KorthagenF.VasalosA. (2005), ‘Levels in reflection: Core reflection as a means to enhance professional growth’, Teachers and Teaching: Theory and Practice11 (1), 47–71.
21.
LarkinJ.McDermottJ.SimonD.SimonH. A. (1980), ‘Expert and novice performance in solving physics problems’, Science208, 1335–42.
22.
MalthouseR. (2012), Reflecting Blues: Perceptions of Policing Students With Regard to Reflective Practice and Associated Skills, Saarbrücken: Lambert Academic Publishing.
23.
MalthouseR.Roffey-BarentsenJ. (2013), Reflective Practice in Education and Training (2nd edn), London: Sage.
24.
MalthouseR.Roffey-BarentsenJ.WattsM. (2013), ‘Reflective questions, self-questioning and managing professionally situated practice’, Professional Development in Education40 (4), 597–609.
25.
MartonF. (1981), ‘Phenomenography-describing conceptions of the world around us’, Instructional Science10 (2), 177–200.
26.
McKayS. (1987), ‘Cultural knowledge and the teaching of reading’, Forum25 (2), 18–20.
27.
MinottM. (2010), ‘Reflective teaching as self-directed professional development: Building practical or work-related knowledge’, Professional Development in Education36 (1–2.), 325–38.
28.
MoonJ. (2004), A Handbook of Reflective and Experiential Learning Theory and Practice, London: Routledge Falmer.
29.
MoranD. (2008), Edmund Husserl. The Founder of Phenomenology, Cambridge: Polity Press.
30.
NehringJ.LaboyWCatariusL. (2010), ‘Connecting reflective practice, dialogic protocols, and professional learning’, Professional Development in Education36 (3), 399–420.
31.
NgK. H.LeeC. B.TeoT. (2011), ‘The role of self-questioning: Problem solving in a security organisation’, Systems Research and Behavioral Science28 (1), 91–104.
32.
PalumboD. B. (1990), ‘Programming language/problem-solving research: A review of relevant issues’, Review of Educational Research60 (1), 65–89.
33.
Pedrosa de JesusH. T.AlmeidaP.Teixeira-DiasJ. J.WattsM. (2006), ‘Students' questions: Building a bridge between Kolb's learning styles and approaches to learning’, Education + Training48 (2/3), 97–111.
34.
Pedrosa de JesusH. T.WattsM.da Silva LopesB. (2009), ‘Teaching approaches in higher education: The role of classroom questioning’, in FanghanelJ.Rege ColetN.BernsteinD. (eds), London Scholarship of Teaching and Learning 7th.
35.
International Conference (2008) Proceedings, Volume 4, City University London.
36.
PoskipartaM.KettunenT.LiimatainenL. (1998), ‘Reflective questions in health counseling’, Qualitative Health Research8, 682–3.
37.
Roffey-BarentsenJ. (2011), Voices from the Classroom, Saarbrucken: Lambert Academic Publishing.
38.
Roffey-BarentsenJ.WattsM. (2014), ‘The voices of teaching assistants (are we value for money?)’, Research in Education92, 18–31.
39.
RosenshineB.MeisterC.ChapmanS. (1996), ‘Teaching students to generate questions: A review of the intervention studies’, Review of Educational Research66, 181–221.
40.
RothG. (2004), ‘Lessons from the desert. Integrating managerial expertise and learning for organisational transformation’, The Learning Organization11 (3), 194–208.
41.
SchönD. A. (1987), Educating the Reflective Practitioner, San Francisco: Jossey-Bass.
42.
SchönD. A. (1991). The Reflective Practitioner: How Professionals Think in Action, Aldershot, UK: Ashgate.
43.
SmythJ. (1992), ‘Teachers work and the politics of reflection’, American Educational Research Journal29 (2), 267–300.
44.
SofoF. (2006), ‘The art of questioning: An individual and organizational practice’, Business Digest165 (7), 19–20.
45.
TommK. (1987), ‘Interventive interviewing: Part II. Reflective questioning as a means to enable self-healing’, Family Process26, 167–83.
46.
TommK. (1988), ‘Interventive interviewing: Part III. Intending to ask lineal, circular, strategic or reflective question?’, Family Process27, 1–15.
47.
Van der MeijH. (1994), ‘Student questioning: A componential analysis’, Learning and Individual Differences6 (2), 137–61. Development Association.
48.
WongB. Y. L. (1985), ‘Self-questioning instructional research: A review’, Review of Educational Research55, 227–68.
