CRITICAL REFLECTION ON PROFESSIONAL PRACTITIONER INQUIRY

 Module 2 enabled me to understand the different types of research methodology and helped me establish a conceptual framework for my inquiry into “Dance Teaching for people with Autism Spectrum Disorders (ASD).”

Reader 4 introduced me to the theory of double loop learning as “a way to better understand the ordinary, to question our everyday working world, to think outside the presumptions and limitations that we have, perhaps unconsciously constructed for ourselves” (Cartwright, 2002, p 69) . 

IMAGE SOURCE:http://www.nwlink.com/~donclark/agile/double_loop.jpg
Applying the process helped me decide what direction to take for my inquiry. It also helped me realise that my research would be transdisciplinary as it would be borrowing from the fields of medical science, psychology and dance Appendix A.

The literature review task in Reader 4 took me “deeply into the relationship between knowledge, self, and world” (Montuori, 2005, p356).  The articles I chose directed me to seek further explanations of terminology and consider other opinions about my topic which either supported or contested my own. It increased my existing knowledge and broadened my horizons. It also made me realise the importance of not overlooking “the value of your own perspectives, which can lead to insights derived from a particular way of seeing” (DeMarrais et al, 2008, p 115). 

I chose articles which gave three different perspectives on dance teaching for people with ASD in order to see if any recurrent themes emerged and to compare methods used. These were: a dance teacher ’s view Appendix B , a dance therapist’s view Appendix C and a sport’s science viewAppendix D . I posted my conclusions in another blog: Appendix E

Considering the ethical implications of my proposed inquiry enabled me to decide how best to frame the actual questions I wanted to ask Appendix F. My SIG members also assisted with this. The feedback they provided throughout this module was invaluable.They gave constructive criticism which, amongst other things, helped me to structure a possible questionnaire for dance teachers that I was compiling to assist my research Appendix G. One colleague also reminded me about the ethical use of language. Appendix H

I consulted relevant work and government policies before drafting my Ethics Statement Appendix I. This made me aware of the need to try to safeguard the well being of everyone involved in my inquiry, especially as I will be working with very vulnerable individuals. 

Reader 6 made me consider the reflexivity of my positioning in the inquiry. I was originally going to seek the opinions of some of my pupils with ASD but decided this was not appropriate because they might feel duty bound to participate and to give answers that were at odds with their true feelings. Appendix J

Looking at other peoples BAPP blogs, my Google+ communities and SIG all helped me immensely when deciding which tools to use for my inquiry. I piloted a questionnaire via Survey Monkey Appendix K and a semi-structured interview Appendix L. I also want to use video observations. I discussed the research methods and ethical implications of video in my blog. Appendix M. Trials with my inquiry tools enabled me to decide that I will use a qualitative analysis for my research.

Module 2 has been a deeply reflective, informative process enabling me to form my inquiry questions Appendix N and reach the conclusion that I will adopt an interpretivist approach to my qualitative research into “Dance Teaching for people with Autism Spectrum Disorders (ASD).”