This article is the fifth in a series of five articles explaining the findings of a constructivist grounded theory study. The theory is named RESPoND: Reflection in the Education and Socialization of Practitioners: Novice Development. Participants in the study included a cohort of audiology students, clinical faculty, and preceptors. This particular article focuses on the third of three facets that together explain the role of reflection in novice development, in the context of the RESPoND theory. The facet of focus in this article explains reflection as a developing behavior. This article also explores the overall RESPoND theory as a whole, as a process through which audiology students and novices develop and socialize into the profession, as understood through reflective processes. Audiology is a relatively young health profession with emerging literature on professional identity, professional socialization, and professional development. Rigorous research focused on understanding and representing the complex processes of becoming an audiologist and being an audiologist engaged in lifelong learning may be helpful in moving the profession forward as an autonomous and constantly improving profession. This article provides insight into the evolutionary journey form audiology student to novice audiologist, the development of reflective behavior within this process, and the intertwined processes of reflective development and professional development as audiologists are educated and socialized toward professional practice. These findings are presented as theory that is grounded in one cohort's experience. Yet, although contextually tied, the theoretical implications may extend to others involved in audiology education and practice.
- reflective practice,
- practice-based knowledge,
- experiential learning,
- professional socialization
Available at: http://works.bepress.com/stella_ng/5/