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How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for higher education Reflective Practice Pub Date : 2024-04-01 Marc Pérez-Burriel, Laura Serra, Rosario Fernández-Peña
University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institu...
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Correction Reflective Practice Pub Date : 2024-04-03
Published in Reflective Practice: International and Multidisciplinary Perspectives (Ahead of Print, 2024)
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Triggers and conducive factors for reflection in university students: a focus group study Reflective Practice Pub Date : 2024-03-04 Joedith López-Cuello, Sjir Uitdewilligen, Anke Sambeth
Although previous research highlights the importance of reflection in higher education, little is known about the type of triggers and contexts that promote authentic reflection in university stude...
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A reflective practice learning experience with higher education exercise physiology students Reflective Practice Pub Date : 2024-03-06 Rosanne Coutts, P. Irwin, L. Del Vecchio
Accredited exercise physiologists are higher education qualified health professionals who prescribe exercise as a preventative and treatment modality for individuals diagnosed with chronic conditio...
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Revising the guide for reflective practice: problems and readiness Reflective Practice Pub Date : 2024-02-28 Scott W. Greenberger
This article provides a revision, further clarification, and minor updates to the published Guide for Reflective Practice (GRP). As an executive editor for a journal that uses the GRP as an author ...
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Critical incidents as a strategy to enhance student teachers’ reflection about practice through immersive learning Reflective Practice Pub Date : 2024-02-28 Juanjo Mena, Maria Assunção Flores, Eva Fernandes, Odiel Estrada-Molina
Critical incidents are unanticipated events (either positive or negative) that teachers may encounter during a lesson or other situation causing them to reflect on their approach and change accordi...
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Becoming-with-AI: Rethinking Professional Knowledge Through Generative Knowing Reflective Practice Pub Date : 2024-02-27 Ahreum Lim, Aliki Nicolaides
ChatGPT presents a significant disruption in the ways of knowing that highlight the value of control and mastery of knowledge as a quest for certainty. ChatGPT, as a step toward Artificial General ...
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From inside the head to putting it on the table – supporting reflexive decision-making for unpaid female carers considering higher education Reflective Practice Pub Date : 2024-02-25 Deborah Munro, Jill Willis, Andrew Gibson, Melinda Laundon
When unpaid female carers consider whether to pursue higher education (HE), they frequently experience decision-making uncertainties which stem from the structural and cultural challenges associate...
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Supervisors’ guidance of PETE students’ reflections at practicum: creating conditions for different learning journeys Reflective Practice Pub Date : 2024-02-23 Emil Johansson
Physical education teacher education (PETE) students’ reflections on their practicums are influenced by how their supervisors guide them. Supervisors often evaluate and discuss PETE students’ teach...
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Drivers for change: reflective practice to enhance creativity in sports coaches Reflective Practice Pub Date : 2024-02-23 Christine Nash, Dave Collins
Reflective practice has become a standard component of coach development programmes, almost taken for granted. This research examines the links between long-term reflective learning and the applica...
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Defragmenting students’ reflective thinking levels for mathematical problem solving: does it work? Reflective Practice Pub Date : 2024-02-23 Muhammad Noor Kholid, Yoga Tegar Santosa, Tin Lam Toh, Agung Putra Wijaya, Imam Sujadi, Heris Hendriana
Study on fragmentation and defragmentation of reflective thinking structures has never been conducted. Therefore, the purpose of this study was threefold: (1) to identify the types and forms of fra...
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Reflective learning: a new leadership development framework driving engineering innovation Reflective Practice Pub Date : 2024-02-18 Jeremy Wei
Innovation is an organizational learning process that demands a reflexive perspective to take on uncertainties and question deeply held assumptions, propelling leadership and organizational structu...
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Peering in: what do you see and will we agree? Reflective Practice Pub Date : 2024-02-10 Paul McFlynn, Barbara Skinner
Most initial teacher education (ITE) programmes claim to develop reflective practitioners. Peer review is one means of developing reflective practice. In this study, Post-Graduate Certificate in Ed...
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The use of reflective conversations as a professional development tool – a narrative exploring the experiences of a performance analyst working in semi-elite football Reflective Practice Pub Date : 2024-02-07 Claire Mulvenna, Archie Viner
Previous research into the use of reflective techniques, in applied sports environments, has tended to focus on the experiences of coaches. However, with the increasing professionalization of sport...
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Qualitative examination of Vietnamese EFL teachers’ reflective teaching: insights into in-on-for reflection methods at different stages in their career Reflective Practice Pub Date : 2024-02-07 Trut Thuy Pham, Thanh Thao Le, Hoang Yen Phuong, Anh Thi Nguyen, Thi Anh Thu Huynh, Huong Tra Nguyen
Reflective teaching has been recognized as a critical component of effective English as a Foreign Language (EFL) education. However, little research has investigated the reflective practices of Vie...
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‘Virtual café’ sessions: supporting medical sonography students learning anatomy online Reflective Practice Pub Date : 2024-02-07 Michelle Fenech, Nadia Mead, Noah Fenech
Medical sonography students require a deep understanding of three-dimensional (3D) structural anatomy. In addition, they are required to identify anatomical structures from medical images. To enhan...
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Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments Reflective Practice Pub Date : 2024-02-07 Okan Arslan
This study focused on the reflections of preservice middle school mathematics teachers who participated in informal learning environments (science and mathematics camps) as assistant teachers. It w...
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The role of gender and teaching experience in reflective thinking among Moroccan EFL teachers Reflective Practice Pub Date : 2024-02-07 Hanane Aqadoh, Naima Trimasse
In light of some of the challenges of the present day, such as the changes brought about by the COVID-19 pandemic, the needs of the 21st century, and post-method pedagogy, reflection in education h...
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Research on making interview questions among Vietnamese students: difficulties, reflection and solutions – a perspective of learning by doing Reflective Practice Pub Date : 2024-02-07 Tú Anh Hà, Minh Quang Nguyễn
The article identifies students’ difficulties in making interview questions, their solutions and reflection on a good interview question. This firstly aims at enhancing our knowledge of doing inter...
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Changes in scientific process skills and reflective thinking skills towards problem-solving of gifted students: a summer school practice Reflective Practice Pub Date : 2024-02-05 Özge Ceylan
The foundation of scientific research is solving a problem. As reflective thinking and problem-solving are closely related, teaching scientific research may have an impact on reflective thinking. T...
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Reflective supervision as a vehicle for trauma-informed organizational change in early childhood education settings Reflective Practice Pub Date : 2024-02-02 Alysse M. Loomis, Rachel Coffey, Jennifer Mitchell, Devon Musson Rose
While reflective supervision and trauma-informed care are often implemented separately within early care and education (ECE) settings, there is meaningful intersection between these two approaches ...
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Evaluating the experiences of a staff equality, diversity and inclusion reflective space Reflective Practice Pub Date : 2024-01-31 Alexander Bolster, Leila Jameel
Minoritised individuals (people identifying as belonging to groups experiencing socially constructed power inequalities) frequently experience mental health inequalities. Mental health services hav...
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Reflection and agency: the experiences of English language teachers in Türkiye Reflective Practice Pub Date : 2024-01-28 Zeynep Bütün Ikwuegbu, Richard Harris
This study explores English Language Teaching (ELT) teachers' experiences of reflective practice in Türkiye. It looks at the role agency plays in reflection in relation to teacher growth. Thirteen ...
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The affordances of a mobile video-tagging tool for evaluating presentation skills in a second language Reflective Practice Pub Date : 2024-01-25 Asuman Aşık, Olcay Sert, Paul Miller
This study investigated the affordances of a mobile video observation and tagging tool used to evaluate presentation skills in English language classrooms. The data consists of 35 video-recorded pr...
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Students’ reflection on the effect of collaborative learning on the learning environment and academic achievement in online reflective platforms Reflective Practice Pub Date : 2024-01-25 Ali Keramati, Mohammad Reza Keramati, Mohammad Hossein Arefian
The significance of collaborative learning (CL) for enhancing the quality of the learning environment and academic achievement among students needs to be investigated. The purpose of this mixed-met...
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Reflecting in/on social professions: the critical potential of rhetorical reflexivity Reflective Practice Pub Date : 2024-01-24 Laura Van Beveren
This paper explores the critical potential of rhetorical studies to inform a concept of reflexivity for social professions. In response to an increasing turn towards technical notions of profession...
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Reflecting team – a structured method for peer reflection on challenges in teaching Reflective Practice Pub Date : 2024-01-22 Miriam Hansen, Julia Mendzheritskaya
Reflecting team is a structured and guided method for peer collaborative reflection on critical incidents in teaching. The present evaluation study combining quantitative and qualitative data inves...
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Investigating the predictive role of reflective thinking and decision making on creative thinking dispositions Reflective Practice Pub Date : 2024-01-18 Ali Orhan, Orhan Ataman
This study aimed to investigate whether university students’ decision-making styles and reflective thinking skills are significant predictors of their creative thinking dispositions. The study was ...
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Engaging in online peer-led group reflective practice through the share your research ideas project: students’ and tutors’ reflective accounts Reflective Practice Pub Date : 2023-11-24 Nahielly Palacios, Yuan Gao, Eirini Mourelatou, Rumana Rafique
This paper presents the retrospective reflective accounts of three master’s alumni and their tutor who openly shared their thoughts on their experience of engaging in online peer-led group reflecti...
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Staff experiences of reflective practice groups in a crisis resolution and home Treatment team: a mixed methods service evaluation Reflective Practice Pub Date : 2023-11-08 Sandra T. Neil, Megan Johnstone, Katie Fox, Richard Collins, Lee D. Mulligan
Crisis Resolution and Home Treatment Teams (CRHTTs) provide mental health support for people experiencing crises and its employees are at high risk of occupational stress. Reflective Practice Group...
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Teaching reflection in service-learning: disciplinary differences in conception and practice Reflective Practice Pub Date : 2023-11-08 Rina Marie Camus, Grace Ngai, Kam Por Kwan, Ka Hing Lau, Stephen Chan
Faculty from diverse disciplines are involved in teaching service-learning where reflection is an essential component. This qualitative study explores disciplinary differences in understanding refl...
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Using design thinking to explore teaching problems in Chilean schools Reflective Practice Pub Date : 2023-11-08 Úrsula Bravo, Catalina Cortés, Peter Lloyd, Derek Jones
Educational systems face increasingly complex demands, confronting teachers with multidimensional people-centred problems rarely solved by linear or standardised solutions. Nevertheless, teachers m...
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How can a facilitator’s caring approach trigger and deepen pre-service teachers’ reflection on their pedagogical practice? A year-long action research study Reflective Practice Pub Date : 2023-11-08 Eugénia Lopes Azevedo, Carla Sofia Valério Fernandes, Rui Manuel Flores Araújo, Ana Gracinda Alves Ramos, Isabel Maria Ribeiro Mesquita
Throughout a year-long Action Research (AR) conducted in Physical Education Teacher Education, this study explored how a facilitator’s caring approach can help develop strategies and create circums...
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Promoting self-directed learning skills in a first-year problem-based university program with a self-development intervention Reflective Practice Pub Date : 2023-10-28 Cynthia Elderson-Van Duin, Peter Johan Renkema, Huib Karel Tabbers
This study investigated whether an intervention aimed at self-development would stimulate the self-directed learning skills of university students within a problem-based learning program. In a rand...
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Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module Reflective Practice Pub Date : 2023-08-17 Mark A. Minott
ABSTRACT This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs). Using purposeful convenient sampling, twenty-seven(n = 27) students on the education studies
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Reflective writing in social sciences: challenges and opportunities for medical students Reflective Practice Pub Date : 2023-07-20 G.Y. Akhmetova, L.R. Khaliullina
ABSTRACT An application of Bologna Process parameters in the classroom setting requires new skills on the part of students. One of these significant skills is the ability to reflect upon one’s learning path, which provides an opportunity for students to enhance their knowledge, and, moreover, make pivotal changes in their professional field. Thus, students would benefit greatly from reflective learning
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Interprofessional reflective practice to improve pediatric healthcare outcomes Reflective Practice Pub Date : 2023-07-20 Jessica Parrott, Tammy Speerhas, Benjamin D. Klick, Turaj Vazifedan, Theresa Guins
ABSTRACT There is limited research on the combined concepts of interprofessional reflective practice on healthcare outcomes. This research sought to better understand the concepts of interprofessional and reflective practice when utilized together to assess provider perception of improved healthcare outcomes in a pediatric setting. This article explores these concepts while also contributing to the
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Supporting mentor teacher learning and reflection through audio recordings in professional development Reflective Practice Pub Date : 2023-06-25 Lindsay Joseph Wexler
ABSTRACT Mentor teachers of student teachers play an important role in novice teacher development, yet rarely receive training or support. This study investigates five mentor teachers during the 2021–2022 school year as they participated in monthly mentor professional development meetings. It asks the question ‘How can recordings of mentor/mentee conversations be used within mentor professional development
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Developing and learning care units—a model for nursing students learning in clinical practice Reflective Practice Pub Date : 2023-06-15 Hanna Holst
ABSTRACT Nursing education has made a journey from being mainly clinic-based education to being education that is carried out at universities and university colleges. The journey from being clinical education to being a university education has likewise created a gap between theory and practice. In this article, the aim is to describe the learning model of Developing and Learning Care Units (DLCU)
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Supporting young children as they engage in reflective practices in the virtual classroom: Conditions, challenges and perspectives during the pandemic of the 21st Century Reflective Practice Pub Date : 2023-06-06 Jennifer Tan, Menn Sze Chua
ABSTRACT This qualitative study investigates conditions for online reflective sessions, the challenges faced and the perceptions of young children when classes moved online. 18 children ages 10–11 participated in the study; they attended 9 online reflection sessions over Zoom and an exit interview. The study concluded that challenges faced when conducting online reflection sessions were the common
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Self-leadership through self-reflection: guiding nursing faculty in taking ownership of their teaching practices in nursing education institutions Reflective Practice Pub Date : 2023-06-05 Vhothusa Edward Matahela, Gisela Hildegard van Rensburg
ABSTRACT The ever-changing higher education milieu calls for a new way of leadership that ensures success for faculty working in academic institutions, including nursing education institutions. Whilst the available literature describes faculty self-leadership and its benefits in broader academic environments, there is dearth of literature that describes how nursing faculty’s self-reflection could be
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Experiencing pedagogical reflection as the virtue phronesis Reflective Practice Pub Date : 2023-05-15 Carrie Birmingham
ABSTRACT After decades of work, a unified conceptualization of pedagogical reflection remains elusive. Seeking clarity on the identity of pedagogical reflection, this phenomenological study begins not with an a priori definition of reflection, but with the lived experiences of five veteran teachers. Its goal was to discern from the respondents’ narratives the essence of pedagogical reflection, what
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Clinical psychologists’ experience of cultivating reflective practice in trainee clinical psychologists during supervision: a qualitative study Reflective Practice Pub Date : 2023-05-12 Su Min Ooi, Siân Coker, Paul Fisher
ABSTRACT Reflective practice is regarded as an essential competency to maintain high clinical standards by various professional bodies and is therefore emphasised within healthcare training programmes including Clinical Psychology. Clinical supervision is seen as the most common and useful way to encourage reflective practice in healthcare professionals but there is limited evidence on effective strategies
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Fostering cognitive control through reflection in scientific writing Reflective Practice Pub Date : 2023-05-12 Teresa Serra, M. Eugenia Gras, Dolors Cañabate, Jordi Colomer
ABSTRACT This paper aims to determine the role cognitive control awareness plays in university students through their scientific writing. Results show that through an assessment-centred instruction approach embedded in reflective learning, tertiary students at a faculty of sciences can achieve greater metacognitive awareness of their learning. Fourth-year students in a physical oceanography class displayed
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Reflective thinking in higher education: examining practices of higher education faculty Reflective Practice Pub Date : 2023-05-11 Ulas Kayapinar, Ali Ata Alkhaldi
ABSTRACT A reflective teacher thinking paradigm usually might shape the teaching practices of professionals, especially in learner-centered educational environments. This study aims to reveal reflective thinking and reflective practices of qualified faculty in higher education institutions in more than twenty countries. To do that, 257 responses to a 5-point scale questionnaire from volunteer university
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Using reflection to demonstrate development of active citizenship and critical consciousness through authentic and locally based projects Reflective Practice Pub Date : 2023-05-11 Conor Keogh, Kathleen A. Corrales
ABSTRACT Concepts such as active citizenship and critical consciousness are increasingly relevant to enable students to meet the challenges of tomorrow. Additionally, self-reflection is a powerful tool to observe the development of abstract concepts such as these. This qualitative exploratory study examined the extent to which university students in Colombia enhanced their critical consciousness and
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Reimagining reflective practice and reflective practice environments in a post pandemic world: A discussion paper Reflective Practice Pub Date : 2023-05-11 Ann Donohoe
ABSTRACT Covid-19, the disease caused by severe acute respiratory syndrome coronavirus 2 is recognised as one of the most challenging global events of the twenty-first Century. The detrimental impact of the pandemic resulted in high rates of infection, morbidity, and mortality, with health-care workers firmly positioned on the frontline of this unparalleled international crisis. An emerging literature
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Adopting digital storytelling in English classrooms: lessons learned from Indonesian EFL teachers’ reflective practice Reflective Practice Pub Date : 2023-05-09 Nur Arifah Drajati, Hilda Rakerda, Martono, I Putu Indra Kusuma, Siti Drivoka Sulistyaningrum, Ma’rifatul Ilmi
ABSTRACT Digital Storytelling (DST) is a unique and powerful way of conveying knowledge and experiences in almost all fields. The use of DST as knowledge transfer media is a perfect choice, especially in classrooms where knowledge and experiences are shared. However, Indonesian English as Foreign Language (EFL) teachers have little experience in adopting DST in classrooms, especially in English language
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Collaborative peer observation of teaching: enhancing academics’ collegiality and collaboration Reflective Practice Pub Date : 2023-05-08 Phuong Vu Nguyen
ABSTRACT This paper discusses the extent to which collaborative peer observation of teaching (POT) as a process for teacher professional development could enhance collegiality and collaboration among academics. A single case study was conducted to investigate academics’ perceptions of their POT experience in the Vietnamese context. Purposive sampling was applied to select eleven academics at a university
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Teachers’ perceptions, facilitators, and barriers to the regular use of self-reflection in public health higher education during COVID-19 — a mixed methods approach Reflective Practice Pub Date : 2023-05-08 Raymond Boon Tar Lim, Claire Gek Ling Tan, Kenneth Wee Beng Hoe, Cecilia Woon Chien Teng, Andre Matthias Müller, Julian Azfar, Suganthi Narayanasamy, Chee Hsiang Liow
ABSTRACT The objective of this study was to assess the perceptions as well as to explore the facilitators and barriers to the regular use of self-reflection as a pedagogical tool by teachers in public health education during COVID-19. We used a mixed methods approach, comprising a cross-sectional survey followed by in-depth interviews. Quantitative findings revealed that there was a significantly greater
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What do reflective writings of clinical year students say to medical educators?; a qualitative study Reflective Practice Pub Date : 2023-05-08 Selçuk Akturan, Bilge Tuncel, Yasemin Güner, Ayşenur Duman Dilbaz, Melek Üçüncüoğlu, Canan Ayazoğlu
ABSTRACT It is aimed to reveal the concepts and values on undergraduate medical education within the clinical students’ reflective writings, and to reveal what the students’ suggestions are to improve medical education in their reflective writings. This is a qualitative study, and the reflective writings of the 5th year students were examined. Qualitative document analysis method was used to evaluate
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‘[Now] that I look back, I’m like oh my goodness why did I think like that?’: using critical reflection in training Pharmacy Assistants and Pharmacy Dispensary Technicians working with Medication Assisted Treatment of Opioid Dependence: a case study from Australia Reflective Practice Pub Date : 2023-05-04 Tejaswini Patil, Jane Mummery, Dominic Williams, Mohammed Salman
ABSTRACT Despite recognition of the importance of critical reflection for professional development in social and health care – particularly regarding professional competency and self-awareness – the use of reflective practice in professional training has received less examination. This paper evaluates the use of critical reflection as a pedagogical approach in training allied health professionals –
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Development and validation of teacher reflective practice scale for EFL teachers Reflective Practice Pub Date : 2023-05-05 Masoomeh Estaji, Javad Ahmadi Fatalaki
ABSTRACT This study was aimed at devising and validating a questionnaire on EFL teachers’ perceptions of reflective practice. To this end, seven experts in the field of Applied Linguistics were invited to check the face and content validity of the questionnaire with a checklist. They were also asked to rate the questionnaire items on a 5- point Likert scale. Based on the experts’ viewpoints (removing
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The role of collaborative inquiry in Iranian EFL teachers’ reflective teaching: the case of teaching experience Reflective Practice Pub Date : 2023-05-05 Ekram Dehghani, Ehsan Rezvani, Bahram Hadian
ABSTRACT Teachers’ collaborative inquiry is a process of learning through which teams of teachers evaluate and analyze their teaching practice, and reflective practice contributes to teachers’ professionalism. The present descriptive survey study aimed to investigate the role of collaborative inquiry in Iranian EFL teachers’ reflective teaching and whether teaching experience (novice and experienced
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The reflective practice at university: how to enhance students’ competencies awareness by using ‘reflective breaks’ Reflective Practice Pub Date : 2023-05-04 Maria Denami, Dina Adinda
ABSTRACT One of the aims of university is to prepare students to meet and behave in a professional field after bachelor or master studies, and to develop professional competencies. Nonetheless, it is observed that after university, students do not have the competencies required to thrive in an economic field. Furthermore, students often cannot name the competencies they acquired or developed at the
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EFL teacher resilience: instrument development and validation Reflective Practice Pub Date : 2023-04-10 Mohsen Shirazizadeh, Afsaneh Abbaszadeh
ABSTRACT Teacher resilience research complements studies on teacher stress and burnout and is gaining increasing attention due to its influence on teachers’ thriving in their profession. However, this construct has not yet been defined in operational terms in foreign language teaching, and its constituent components are not specified due to the absence of a robust and context-specific instrument. Therefore
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Submitting the ‘right’ reflection Reflective Practice Pub Date : 2023-04-06 C. Murphy, T. O’Mahony
ABSTRACT While the benefits of reflection for students are well documented, there is a parallel body of research pointing to varying levels of engagement with reflection. Students on a four-year business information systems programme have to complete a reflection as part of their placement assessment. Using a constructivist qualitative methodology, this research explores the students' experience of
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Reflecting on reflection among early childhood teachers: a study of reflection for, in, and on action intersecting with the technical, practical, and critical dimensions Reflective Practice Pub Date : 2023-03-26 Jennifer J. Chen
ABSTRACT This study investigated how early childhood teachers might reflect on their teaching-learning process related to the unconventional instructional modalities necessitated by COVID-19 during the 2020–2021 school year. The participants consisted of 15 teachers (ages 24–45 years, M = 32 years) teaching children in preschool to third grade in New Jersey, USA. Data collection involved interviewing
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How does digital reflective practice in textile design education relate to creativity? Reflective Practice Pub Date : 2023-03-26 Umer Hameed, Mike Mimirinis
ABSTRACT This article reports the results of a multiple case study that sought to understand how textile design students engaged in digital reflective practice (DRP) and how such engagement related to creativity. Theoretically informed by symbolic interactionism and constructivism, the study incorporated the views of textile design teachers, heads of departments and students in four different higher
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Asking additional key questions of self-reflection Reflective Practice Pub Date : 2023-03-16 Simon Brownhill
ABSTRACT Assertions that reflection plays a critical role in both our individual growth and professional success are reinforced by personal experience and empirical research from around the world. Those keen to engage in the key skill of reflection can access a ‘sea of support’ that includes academic papers, modular-based websites, practical handouts, and peer assistance. In contrast, those wishing