Writing and Research for Master's Degree Students Position Paper on alternative article by Susan Jarosak

"Using Reflective Questioning To Promote Collaborative Dialogue," Journal of Staff Development, Winter 1994, Vol. 15, No. 1. Authors: Ginny Lee, Bruce Barnett

This article discusses the practice of reflective questioning--its origin, techniques and guiding principles for use. Reflective questioning can be used not only to gather data, but to help others reflect and make meaning of their learning experiences. According to the authors, the use of this interviewing technique can "create opportunities for individuals to reflect aloud, to be heard by one or more colleagues, and to be prompted to expand and extend thinking through follow-up questions."

A study was done using reflective questioning as a professional development experience with school administrators. School leaders worked with colleagues around learning how to "engage in inquiry, reflection, and analysis about their own work." Participants were paired with peers and taught skills for observing and interviewing each other while at work. Observation, or "shadowing," was used as an accompaniment to the questioning because the authors believed it was necessary for the observed person to receive input on their actions. The input was used to achieve a greater self-awareness and understanding of their work and explore new possibilities.

Participants were first taught how to observe others while they worked and then how to develop and ask questions that facilitated reflection on real concerns and issues. They were asked to observe specific actions regarding personal and professional values, theoretical and applied knowledge, and leadership activities. According to the authors, the outcome for participants was a greater awareness of themselves and an increase in understanding of their own teaching practices and beliefs. The real problems that were identified and the new actions encouraged others at the school to question their practices and work processes as well.

The authors addressed the appropriateness of using this model and the conditions for its success. I thought they were very implicit regarding the appropriateness of using this model; there were no underlying assumptions that it is suitable for all groups. Their perspective is that certain criteria and conditions must be met for using this model. The main recommendations they suggest are: to carefully consider the context in which the model will be used; to clarify the purpose of its use; and to acknowledge the relationship between the interviewer and the interviewee.

The study with school administrators was unique in that it seemed like just the right group for using both questions and observation. The program developers must have gotten the necessary buy-in and commitment from all involved in order for it to work. Consenting to being observed in your workplace and getting feedback about how you do your job would require a lot of trust from all parties involved. I wonder if other groups would be as successful. Particularly, a group made up of people that are not used to being asked to articulate and reflect on their life experiences.

The authors named several challenges they met while using this technique in their study. These included the difficulty for participants to learn how to ask questions while suspending judgement, and developing listening skills. They cautioned that this technique may be particularly challenging for those in authority roles who were accustomed to providing "expert answers." Herein lies the controversy of using this technique. It takes time, it's risky and unpredictable, it involves a lot of relationship-building, and it requires participants to be self-directed, reflective learners. Educators who do not value this way of working, or do not feel comfortable with not knowing outcomes, would not support it. Tension will always exist between educators who are willing to try new approaches and others who want to stick to tried and true traditional training models.

Besides these challenges, it seems to me that other factors crucial to its success would be the high commitment needed from staff and the time to participate. Also, the need to establish "norms" within the group and in pairs to attain the necessary level of confidentiality.

Reflective questioning can also be used for evaluation purposes where the goal is to draw out the learning and understanding of the participants. It provides an excellent opportunity to reflect and think about how they can integrate the experience to their work. I am very interested in using this technique in my thesis project on evaluating the effectiveness of staff development. I plan on doing a series of interviews with Extension staff who have participated in different learning experiences. The purpose is to not only collect information on the usefulness of the experience, but to help them think about their own thinking.

My own perspective on using this technique is that it provides an opportunity to promote and enhance reflective practice. Providing opportunities for adults to reflect to help them make meaning and integrate their learning to their work is a philosophy supported by many educators. Reflection is a natural process for adults to make sense of our lives. Staff developers can play an important role in facilitating reflective practice by creating opportunities where staff can reflect. Unfortunately many work settings do not promote or encourage reflective practice, or learning for that matter, which is only detrimental to our workforce.

-- Anonymous, March 23, 1999