Reflective Practice最新文献_第8页

Utilizing a mindfulness application in the nursing classroom 正念在护理课堂中的应用

IF 1.2

Reflective Practice Pub Date : 2023-01-02 DOI: 10.1080/14623943.2022.2143342

Anne Marie Flatekval

引用次数: 0

Telling tales: sharing humorous education stories to enhance teacher wellbeing and learning 讲故事:分享幽默的教育故事，增进教师的福祉和学习

IF 1.2

Reflective Practice Pub Date : 2022-12-22 DOI: 10.1080/14623943.2022.2158797

Nadia Mead

{"title":"Telling tales: sharing humorous education stories to enhance teacher wellbeing and learning","authors":"Nadia Mead","doi":"10.1080/14623943.2022.2158797","DOIUrl":"https://doi.org/10.1080/14623943.2022.2158797","url":null,"abstract":"ABSTRACT Sharing personal teaching stories provides opportunities for enhanced wellbeing and learning for both experienced and pre-service teachers. This paper shares the results of a qualitative pilot study that used narrative inquiry to collect and share teacher stories. The research was conducted in two phases. The first phase collected humorous stories from experienced teachers recalled from the first years of their teaching career. Thematic data analysis investigated the wellbeing and learning impact on those teachers when sharing their stories. The second phase invited pre-service teachers to read and evaluate the impact of humorous stories when preparing for their first school placements. Thematic data analysis investigated the wellbeing and learning impact on pre-service teachers reading these stories. The analysis from both phases demonstrated recurring themes regarding the importance of teacher-student relationships for teacher wellbeing. The results also showed that the sharing and reading of stories had beneficial outcomes such as enhanced wellbeing and enhanced learning for both the teacher storytellers and the pre-service teacher readers. This study provides evidence that the inclusion of real-life stories offers a valuable addition to Initial Teacher Education programs as a way of developing professional and reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"224 - 237"},"PeriodicalIF":1.2,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41494611","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

An investigation into the predictive power of reflective thinking on learning strategies 反思性思维对学习策略预测能力的研究

IF 1.2

Reflective Practice Pub Date : 2022-12-19 DOI: 10.1080/14623943.2022.2158796

Mevlut Aydogmus, Cihad Şentürk

引用次数: 2

Reflection for well-being: the reflective practice experiences of social workers employed in global development 福祉反思:全球发展社会工作者的反思实践经验

IF 1.2

Reflective Practice Pub Date : 2022-12-16 DOI: 10.1080/14623943.2022.2158798

Brianna Strumm

引用次数: 2

Critical reflections on an interprofessional collaboration to develop domestic violence curriculum in an undergraduate dentistry program 跨专业合作在本科牙科课程中发展家庭暴力课程的批判性思考

IF 1.2

Reflective Practice Pub Date : 2022-12-13 DOI: 10.1080/14623943.2022.2154753

A. Carrington, Felicity Croker, Amanda Lee-Ross, S. Keogh, Simone Dewar

{"title":"Critical reflections on an interprofessional collaboration to develop domestic violence curriculum in an undergraduate dentistry program","authors":"A. Carrington, Felicity Croker, Amanda Lee-Ross, S. Keogh, Simone Dewar","doi":"10.1080/14623943.2022.2154753","DOIUrl":"https://doi.org/10.1080/14623943.2022.2154753","url":null,"abstract":"ABSTRACT There is growing recognition of the critical need to incorporate Domestic Violence (DV) curriculum into dentistry degrees. Interprofessional collaboration between Social Work, DV sector and Dentistry developed and delivered the Dentistry and Domestic Violence – Recognise, Respond and Refer (DDV-RRR) program within an undergraduate dentistry degree in Australia. This article presents our critical reflections on the collaboration, development and delivery of this program. Selected questions from Fook’s critical reflection model were utilised to guide the reflection process. Key learnings from this process include acknowledging inherent challenges, power and barriers in collaborative projects; importance of interprofessional collaboration for best practice; and the importance of interpersonal/professional relationships for forming and maintaining interprofessional collaborations. We share the learnings from our critical reflections as an example of how interprofessional collaboration enhances the development and delivery of DV curriculum in one undergraduate dentistry course.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"183 - 196"},"PeriodicalIF":1.2,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45990018","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

Insight and empathy: comparing the responses of pre-service teachers when reflecting on objective versus descriptive scenario-based learning 洞察力和同理心:比较职前教师在反思客观和描述性情景学习时的反应

IF 1.2

Reflective Practice Pub Date : 2022-12-12 DOI: 10.1080/14623943.2022.2155126

Nadia Mead

{"title":"Insight and empathy: comparing the responses of pre-service teachers when reflecting on objective versus descriptive scenario-based learning","authors":"Nadia Mead","doi":"10.1080/14623943.2022.2155126","DOIUrl":"https://doi.org/10.1080/14623943.2022.2155126","url":null,"abstract":"ABSTRACT Stories build empathy and provide insights into character motivations and behaviour. When used in Initial Teacher Education programs, narratives can help pre-service teachers to examine conflict situations from an alternative perspective to their own. This paper shares the results of a qualitative pilot study conducted with pre-service teachers. Participants were asked to read short scenarios depicting two common conflict situations in educational settings: teacher and parent/carer conflict; and disruptive student behaviour. For each scenario, two versions were created. One version was constructed to mimic the kind of objective scenario common to Initial Teacher Education program study materials. The second version was created as a short story complete with characters, figurative language and dialogue. Participants were asked to read both versions of the same event, select their preferences and then explain their choices. The study analysed and thematically coded feedback between Primary and Secondary pre-service teachers. The results show mixed responses to both scenarios that represented a teacher’s perspective of conflict with a parent/carer. In the case of a scenario about disruptive student behaviour, the results indicated a universal preference for the descriptive version. Participants empathised with the student perspective and valued the additional educational insights provided by the storied version.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"197 - 209"},"PeriodicalIF":1.2,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41392892","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

Reflections on first sociology learnings: the phenomenology of sociology 对第一次社会学学习的反思：社会学现象学

IF 1.2

Reflective Practice Pub Date : 2022-11-15 DOI: 10.1080/14623943.2022.2148241

Scott Welsh

引用次数: 0

Iranian EFL teachers’ reflective ability, their teaching experience, and learners’ motivation: exploring possible relationships 伊朗外语教师的反思能力、教学经验和学习者的动机：探索可能的关系

IF 1.2

Reflective Practice Pub Date : 2022-11-14 DOI: 10.1080/14623943.2022.2143341

Nesa Rezapour, A. Fazilatfar

引用次数: 1

Real world reflection: how physiotherapists experience reflection in their practice 真实世界的反思:物理治疗师如何在实践中体验反思

IF 1.2

Reflective Practice Pub Date : 2022-11-14 DOI: 10.1080/14623943.2022.2143340

Jayne Dalley-Hewer, D. Clouder, M. Jones

{"title":"Real world reflection: how physiotherapists experience reflection in their practice","authors":"Jayne Dalley-Hewer, D. Clouder, M. Jones","doi":"10.1080/14623943.2022.2143340","DOIUrl":"https://doi.org/10.1080/14623943.2022.2143340","url":null,"abstract":"ABSTRACT This paper explores the nature of reflection that qualified physiotherapists use in their day-to-day practice. This is an area in which there is a dearth of research. With a grounded theory approach purposive sampling was used to recruit seven qualified physiotherapists for photo-elicitation interviews exploring whether they did reflect and if so, what their reflection was like. The findings were that they did reflect but that it occurred outside of working hours. Four conceptual categories were identified: Personal Concept, Personal Process, Time and Head-Space. Practitioners had their own ideas of what reflection was, own ways of reflecting and personal strategies for making the head space to reflect in. Typically, they used thinking modes of reflection, with occasional dialogical modes; written reflection was rare. Of novel significance was the use of strategies to complete reflection to their satisfaction, most frequently walking but also preparing vegetables, driving and showering, typically outside of work hours. The use of such cognitively non-demanding, routinised activities to aid reflection has not been widely explored in the literature on reflection and may suggest a need to rethink approaches to support the teaching of reflection which would have high validity for its place in the real world of practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"85 - 99"},"PeriodicalIF":1.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49175681","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

Exploring Irish high-performance sports coaches’ understanding and application of reflective practice 探究爱尔兰高水平运动教练员对反思性训练的理解与应用

IF 1.2

Reflective Practice Pub Date : 2022-11-14 DOI: 10.1080/14623943.2022.2146081

Simon Lowry, Steve Swanson, S. Kelly

{"title":"Exploring Irish high-performance sports coaches’ understanding and application of reflective practice","authors":"Simon Lowry, Steve Swanson, S. Kelly","doi":"10.1080/14623943.2022.2146081","DOIUrl":"https://doi.org/10.1080/14623943.2022.2146081","url":null,"abstract":"ABSTRACT The role and efficacy of reflective practice in sport continues to be critiqued, despite the increasing research evidence in its support. This study explored the understanding of Irish high-performance sport coaches in terms of a) purposes, b) processes, c) enablers and barriers, and d) knowledge sources of reflective practice. Semi-structured interview data were acquired from Irish male rugby union (n = 5) and hockey (n = 4) coaches for analysis. The participants’ reflective practice-based descriptions revealed findings related to the four inquiry criteria. First, reflective practice incorporated purposes such as problem solving and contribution towards various aspects of learning and development for the coach and their athletes. Second, reflective practice processes were cyclical and included questioning, self-questioning, and feedback. Third, the nature of high-performance sport involved several enablers (mentors and video-based technology) and barriers (time, results, and tactical and player demands). Fourth, the knowledge sources (i.e. pedagogical approaches) towards reflective practice may have limited certain participants’ ability to become critically reflective practitioners. The findings have educational implications for preparing coaches to deal with the challenges related to working in a highly demanding, results-dependent, and high-pressure sport environment.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"137 - 152"},"PeriodicalIF":1.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41921134","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