Abstract:

This paper introduces a dialogic reflexive model (DRM), which has been developed and used by the author in relation to her praxis with conducting student development conversations (SDC) with the aim of prompting critical reflection and transformative learning as part of students’ identity construction processes. SDC are recurrent curriculum elements in both undergraduate and graduate level programs within the learning disciplines at a university that has problem-based learning (PBL) as its foundational pedagogy. SDC have a dual aim: to develop student reflective competences in relation to disciplinary and professional aspects in the field of learning; and to enhance students’ self-reflexivity in relation to their own learning and identity formation, which, more often than not, imply transformative learning processes. SDC are conducted individually, biannually, by the same professional, and are combined with the use of reflective portfolio writing and structured reflection sheets, as preparation and follow-up on the conversations.

DRM builds on an existing praxis model that illustrates the process of PBL as the integration of practical, theoretical and personal, value-based dimensions of praxis. Praxis refers widely to social practice as the relational intertwining between the individual as agent and the world including activity, meaning and learning. DRM acknowledges and integrates students’ practical knowing and experience base, at the first praxis level (P1), as the foundation of future constructs. Next comes the theory-informed praxis level (P2), which can potentially upgrade P1, though in ways that resonate with one’s personal call, at the third praxis level (P3), where personal values and ethical considerations are guiding tools for finding our place in the world.

DRM extends to include three corresponsive levels of reflection and self-reflexivity that are at work in order to integrate the three levels of praxis. DRM aims at supporting iterative reflexive processes that affect students’ personal and professional identity formation, within and beyond the educational context, thus supporting the basic aim of education of bringing the individual closer to the world of practice. Essentially, DRM leans against an identity concept seen as a complex process of creating personal coherence or self-sameness through social change and changing roles throughout adulthood, in order to feel and act whole. The argument underlying the model is shaped around viewing transformative learning as personal transformation or ‘‘becoming’’, which is a deeply personal reinvention of self.

Based on practical experiences with using the model in recurrent SDC with more than 50 students, the analysis will focus on the impact of self-reflexivity and dialogically constructed self-perception as a means to identity trans-/ formation. The analysis draws on social constructionist assumptions on conceptualizing re-orientations of self as reflexive dialogical practice. After dwelling on the notion of self-reflexivity versus critical reflexivity, the paper concludes by reaffirming the importance of reflexivity in creating ethical, responsive, and responsible societal structures.

Learning take-aways:
A practical dialogic tool to foster critical reflection.
Empirical findings on SDU as reflexive dialogical practices in constructing identities.
Theoretical points on self-reflexivity and personal transformative learning in a PBL context.

Keywords:

Dialogic practices, critical reflection, self-reflexivity, identity construction, transformative learning, problem-based learning.