Document Type

Article

Language

eng

Publication Date

2019

Publisher

Writing Center Journal

Source Publication

The Writing Center Journal

Source ISSN

0889-6143

Original Item ID

DOI: 10.7771/2832-9414.1878

Abstract

Heeding previous scholars’ calls for a critical investigation of the role of reflection in the professional development of tutors, this article examines reflections written by tutors in the context of conference records. More specifically, the authors investigate the consequences of incorporating a prompt to reflect on tutoring strategies into our online conference-records database. The authors first present the results of their opening coding of nearly 300 conference records, offering a taxonomy of specific types of reflections found in the conference records. The authors then identify three shifts in the content of conference records written after the introduction of the reflection prompt. Finally, the authors draw on analysis of tutor interviews to illuminate how the positive influence of the reflection prompt is inextricably linked to a larger culture of reflection that is often collaborative and leads to transfer of learning within and beyond the writing center.

Comments

Published version. Writing Center Journal, Vol. 37, No. 2 (2019): 93-124. DOI. © 2020 Writing Center Journal. Used with permission.

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