Richard's research interests include reflective practice. He introduced the theoretical model of Situated Reflective Practice (SRP) which focuses upon a situation an individual may experience due to external influences. Another area of focus is that of Reflective Questioning which promotes an individual to think reflectively. He is currently researching the phenomenon of PRreflection and Feed Forward. The purpose of this study is to support students as they engage in academic study. His latest Reflective Practice model, Past, Present, Future is the subject of his ongoing research. He is continuing his research into Reflective Practice and PReflection and is piloting a new reflective model for undergraduates who are not involved in teacher training.
His latest interests are that of students needs in relation to learning support post C19. Richard also focuses on racism, bullying and sexism within organisations.
Richard's Journals include:
Research in Education: Sage Journals
Malthouse, R, Roffey-Barentsen, J, Watts, M, 'Reflective questions, self-questioning and managing professionally situated practice' (2015)
Reflective self-questioning arises within the work-place when people are confronted with professional problems and situations. This paper focuses on reflective and 'situated reflective' questions in terms of self-questioning and professional work-place problem solving. In our view, the situational context, entailed by the setting, social and personal/individual perspectives, is interactional. The supporting empirical data is drawn from our work with two groups in their tertiary phase of education: professional trainers within a large corporate organisation and para-professionals within a large college system; each embraces phenomenological principles. The discussions of situated reflective practice (SRP) entail those circumstances where change is visited upon the individual by forces outside their immediate control. The positive sense of SRP is that it can prepare an individual for anticipated change, and is therefore considered a method of change management. The situation acts as a catalyst for the thought.
Professional Development in Education
Malthouse, R, Roffey-Barentsen, J, Watts, M, Reflectivity, 'Reflexivity and Situated Reflective Practice' (2014)
This paper describes an aspect of reflective practice referred to as 'Situated Reflective Practice' (SRP). The overarching theory is derived from social theories of structuration and reflexivity. In particular, from Giddens's (1984) theory of structuration, this sees social life as interplay of agency and structure. Discussion of the research reported here centres on the nature of such situated reflection, considers related literature and presents the data collected in a recent small-scale study. The original purpose of the research was to explore the perceptions of corporate trainers on a course for Preparing to Teach in the Lifelong Learning Sector (PTLLS). (2) As a result of this research the concept of Situated Reflective Practice was generated. It is argued that here exist some situations where a person will find themselves in a position over which they have little control, avoidance or veto. The major conclusion of this study was that key interview themes enabled the delineation of a series of five characteristics representing increasing structural distance in space and time between the reflective practitioner and the professional situation in which they work.