Reflective Practice最新文献_第7页

EFL teacher resilience: instrument development and validation 英语教师心理弹性:工具开发与验证

IF 1.2

Reflective Practice Pub Date : 2023-04-10 DOI: 10.1080/14623943.2023.2200926

Mohsen Shirazizadeh, Afsaneh Abbaszadeh

引用次数: 0

Submitting the ‘right’ reflection 提交“正确的”反射

IF 1.2

Reflective Practice Pub Date : 2023-04-06 DOI: 10.1080/14623943.2023.2198204

C. Murphy, T. O’Mahony

引用次数: 0

How does digital reflective practice in textile design education relate to creativity? 纺织设计教育中的数字反思实践与创造力有何关系？

IF 1.2

Reflective Practice Pub Date : 2023-03-26 DOI: 10.1080/14623943.2023.2194623

U. Hameed, Mike Mimirinis

引用次数: 0

Reflecting on reflection among early childhood teachers: a study of reflection for, in, and on action intersecting with the technical, practical, and critical dimensions 反思幼儿教师的反思：对与技术、实践和批判性维度交叉的行动的反思研究

IF 1.2

Reflective Practice Pub Date : 2023-03-26 DOI: 10.1080/14623943.2023.2194624

Jennifer J. Chen

{"title":"Reflecting on reflection among early childhood teachers: a study of reflection for, in, and on action intersecting with the technical, practical, and critical dimensions","authors":"Jennifer J. Chen","doi":"10.1080/14623943.2023.2194624","DOIUrl":"https://doi.org/10.1080/14623943.2023.2194624","url":null,"abstract":"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 each teacher virtually via Zoom for 60–90 minutes (M = 75 minutes). This study analyzed only the data directly related to reflection, leading to 20 most salient ‘Reflective Instances’ (RIs) being identified and subsequently coded according to a 3 (types: reflection-for-action, reflection-in-action, and reflection-on-action) x 3 (dimensions: technical, practical, and critical) framework. The analysis revealed four main findings. First, while there was evidence of all three types of reflection, reflection-on-action was the most prominent. Reflection-on-action was also the only type exhibiting evidence of all three dimensions. Second, the RIs concentrated most predominantly on the practical dimension, which was also the only one occurring in all three types of reflection. Third, the intersection between reflection and dimension revealed that reflection-in-action along the practical dimension was the most salient. Fourth, the teachers’ sociodemographic characteristics did not appear to account for the variations in the patterns of the reflection types and dimensions.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"324 - 346"},"PeriodicalIF":1.2,"publicationDate":"2023-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46940242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Asking additional key questions of self-reflection 提出其他自我反思的关键问题

IF 1.2

Reflective Practice Pub Date : 2023-03-16 DOI: 10.1080/14623943.2023.2190578

S. Brownhill

{"title":"Asking additional key questions of self-reflection","authors":"S. Brownhill","doi":"10.1080/14623943.2023.2190578","DOIUrl":"https://doi.org/10.1080/14623943.2023.2190578","url":null,"abstract":"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 to engage in self-reflection are likely to be discouraged by the modest amount of quality information and resources that are readily available for practical use. Prompted, in part, by the concluding commentaries offered by Brownhill (2022a, 2022b), this thoughtpiece offers a refreshing literature-based exploration of self-reflection as an essential act, facilitated by asking and answering additional key questions such as what additional definitions and types of self-reflection exist, what is the process of self-reflection, and how can self-reflective activity be undertaken and encouraged in others. Written to be accessible in both content and scope, this thoughtpiece serves as a constructive ‘go-to’/short resource that has the potential to help individuals self-reflect as part of their personal learning and professional development/practice with enhanced understanding, assurance, and enjoyment.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"149 17","pages":"400 - 412"},"PeriodicalIF":1.2,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41284880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A penny for your thoughts: promoting compassionate medical practice through reflection 花一分钱思考：通过反思促进富有同情心的医疗实践

IF 1.2

Reflective Practice Pub Date : 2023-03-01 DOI: 10.1080/14623943.2023.2184786

Kirsty Brownlie

引用次数: 0

Reflective readiness: character strengths for effective reflection on refugee simulations 反思准备:对难民模拟进行有效反思的性格优势

IF 1.2

Reflective Practice Pub Date : 2023-02-28 DOI: 10.1080/14623943.2023.2183189

A. Anderson, Justina Or, Scott W. Greenberger, Kelly R. Maguire, Cheryl L. Martin

{"title":"Reflective readiness: character strengths for effective reflection on refugee simulations","authors":"A. Anderson, Justina Or, Scott W. Greenberger, Kelly R. Maguire, Cheryl L. Martin","doi":"10.1080/14623943.2023.2183189","DOIUrl":"https://doi.org/10.1080/14623943.2023.2183189","url":null,"abstract":"ABSTRACT As the number of refugees continues to increase, it is important to improve the public’s understanding of their lived experiences. Refugee simulations are helpful immersive activities for individuals to learn more about refugees. Since these simulations tend to leave participants with a sense of disequilibrium, they may benefit from engaging in effective reflection, which requires reflective readiness. In addition to Dewey’s understanding of reflective readiness as predispositions for effective reflection (open-mindedness, wholeheartedness, and responsibility), reflective readiness can also be conceptualized as the character strengths of curiosity, honesty, judgment, love of learning, perseverance, and zest. This qualitative descriptive study aimed to provide empirical information about this conceptualization by exploring how community college students expressed reflective readiness (as indicated by their curiosity, honesty, judgment, love of learning, perseverance, and zest) through structured reflection about their experience in a refugee simulation. Two instruments were used to collect data for this study, including the VIA Character Strengths Assessment and an adapted Guide for Reflective Practice. The results of this study indicated that community college students’ reflective readiness aided their structured reflection about their experience in a refugee simulation. The findings have several implications, but further research on reflective readiness is recommended.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"295 - 309"},"PeriodicalIF":1.2,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41342492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coach developers and reflective practice: evaluating exercises, mechanisms, and challenges in facilitating reflection within novice coach education 教练开发人员和反思实践：评估在新手教练教育中促进反思的练习、机制和挑战

IF 1.2

Reflective Practice Pub Date : 2023-02-12 DOI: 10.1080/14623943.2023.2174963

Kevin Costello, Rosie Jewitt-Beck, Thomas M. Leeder

{"title":"Coach developers and reflective practice: evaluating exercises, mechanisms, and challenges in facilitating reflection within novice coach education","authors":"Kevin Costello, Rosie Jewitt-Beck, Thomas M. Leeder","doi":"10.1080/14623943.2023.2174963","DOIUrl":"https://doi.org/10.1080/14623943.2023.2174963","url":null,"abstract":"ABSTRACT Developing coaches as reflective practitioners is a key tenet of coach education frameworks, with coach developers playing a significant role in facilitating reflection. Consequently, the aim of this research was to explore the exercises, mechanisms, and challenges coach developers utilise and face when facilitating reflective practice within formal coach education. In-depth, semi-structured interviews were conducted with six active coach developers within an Irish sport governing body (SGB), with transcripts subject to a reflexive thematic analysis process. Findings indicated that while coach developers’ understanding and conceptualisation of reflective practice varied, they each attempted to facilitate reflection through similar pedagogical practices. Specifically, coach developers’ roles included adapting sessions to utilise learning opportunities, addressing the needs of coaches struggling with reflective practice mechanisms, and active engagement through prompts and feedback. While the relationship between the coach developer and coach was deemed significant in facilitating reflection, time constraints were highlighted as a major challenge when seeking to enable meaningful reflection. Furthermore, learners’ motivations for, and attitudes towards, coach education influenced their engagement in reflective discussions. This research adds to the growing body of literature on coach developers by specifically highlighting the practical demands they face in facilitating reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"279 - 294"},"PeriodicalIF":1.2,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46596512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation 通过反思和反身性重建身份:超越博士论文的新旅程

IF 1.2

Reflective Practice Pub Date : 2023-01-26 DOI: 10.1080/14623943.2023.2170342

Kenan Dikilitaş, Simon Mumford

{"title":"Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation","authors":"Kenan Dikilitaş, Simon Mumford","doi":"10.1080/14623943.2023.2170342","DOIUrl":"https://doi.org/10.1080/14623943.2023.2170342","url":null,"abstract":"ABSTRACT In the post Ph.D. thesis period, Simon, the only participant in this study was encouraged to reflect on his learning process by his supervisor through interviews. Simon had already reflected on the practice of colleagues during the thesis process; however, this follow-up study brought out the researcher’s own voice. Taking a view of identity that emphasizes the interaction between the personal and the professional, the study reveals that Simon was able to understand how reflection on a wide range of incidents and memories, and the classification and thematising of these, led to insights into his own identity growth. The analysis of his own interview data led to reflection on the connections between different aspects of identity. As the analysis progressed, self-confidence and self-realisation emerged as personal themes, and changed teaching content, and changed relationships with students, as professional themes. The learning in the thesis became subject to greater scrutiny, or meta-reflection, and he was able to compare himself with thesis participants, and insights into his changed identity in relation to them. The links emerging involved his roles as writer, researcher, learner and teacher. Some implications for thesis supervision are provided.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"265 - 278"},"PeriodicalIF":1.2,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46537088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The opportunities afforded by offshore teaching to faculty members: Strengthening confidence in core qualities 离岸教学为教师提供的机会：增强对核心素质的信心

IF 1.2

Reflective Practice Pub Date : 2023-01-24 DOI: 10.1080/14623943.2023.2170341

E. Saito, M. A. Ab Kadir, C. Grové

引用次数: 0