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Higher education professional recognition programs, which lead to the awarding of such accolades as teaching and learning fellowships, offer participants opportunities to reflect carefully on their practice. However, few resources exist to help participants engage in reflection after the award-receiving stage. This reflection is important in helping participants not rest on their laurels and, instead, build on the practices for which they received recognition. Through a process of collaborative reflection, a group of fellowship-recipients, from different disciplines and higher education institutions, addressed this gap as stakeholder-participant-researchers by developing a transdisciplinary approach to undertaking post-award reflective practice. From this collaboration, a novel two-stage tool was developed using an iterative design methodology. The tool presented in this paper as the result of this research can be understood as a means of supporting self-paced, continued post-award reflective practice; the tool's first stage guides users through retrospective reflection, looking back on previous achievements, while the second stage leads users through anticipatory planning, looking towards the future, to achieve fresh goals. The tool thus deepens the reflective practice of recognition program awardees and supports their ongoing professional development. This paper reports on the development of this bespoke tool, which may be enacted in varied settings. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has ravaged the globe in the past year, demanding shifts in all aspects of life including health profession education. The New York City area was the first major United States epicenter and is home to four genetic counseling graduate programs. We set out to explore the multifaceted programmatic changes required from the four institutions in an early pandemic epicenter, providing the longest time horizon available for assessing the implications of this restructuring on graduate education in the profession. Using practitioner‐based enquiry, our iterative reflections identified three phases of COVID‐19 response within our programs from March through December 2020. The spring months were marked by significant upheaval and reactivity, with a focus on stabilizing our programs in an unstable environment that included a significant medical response required in our area. By summer, we were reinvesting time and energy into our programs and prioritizing best practices in online learning. Relative predictability returned in the fall with noticeable improvements in flexibility and proactive problem‐solving within our new environment. We have begun to identify changes in both curricula and operations that are likely to become more permanent. Telehealth fieldwork, remote supervision, simulated cases with standardized clients, and virtual recruitment and admission events are some key examples. We explored early outcome measures, such as enrollment, retention, course evaluations, and student academic and fieldwork progress, all indicating little change from prior to the pandemic to date. Overall, we found our programs, and genetic counseling graduate education more broadly, to be much more resilient and flexible than we would ever have realized. The COVID‐19 pandemic has awakened in us a desire to move ahead with reduced barriers to educational innovation. [ABSTRACT FROM AUTHOR]

Practitioner-based enquiry (PBE) has been successfully applied as a research methodology to media production projects for undergraduates, honours and doctoral researchers at the University of Newcastle, Australia. PBE incorporates reflective practitioner approaches and extends ethnographic methods by offering a methodology that investigates the subjective experiential perspective of the practitioner-as-researcher. A collective review of these research projects illustrates the robustness of this approach by drawing out similar research findings that point convincingly towards creativity being described as a practice, a process and a system that is internalised by a practitioner. [ABSTRACT FROM AUTHOR]

United Kingdom (UK) government reform for technical and vocational education (TVET) is underway. A goal of which is to address a perceived status issue. Literature identifies an interpretation which perceives TVET as less challenging or for the less academically able. This thesis used practitioner-based enquiry to explore lecturer perceptions, contextualised by UK government's TVET documentation analysis of the last 35 years. The research uncovered tensions in policy as a result of significant policy churn in TVET and presented a conundrum for those lecturers interviewed in terms of their professional identity and relationship with local employers. Constant policy change has bought issues of performativity and managerialism into the sector as it deals with the twists and turns of government. Causing lecturers interviewed to feel disconnection from their profession of origin resulting in a pervading sense of devaluing the vocational aspects of their sense of self. Together with the increased pressure to develop generic teaching skills, rather than specialist vocational pedagogy, it is argued, will only perpetuate the portrayal of TVET as lower status. The findings were bought together to argue that the constant policy churn has resulted in a lack of trust and legitimacy for TVET, offering one possible explanation for the portrayal and the status issue that new T-level qualifications are designed to address. [ABSTRACT FROM AUTHOR]

This article explores the history of practitioner-based enquiry in education and the degree to which in bridges the gap between leadership research and leadership practice. In doing so it draws on the findings from an evaluation of NCSL's Research Associate Programme. Several key drivers are identified behind the increased interest in practitioner-based enquiry, these being school based curriculum reform, the reconceptualization of the notion of professionalism, increased commitment to continued professional development and greater interest in action research. The article then explores the potential benefits of practitioner enquiry at the individual, school and system levels. It also reviews the potential challenges facing practitioner researchers and the strategies adopted by NCSL in response to these. The article concludes by highlighting the value of practitioner enquiry in encouraging reflection and school leadership is an evidence based profession. [ABSTRACT FROM AUTHOR]