Relevant bibliographies by topics / Lesson reflection

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Lesson reflection'

Author: Grafiati
Published: 28 June 2021
Last updated: 21 June 2025

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Journal articles on the topic "Lesson reflection"

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Hwang, Hye Jeang, and Du Yeol Moon. "The Development of Lesson Reflection through the Lesson Reflection Sharing Case in the Secondary School Mathematics Class." Korean School Mathematics Society 24, no. 4 (2021): 369–90. http://dx.doi.org/10.30807/ksms.2021.24.4.003.

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It would be reasonable as a teacher to make efforts not only to reflect on the class on their own but also to improve the teacher's teaching expertise by reflecting on the class with fellow teachers through lesson reflection sharing. This paper attempted to develop a lesson reflective framework that can provide standards and focus for lesson reflection and lesson sharing. First, based on the class evaluation criteria of previous studies, class reflection elements and a draft of lesson reflection were prepared. In a class conducted on 27 third graders at C High School where the co-researcher worked as a teacher, four peer teachers at the same high school were required to write personal opinions on the class based on the draft of lesson reflection. Based on this, lesson sharing was conducted, and modifications of the lesson reflection framework were developed by analyzing the case of class sharing. The implications of this paper indicate the need to clarify the perspective of viewing the lesson by sharing the intention of each question in advance. In addition to writing lesson reflections, it is necessary to share classes simultaneously.
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Shaaban, Sumer Salman Abou. "Video-Based Reflection and Peer Coaching in Enhancing TEFL Student-Teachers' Teaching Practices of Receptive Skills." Journal of Education and e-Learning Research 9, no. 2 (2022): 103–9. http://dx.doi.org/10.20448/jeelr.v9i2.3991.

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This study examines the effect of selfie video reflection, model lesson video reflection, and peer-coaching relating to model lesson videos and selfie videos on TEFL student-teachers' receptive skills teaching practices. An observation checklist of (11) teaching practices was used by the participants during reflection. Four groups of (6) participants carried out two practice teaching days each week for three months and met with the researcher monthly. The first group recorded their lessons and reflected on them. The second watched model lesson videos and reflected on the teacher's performance. The third watched videos of model lessons, reflecting on them with peers, as well as recording their practice teaching and reflecting on their performance with peers. The fourth received only educational supervisors' and mentor teachers' feedback. The results reveal that the use of peer coaching with the model lesson and self-recorded videos enhances teaching practices relating to receptive skills.
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Mardiana, Wiwik, Amy Krisdiana, Taswirul Afkar, and Deka Anjariyah. "Prospective Teachers’ Reflection Toward the Implementation of Independent Curriculum in Teaching Practice Program." IJECA (International Journal of Education and Curriculum Application) 6, no. 2 (2023): 171. http://dx.doi.org/10.31764/ijeca.v6i2.16468.

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Reflection has a vital contribution to improving teachers’ teaching performance as well as their professional growth. Therefore, this research investigates how prospective teachers apply reflection activities in teaching and learning and the impacts of the implementation of an independent curriculum during teaching practice program activities. Using qualitative research, the researchers employed a group interview consisting of two participants in each group. The participants were six prospective teachers who accomplished the teaching practice program. Three types of reflections were employed, i.e., reflection-before-lesson, reflection-during-lesson, and reflection-after-lesson. The results indicate that teachers’ reflective practice leads to improvement in their teaching process and builds engagement with the students. The insights of the research results are further discussed.
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Oktavianty, Erwina, Reni Marlina, Hamdani Hamdani, Syaiful B. Arsyid, and Raga Patria. "Teacher-Student’s Interaction Analyzes on Physics Learning through Lesson Analysis (Case Study: Lesson Study Implementation in SMA Pontianak)." Jurnal Ilmiah Pendidikan Fisika 6, no. 3 (2022): 479. http://dx.doi.org/10.20527/jipf.v6i3.5113.

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Through lesson analysis, this research analyzed teacher interaction in science classes, particularly in physics classes in one of the secondary schools at Pontianak, West Kalimantan. A qualitative method is used in this study by analyzing tape recording and video. This study has four stages of implementing lesson study cycles. It starts with planning lesson design, implementation with observation containing student and teacher responses during the lesson, reflection, and revised lesson design. Video tapped, and transcripts are employed in each lesson. The analysis showed that a teacher dominated the lesson at 62.3%, while students only made up 37.4% of the total conversations during their lessons. Knowing the interaction of teacher and students in the learning process could help the teacher to make improvements in learning based on reflections from the responses of students and teachers.
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Schroeder, Merrie L. "Professional Development: Lesson Design and Reflection." Mathematics Teaching in the Middle School 1, no. 8 (1996): 648–52. http://dx.doi.org/10.5951/mtms.1.8.0648.

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After twenty-five years of teaching junior high and middle school students, I might expect designing lessons to be a mindless routine. Yet I believe that today is an exciting time to be creating lessons. The excitement comes from seeing a subtle and powerful shift from thinking about lesson design as what I will do to prepare students to meet district outcomes to thinking about what learners will do to understand mathematics. This shift from “I” and “outcomes” to “what learners will do” has caused me to change from writing my lesson plans as a linear list of teacher activities to writing them as a matrix of student activities based on two dimensions of communication: four modes-oral, written, visual, and kinesthetic-and four audiences-self, partner, small group, and whole class. This matrix is shown in figure 1. The type of audience is indicated by the number of dots. One dot represents communicating with self, two dots represent communicating with a partner, and so on.
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Miyamoto, Yuichi, Nariakira Yoshida, Atsushi Fukuda, et al. "General Didactics meets Subject Didactics: Lesson Study at the Intersection of Two Academic Fields." Research in Subject-matter Teaching and Learning (RISTAL) 7, no. 1 (2024): 164–79. https://doi.org/10.2478/ristal-2024-0013.

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Abstract General and subject didactics in Japan have played various important roles in policymaking, academic research, and teacher training. Nevertheless, opportunities for collaboration between them have been limited. Meanwhile, lesson study – a series of activities for lesson development and reflection including planning, observing, and evaluating lessons – opened an arena where these two fields meet and intersect to bring new insights into lesson development and reflection. This article aims to clarify how lesson study could bridge both fields. The historical development of Jugyou Kenkyuu in Japan is first reconstructed in order to extract theoretical frameworks valid in the lesson study discourse. We then present lesson study practice at School X where researchers from general and subject didactics collaboratively joined the lesson study, examined their own role arrangements, and found distinctive self-dispositioning. The case revealed several major modes of collaboration including complementary relationships, different communication styles, and integration. The article ends with a reflection on further perspectives for future work in lesson study.
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Msimanga, Mothofela Richard. "The Impact of Micro Teaching Lessons on Teacher Professional Skills: Some Reflections from South African Student Teachers." International Journal of Higher Education 10, no. 2 (2020): 164. http://dx.doi.org/10.5430/ijhe.v10n2p164.

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Micro lessons in teacher education are intended to empower student teachers by developing skills which are necessary in their teaching careers. The study used student teachers’ reflections to explore how participation in micro lessons develops skills which are key in the teaching profession. Experiential learning theory was the theoretical framework for this study. Purposive sampling was used to select 14 fourth year Bachelor of Education student teachers. A focus group interview was used to collect data which was narratively analysed. The findings revealed that micro lesson presentations can develop student teachers’ skills when there are different forms of progression in micro lesson presentations; micro lesson presentations should progress from friendship groupings, random groupings, and peer presentations. Participation in micro lessons develops teacher professional skills such as lesson planning, craft of teaching, how to use resources, reflection, decision making, time management, responsibility and professional conduct.
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Kosimova, Mukammal Umaraliyevna. "CLASS OBSERVATION REFLECTION." GOLDEN BRAIN 1, no. 29 (2023): 161–63. https://doi.org/10.5281/zenodo.10041651.

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This paper is a reflection of lesson observation. It is a comprehensive observation of a lesson on utube.com. It gives detailed information about the lesson and explains the actions taken. Personal views are also given in terms of student engagement, study atmosphere and selection of activities.
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Eko Susetyarini, Ainur Rofieq, Roimil Latifa, and Endrik Nurrohman. "Pendampingan Guru untuk Mengimplementasikan Lesson Study-Learning Community (LS-LC) Di SMP Muhammadiyah 8 Kota Batu." Jurnal SOLMA 12, no. 1 (2023): 294–303. http://dx.doi.org/10.22236/solma.v12i1.11143.

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Background: Language and social studies teachers have never collaboratively discussed with allied science teachers and accompanying lecturers in planning (plan), implementing (do/open class) and reflecting (see) learning. Have never implemented Lesson study-learning community. The purpose of this activity is to implement LS-LC for Indonesian, English and social studies teachers at SMPM 8 Kota Batu. Method: Mentoring and evaluation which was attended by 3 teachers from SMPM 8 Batu City was carried out using the workshop method. Held in November 2022-January 2023. Stages include 1). Workshop: Provision of LS-LC material, 2). Assistance: making lesson design, 3 subject open classes, 3 subject reflections and 3) evaluation: regarding the implementation of LS-LC by means of FGDs with model teachers, lecturers and school principals. Data analysis was carried out descriptively. Results: Teachers understand LS-LC, when mentoring results in lesson design, implementation of 2 cycles of open class and reflection on subjects in Indonesian, English and social studies. There is an increase in the percentage of students' reflections regarding feelings of pleasure when learning from cycle 1 to cycle 2: Indonesian subject matter 20%; 70% English subject and 20% IPS subject. Conclusion: Teachers can (1) make Lesson designs, (2) conduct open classes, (3) do see (reflection) discussing students' learning findings which are used to plan the next lesson.
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Impedovo, Maria Antonietta, and Helene Cheneval-Armand. "Professional Learning Through Video: Reflection of a Pre-Service Teacher One Year On." Alberta Journal of Educational Research 62, no. 4 (2017): 353–68. http://dx.doi.org/10.55016/ojs/ajer.v62i4.56144.

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The research presented in this paper investigates a pre-service teacher’s reflection on professional learning using the medium of video. To promote a reflective activity, we invited the pre-service teacher—now a titular teacher—to comment on their activity while remarking on a recording of one of their lessons conducted one year earlier. The lesson was performed in a professional high school, followed by a meeting with the teacher and a university tutor. Quali-quantitative analysis was used to analyse the data--where the teacher’s reflections emerged during their viewing of the lesson—to trace the typology of the comments of the pre-service teacher, and the topics of the reflection. The analysis highlights the dimensions of reflective activity, which can be a reflection of the professional learning of the pre-service teacher in one year. This study provides useful information in describing the process of professional learning and, at the same time, supports the integration of video into pre-service teacher training as a tool of reflection.
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Dissertations / Theses on the topic "Lesson reflection"

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Reynolds, Marie Susanna Johanna. "Mathematics teachers' reflection in the context of lesson study and the development of their knowledge for teaching." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60976.

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Questions have been raised about what constitutes effective continuous professional development. Short-term training initiatives for in-service teachers have had limited success as agents of change. Lesson Study, an approach initiated by the Japanese, could address this shortcoming. Lesson Study is a bottom-up approach which emphasises teacher collaboration and where the teacher's subject knowledge and teaching practice are enhanced through individual and group reflection. The purpose of this study is to establish the content of the teachers' reflection in the context of a 'Lesson Study' and to analyse this content against the framework of the Knowledge Quartet. A practical action research approach was adopted for this study. The participants were five mathematics teachers who teach in two non-urban secondary schools. Data in the form of individual reflection notes, video material of the group reflection sessions and my field notes were collected during three Lesson Study cycles conducted over a period of five weeks. Most learners were not from English-speaking backgrounds, but were taught in English. Twelve sub-categories emerged from the teachers' reflection, and these sub-categories were grouped into the four following categories: Teacher focus; Learner focus; Lesson design and Resources. Levels of reflection were deepest in cycle two, a finding in keeping with other similar studies. All dimensions of the Knowledge Quartet were included in the teachers' reflections. However, the focus of experienced teachers differed from that of inexperienced teachers. Action research is based on the assumption that the answers to the research questions posed in a specific study are unique to that study. Since the group dynamics and the relationships within the group are fundamental to action research, any outcomes apply only to a specific group in a specific context and cannot be generalised; this rule applies to Lesson Study. However, I trust that the findings of this study will contribute towards the body of knowledge concerning the use of Lesson Study as a professional development programme which enables teachers to become reflective practitioners and assists them in growing their knowledge for teaching, individually and collectively. Future research could investigate the suitability of Lesson Study for in-service teacher development through all phases of schooling.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
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Bridges, Vicki Mashelle. "Mathematics Teacher Perceptions of Lesson Design, Data Reflection, and Achievement in Professional Learning Communities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6529.

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In a north Texas school district, district administrators were concerned that mathematics scores at the target middle school have fallen below the state average since 2010. Despite professional development (PD) provided by the district, administrators believed that teachers were not using professional learning community (PLC) data reflection practices to improve mathematics performance. The purpose of this qualitative case study was to explore middle school teachers' as well as the administrative dean's perceptions of the levels of depth regarding teacher dialogue and collaboration related to mathematics instruction, classroom delivery strategies, data analysis of student performance, and lesson design within PLCs. The conceptual framework for this study centered on the characteristics of Senge's learning organization theory, Hord's PLC characteristics, and DuFour's model of collaboration for improving student achievement within PLCs. Six participants from the target school included 5 Grade 7 mathematics teachers and 1 administrative dean. Data were triangulated from interviews, observations, and archival documents and analyzed using comparative and inductive analyses. Themes supporting the findings indicated the teacher need for additional PD in the areas studied. Recommendations in the position paper include the evaluation of PLCs. The resulting project may deepen understanding of PLC needs related to data discussion, lesson planning, and may contribute to PLC or PD policy-related changes in the district. Enactment of the recommendations will improve PLC implementation strengthening teachers' collaboration and instructional skills resulting in positive social change and increased student mathematics performance.
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Lenord, Christiane. "“Positive action through positive reinforcement”: An example of performance-based music education in contrast to a reflection-based music lesson." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34613.

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This article deals with the differences of a performance-based approach of music education in the USA and a reflection-based approach in Germany. The lessons represent very different ways to reach students through music. The students respond either more enthusiastic or more rational, but always positively.
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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3499.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators' conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical frameworks and one conceptual framework drew on Kolb's experiential learning theory; Bloom's, Reigeluth's, and Gagné's instructional design theories and models; and Fiddler and Marienau's events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators' instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage; these findings were supported by detailed reflections about participants' instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications within a lesson framework may benefit university educators' teaching, thereby providing a foundation for positive social change within academic and social communities.
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Joly, Michelle. "Reflections on the course design process in distance education by practitioners with varying levels of experience." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35211.

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Instruction at a distance is rapidly becoming one of the most widely used modes for teaching post-secondary learners. One of the distinctive characteristics of distance education is the emphasis on course development and the models of course development which have evolved. To date, however, the literature offers little understanding of the knowledge bases upon which current practice in distance education course development is based. Expertise in course development has not been characterized in any systematic way, and it is not known how novice and expert DE course developers differ in the way they conceptualize and go about course development. Even less is known about how course developers move toward expertise and from where they draw their understanding. The primary purpose of this study is to begin the investigation of these questions, based on data collected from multiple sources and contexts. Qualitative methods were used to collect and analyze data on the reflections of the course design process by nine participants. Participants varied in their experience level, the level of course they designed, and their role in the design process. Participants took part in a semi-structured interview and were asked to provide written responses to a practical design critique exercise. Themes or issues were allowed to emerge from the data, and were characterized along three main topics: the learner, design decisions, and evaluation. Differences between novices and more experienced participants were observed in their depth of understanding about the learner, the influence of theoretical constructs on their making design decisions, and the influence of context on the design process.
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Peck, Jeffrey Warren. "The effects of written lesson plans on preservice teachers' instruction and post-instruction reflections /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864485231339.

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McDowell, Amy. "Preservice Teachers' Use of Lesson Study in Teaching Nature of Science." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/65.

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The purpose of this study was to explore preservice teachers’ lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers’ understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers’ transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers’ teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science – Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants’ NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study’s results’ contributes to two knowledge bases. First it provides insight to how lesson study can be used in the United States in alterative teacher preparation programs. Second, it contributes to what is understood about how to support the transition of NOS understandings into classroom practice.
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Дольская, Ольга Алексеевна. "Трансформации рациональности в поле образования". Thesis, Харьковский национальный педагогический университет им. Г. С. Сковороды, 2010. http://repository.kpi.kharkov.ua/handle/KhPI-Press/4869.

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Диссертация на соискание ученой степени доктора философских наук по специальности 09.00.10 – философия образования – Харьковский национальный педагогический университет имени Г. С. Сковороды. – Харьков, 2010. Диссертация посвящена исследованию трансформации рациональности в поле образовании. Разработана концепция динамической нелинейной трансформации рациональности в образовании. Она должна стать тем теоретико-конститутивным базисом в философии образования, на основе которого необходимо рассматривать ход развития образования. Анализ материала, представленный парадигмами образования и определенными педагогическими практиками в них, анализ различных культурных техник, которые находятся под влиянием педагогической рациональности в процессе обучения, позволил оформить модель многоуровневых трансформаций рациональности. Выделены и проанализированы типы рациональности. Коммуникативная рациональность расценивается и методологически используется по-разному в различных педагогических практиках. Сравнительный анализ деятельности отдельно выбранных школ позволил сделать вывод о конструктивном и деструктивном характере рациональности. Ее деструктивный характер позволяет десакрализировать тезис об опережающих возможностях педагогической теории по отношению к педагогической практике. В этом случае эффективность рациональности смещается в плоскость персональной сферы рациональности: задание педагога сводится к выбору и остановке на более продуктивном виде рациональности. Доказано, что в современном образовании необходима динамическая концептуализация педагогической рефлексии. С учетом педагогических и социологических исследований впервые вводится тип рациональности, который создает эпистемологическую основу для практической релевантности учебного знания. Методологическая рациональность в образовании переводит решение проблем, предварительно сформулировав их на языке определенных понятий, в плоскость междисциплинарного знания. Рефлексия в данном случае одновременно обращена и на себя, и на педагогический разум, т.е. обращается к саморефлексии. На основе динамической концепции рациональности и историко-компаративистского анализа роли учителя был сделан вывод о принципиальной незавершенности профессионализации педагога и открытости в современном обществе его ролевых горизонтов.<br>Thesis for the Doctoral Degree in Philosophy, speciality 09.00.10 – Philosophy of Education. – Kharkov National Pedagogical University named after Scovoroda. – Kharkov, 2010. The Dissertation is devoted to research of transformations rationality in the field of the education. The doctrine of dynamical unsteady transformation of rationality in education was made on the basis of key positions of doctrine of transformation of rationality in education. It must become a theoretical-designing base in philosophy of education, that ought to be the boring of education process. Analysis of material, represented not only by the paradigms of education and certain pedagogical practices but also the different cultural techniques which are under constraint to rationality in the process of education, showed that it is necessary to speak about multilevel transformations of rationality. The types of rationality in the field of education were selected and analyzed. Comparative analysis showed that manifestations of rationality in education could have the constructive and destructive character.
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Дольська, Ольга Олексіївна. "Трансформації раціональності в полі освіти". Thesis, Харківський національний педагогічний університет ім. Г. С. Сковороди, 2010. http://repository.kpi.kharkov.ua/handle/KhPI-Press/20693.

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Дисертація на здобуття наукового ступеня доктора філософських наук за спеціальністю 09.00.10 – філософія освіти – Харківський національний педагогічний університет імені Г. С. Сковороди. – Харків, 2010. Дисертація присвячена дослідженню трансформацій раціональності в полі освіти. Розроблено концепцію динамічної нелінійної трансформації раціональності в освіті як теоретико-конститутивного базису філософії освіти, на основі якого необхідно розглядати хід розвитку освітянських стратегій. Аналіз матеріалу, що представлений не тільки парадигмами освіти та визначними педагогічними практиками, але й різними культурними техніками, які знаходяться під впливом педагогічної раціональності, показав, що необхідно розмірковувати про багаторівневі трансформації раціональності. Виділені та проаналізовані типи раціональності в полі освіти. Порівняльний аналіз показав, що прояви раціональності в освіті можуть мати як конструктивний, так і деструктивний характер.<br>Thesis for the Doctoral Degree in Philosophy, speciality 09.00.10 – Philosophy of Education. – Kharkov National Pedagogical University named after Scovoroda. – Kharkov, 2010. The Dissertation is devoted to research of transformations rationality in the field of the education. The doctrine of dynamical unsteady transformation of rationality in education was made on the basis of key positions of doctrine of transformation of rationality in education. It must become a theoretical-designing base in philosophy of education, that ought to be the boring of education process. Analysis of material, represented not only by the paradigms of education and certain pedagogical practices but also the different cultural techniques which are under constraint to rationality in the process of education, showed that it is necessary to speak about multilevel transformations of rationality. The types of rationality in the field of education were selected and analyzed. Comparative analysis showed that manifestations of rationality in education could have the constructive and destructive character.
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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.

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Books on the topic "Lesson reflection"

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Whited, Amy. ARRIVE: Assess, research, reflect, innovate, verify, evaluate : a reflection journal. Advanced Learning Press, 2005.

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Clark, Dennis Rankin. Sunday morning: Reflections on the Word. Sheed & Ward, 1996.

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Wright, N. T. Twelve months of Sundays: Reflections on Bible readings : Year C. SPCK, 2000.

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Wright, N. T. Twelve months of Sundays: Reflections on Bible readings, Year B. SPCK, 2002.

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Wright, N. T. Twelve months of Sundays: Reflections on Bible readings, year A. SPCK, 2001.

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Eby, Judy W. Reflective planning, teaching, and evaluation, K-12. Merrill, 1994.

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Eby, Judy W. Reflective planning, teaching, and evaluation, K-12. 2nd ed. Merrill, 1998.

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McKenna, Megan. Lent: Sunday readings : reflections and stories. Veritas, 2008.

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McKenna, Megan. Lent: Daily readings : reflections and stories. Veritas, 2008.

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Boquer, Gus. Lessons I've learned: Reflections for school administrators. National Book Store, 2007.

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Book chapters on the topic "Lesson reflection"

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Mast, Joan V., and Herbert P. Ginsburg. "A Child Study/Lesson Study: Developing Minds to Understand and Teach Children." In Handbook of Reflection and Reflective Inquiry. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_13.

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Potts, Diane. "Critical Praxis, Design and Reflection Literacy: A Lesson in Multimodality." In Educational Linguistics. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60953-9_10.

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Roehrig, Gillian, and Jennifer Suh. "Use of Structured Video Reflection to Develop Teacher Noticing During Lesson Study." In Lesson Study with Mathematics and Science Preservice Teachers. Routledge, 2023. http://dx.doi.org/10.4324/9781003326434-19.

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Ferrari, Monica. "Professioni educative di ieri e di oggi: la “lezione delle cose” come itinerario di ricerca." In Studi e saggi. Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.10.

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Starting from a reflection on the pedagogical analysis of professionalization processes from a diachronic perspective, the essay discusses a research perspective attentive to the "lesson of things" underlying the identification processes of individuals and social groups, by highlighting their training values for education professionals.
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Yun, Patrick P. H. "A reflection of the development of AI-supported pedagogies using the Lesson Study method." In Implementing a 21st Century Competency-Based Curriculum Through Lesson Study. Routledge, 2024. http://dx.doi.org/10.4324/9781003374107-13.

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Kor, Liew Kee, Saw Fen Tan, and Chap Sam Lim. "Capturing Changes and Differences in Teacher Reflection through Lesson Study: A Comparison of Two Culturally Diverse Malaysian Primary Schools." In Theory and Practice of Lesson Study in Mathematics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04031-4_18.

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Aumann, Alexander, and Holger Weitzel. "Exploring a Theory-Practice Gap: An Investigation of Pre-service Biology Teachers’ Enacted TPACK." In Shaping the Future of Biological Education Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_22.

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AbstractKey to a qualitatively high utilization of the potential of digital technology and media (DTM) in biology teaching is Technological Pedagogical and Content Knowledge (TPACK). However, little information is available on how pre-service biology teachers (PSBTs) transfer their TPACK acquired at university into classroom practice. This case study accompanies three PSBTs during their internship semester. The PSBTs were asked to plan, implement, and reflect on a biology lesson in which students create explainer videos regarding a biological content. Lesson plans, videotaped lesson observations, and semi-structured lesson reflection interviews were collected and evaluated using qualitative content analysis. Two types of dealing with TPACK can be identified: type one separates between content and DTM use, focusing on DTM and pushing the content into the background. Content plays a role only at the beginning of planning; content-related lesson objectives remain vague or overwhelming. The shift of focus takes place before or during the creation of the lesson plans. Type two is characterized by purposefully linking DTM use with the content, using video production as a tool for content learning.
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Huang, Rongjin, Dovie Kimmins, and Jeremy Winters. "A Critical Mechanism for Improving Teaching and Promoting Teacher Learning During Chinese Lesson Study: An Analysis of the Dynamics Between Enactment and Reflection." In Theory and Practice of Lesson Study in Mathematics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04031-4_34.

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Ramamurthy, Lena, Syakirah Shafien, Mohammad Affiq Kamarul Azlan, and Noor Syamimie Mohd Nawi. "Lessons Learned from Navigating e-Campus UMK." In Reconceptualising Reflection in Reflective Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003374190-7.

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Artanti, Yeni, and Tri Rahayuningsih. "Reflection on Distance Education: Lesson Learned from Pre-service Teacher Program During Covid-19." In Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-67-1_38.

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Conference papers on the topic "Lesson reflection"

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White, David. "Complex Inorganic Colored Pigments and IR Reflective Pigments for Waterborne Coatings." In SSPC 2017 Greencoat. SSPC, 2017. https://doi.org/10.5006/s2017-00060.

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Abstract As we continue to move towards a solvent free society and further into waterborne there are 2 classes of pigments that are more important than ever. Complex inorganic pigments and IR reflective pigments offer outstanding properties. The IR reflective pigments reduce the thermo binder degradation therefore giving the waterborne resins longer durability. Complex Inorganic Colored Pigments are all the rage these days. They offer the hiding power of inorganic pigments but with a much higher Chroma. They also offer 2 year Florida exposure and a less than 1 delta E fade resistance. So combining the hiding power of inorganics with the fade resistance of high performance organics gives the formulator a great deal of flexibility. By rigid control of particle size distribution and smaller particle sizes a higher strength, better dispersibility and less abrasive CICP can be created. The higher strength can also be accomplished by incorporating more coloring ions into the structure of the CICP. IR Reflective pigments are becoming popular in many applications to reduce the effect of solar heat. TSR, total solar reflectance is becoming a popular vernacular in the coatings industry. These IR Reflective pigments are being incorporated into Universal Colorants to be used in Point of Sale (POS). The ecological contribution of NIR Reflecting pigments are interior Heat management by reduced heat flux (Reduced energy consumption for cooling), increased lifetime by reduced thermal binder degradation, (Arrhenius-Equation k = A * exp (-Ea/RT)) (Exponential increase of degradation rate in relation to temperature), Increased lifetime by reduced thermo mechanical stress. IR Reflective colorants can lower surface temperatures in coatings. The potential for energy savings depends on climate conditions, isolation, color (TSR before/ after), cooling/heating sources, Etc. It has been reported in literature that savings can be from 2- 40% with an average savings of 20%.
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Kohfeldt, Anja, Elise Wright Knutsen, Kristian Enoksen, José Miguel González Pérez, and Jøran Grande. "Lessons from the Launch: Reflections from the First Semester of UiO's Space Systems Project Course." In IAF Space Education and Outreach Symposium, Held at the 75th International Astronautical Congress (IAC 2024). International Astronautical Federation (IAF), 2024. https://doi.org/10.52202/078378-0035.

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Evdokimov, A., and A. Shashkova. "Reflection as Part of a Distance Learning Lesson." In International scientific and practical conference “Smart cities and sustainable development of regions” (SMARTGREENS 2024). Crossref, 2025. https://doi.org/10.63550/iceip.2025.1.1.132.

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The paper explores the possibilities of online survey tools in facilitating student reflection in distance learning. Today, reflection is an important part of a lesson plan and interactive tools are an effective alternative to surveys on comprehensive educational platforms. Dedicated survey tools allow to identify reflection as an individual, independent stage of a lesson plan. These tools are numerous due to the advances in digital technologies and free competition this industry offers. They may have some distinctive features, however, by and large, the online survey tools are very similar in interface and functionalities.
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Kohlmeier, Jada. "Incorporating Teacher Noticing Video Case Reflection Into Scaffolded Lesson Study." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1437611.

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Hui, Tong, and Yang Yan-jun. "Study on the development of teachers' reflection ability in “Lesson Study”." In 2016 11th International Conference on Computer Science & Education (ICCSE). IEEE, 2016. http://dx.doi.org/10.1109/iccse.2016.7581679.

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"DEVELOPING PRESERVICE SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH REFLECTION ON LESSON PLANNING." In International Conference on Education and New Developments. inScience Press, 2023. http://dx.doi.org/10.36315/2023v1end019.

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Güngör, Mustafa Akın, and Müzeyyen Nazlı Güngör. "Student-Teachers’ Pedagogical Reasoning in Teyl Lesson Plans and Microteaching Presentations." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.11.

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Pedagogical reasoning enables student-teachers to better understand their own teaching practices, analyse what, why and how they teach, and become aware of their teaching practices. This case study aims to understand student- teachers’ decisions and the pedagogical reasoning behind these decisions in lesson plans in an English language pre-service education programme. Three third-year English language student-teachers enrolled in a pedagogical content knowledge course “Teaching English to Young Learners” (TEYL) participated in this study. We collected qualitative data from lesson plans, reflection notes on these performances and plans, and interviews with student-teachers in the TEYL course. We used Shulman’s model of pedagogical reasoning and action as a conceptual model to explore the complexity of learning to teach English to young learners. Data were analysed iteratively through content and thematic analysis. The results indicated that student-teachers made decisions mainly in the transformation and instruction stages, and that their pedagogical reasoning emerged from the theory of TEYL and their assumptions about the characteristics of very young and young learners. More opportunities should be provided to increase their self-consciousness, self-knowledge and sense of agency through reflective tasks, action research projects and teaching practice. The study has implications for student-teachers who need guidance and motivation to prepare reflective lesson plans and for teacher educators who need to raise student-teachers’ awareness about decision making and pedagogical reasoning.
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Ladehoff, Christine, Jan Pfetsch, and Diemut Ophardt. "How University Teachers Can Support the Linking of Theory and Practice in Lesson Debriefings with Student Teachers." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16325.

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Considering professionalism as a paradigm of higher education in university settings, it seems crucial to establish supportive spaces in which reflection, regarded as a mediating process between theory and practice, can be initiated. Within the conceptual framework of UntAdFoKo supervision, developed and tested in pre-service teacher education, N=10 lesson debriefings of university teachers and student teachers in the practical semester of teacher training were qualitatively analyzed to find out how and to what extent reflection can be initiated by connecting practical teaching situations with theory-based principles of learning-effectiveness and dimensions of teaching quality. First results indicate that in lesson debriefings using the conceptual UntAdFoKo supervision, linking of theory and practice occurred twice as often as the description of teaching situations and that university teachers are the main initiators of the linking process. These findings give insights into the effect of conceptually linking theory and practice on reflection processes.
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Savalas, Lalu Rudyat Telly, Lalu Zulkifli, Imam Bachtiar, Jannatin ‘Ardhuha, Dadi Setiadi, and Wildan Wildan. "University of Mataram in SEA Teacher Project: Lesson Learned From Students’ Perspectives and Self-Reflection." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.007.

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Su, Xiaoqing. "Observation and Reflection on an English Lesson—The Great Famine in Ireland from 2013 Encyclopedia Britannica." In Proceedings of the 2018 6th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/ieesasm-18.2019.47.

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Reports on the topic "Lesson reflection"

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Sedlacek, Guilherme Luis. Country Program Evaluation: Nicaragua (2002-2007). Inter-American Development Bank, 2008. http://dx.doi.org/10.18235/0010554.

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This report presents the findings of an evaluation of the Bank's Nicaragua country program for 2002 to 2007. First, the report provides an account to the Bank's Directors regarding the results achieved by the Bank in the country. Second, the report provides input for reflection and lesson learning regarding how the Bank can improve the effectiveness of its future operations in the country.
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Deitloff, Jennifer M., Nicole A. Freidenfelds, and Tracy Langkilde. Lessons from Lizards: Adaptation to Introduced Ants. American Museum of Natural History, 2023. http://dx.doi.org/10.5531/cbc.ncep.0001.

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The fence lizard and fire ant ecological system provides an excellent real-world case study for students to examine the impacts of nuisance introduced species on native organisms, with particular emphasis on the topic of adaptation. In this exercise, students are tasked with making predictions, analyzing real scientific data, and applying critical-thinking strategies to interpret their results. A reflection component at the end of the exercise involves the creation of a concept map to synthesize and integrate ideas from the lesson within the broader context of natural selection.
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Silver, Rita, Jessie Lay Hoon Png, Galyna Kogut, Thi Canh Dien Huynh, and Raslinda Ahmad Rasidir. Comprehending reading comprehension: An intervention in P4 reading. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22651.

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The purpose of this project was to follow-up on a prior project1 which investigated the use of Questioning-the-Author (QtA) (e.g. Beck &amp; McKeown, 2002; Beck, McKeown, Sandora, Kucan, &amp; Worthy, 1996) with negotiation for meaning (NfM) (e.g. Pica, 1994) in Singapore Primary 4 (P4) reading lessons (OER 29/08 RS). A 2-year collaborative project was undertaken to assist teachers in understanding and using QtA and negotiated discussions. The intervention also intended to lead to sustainable, school-based teacher development through introducing different ‘generations’ of teachers to join the project year-by-year and by encouraging the first generation (Gen 1) of teachers to act as mentors and leaders to the second generation (Gen 2). Research Questions 1. How do teachers understand reading comprehension in the local, P42 school setting (i.e. what do teachers understand reading comprehension to be and how do they understand the development of student reading comprehension)? 2. In what ways do teacher understandings of reading comprehension change through participation in a long-term (3 year) professional development project? Specifically, in what ways do teacher understandings change at different points of time (1 year, 2 years, 3 years) and when engaged in different roles (trainee, trainer, observer, evaluator)? 3. How successful are the different stages of the intervention (Direct Instruction, Reflection &amp; Adaptation, Lesson Study) in changing teacher classroom practices for reading comprehension?
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Cruz Grünebaum, Ana Aidé, Kevin Renato Rojas Sandoval, Sophia Verónica Maldonado Bode, Amber Gove, and Jennifer Elizabeth Johnson Oliva. Teacher Researchers in Guatemala: Lessons From an Action Research Experience to Address Educational Gaps in the Classroom. RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.op.0094.2501.

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The purpose of this article is to describe the learnings of primary school teachers in rural Guatemala as a result of an action research experience. This experience took place in the context of the “Basic Education Quality and Transitions” activity, or BEQT, funded by the United States Agency for International Development (USAID) and implemented by RTI International and its partners Funcafé, Funsepa, Wayfree, and the Universidad del Valle de Guatemala (UVG). UVG’s Centro de Investigaciones Educativas (CIE), as an RTI partner, developed and implements the “Teacher Researchers” program. The action research program engages teachers in identifying and bridging gaps in students’ learning of mathematics, reading, and/or writing with students in grades 1–3. During the portion of the program described in this paper, teachers reflected on the lessons learned and strengthened their research skills in an effort to identify gaps in content, as well as applying and reflecting on potential solutions that they then translated into adjustments in lesson planning and implementation of teaching strategies. A categorical analysis of the teachers’ reflections on these experiences showed how strengthened research skills helped teachers identify areas of opportunity in using teaching strategies to improve the quality of teaching, thus allowing them to reflect on their own teaching practices.
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Taylor, Peter, and Crystal Tremblay. Decolonising Knowledge for Development in the Covid-19 Era. Institute of Development Studies (IDS), 2022. http://dx.doi.org/10.19088/ids.2022.018.

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This Working Paper seeks to explore current and emerging framings of decolonising knowledge for development. It does this with the intent of helping to better understand the importance of diverse voices, knowledges, and perspectives in an emerging agenda for development research. It aims to offer conceptual ideas and practical lessons on how to engage with more diverse voices and perspectives in understanding and addressing the impacts of Covid-19. The authors situate their thoughts and reflections around experiences recently shared by participants in international dialogues that include the Covid Collective; an international network of practitioners working in development contexts; engagement and dialogue with Community-based Research Canada, and their work with the Victoria Forum. Through these stories and reflections, they bring together key themes, tensions, and insights on the decolonisation of knowledge for development in the context of the Covid-19 era as well as offering some potential ways forward for individuals and organisations to transform current knowledge inequities and power asymmetries. These pathways, among other solutions identified, call for the inclusion of those whose challenges are being addressed, reflective spaces for inclusive processes, and connection, sharing and demonstrating the value of decolonised knowledge for liberation and trust.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
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Lyons, John W. Reflections on Over Fifty Years in Research and Development; Some Lessons Learned. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada559598.

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Lucas, Brian. Lessons Learned by the K4D Helpdesk Service: Delivering Evidence Synthesis for Policy and Practice. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.121.

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This paper is a reflection on experience and lessons learned over the six years of the Knowledge, Evidence and Learning for Development (K4D) Programme (2016–2022). It reviews what the programme has learned about delivering a rapid-response evidence synthesis service effectively and efficiently. It identifies key features of an evidence synthesis service, the approaches that the K4D Helpdesk service uses to deliver these features, and lessons for consideration by future projects delivering similar services.
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Masset, Edoardo, Francis Rathinam, Mega Nath, Marcella Vigneri, and Benjamin Wood. Successful Impact Evaluations: Lessons from DFID and 3ie. Centre for Excellence and Development Impact and Learning (CEDIL), 2019. http://dx.doi.org/10.51744/cip6.

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This paper explores the factors associated with the success of impact evaluations, drawing on the experience of two major funders of impact evaluations: the UK Department for International Development (DFID) and the International Initiative for Impact Evaluation (3ie). We first define successful evaluations along three dimensions: reliability, relevance, and policy influence. Based on a review of the literature we build a conceptual framework including the main factors associated with success at the stages of design, implementation, and analysis of results. We review selected impact evaluations recently funded by 3ie and DFID, we identify successful ones and we discuss characteristics associated with success. We find that careful planning, research team skills and composition, and sample size of the study are key elements of success. We also discuss unsuccessful cases of impact evaluations and suggest some guidance with regards to discontinuing studies facing implementation problems. We conclude with some reflections to help researchers and funders concentrate resources and efforts where they are most needed for the success of impact evaluations
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Iyer, R., J. P. Shulka, and A. Verma. Community Leave No One Behind: Lessons from a Pilot. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/slh.2021.014.

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In 2020, WSSCC’s India Support Unit (now UNOPS) piloted a new participatory approach called Community Leave No One Behind (CLNOB) to support the Swachh Bharat Mission Grameen (SBM-G) Phase II. The pilot took place in five districts in India (Mirzapur in Uttar Pradesh, Ranchi in Jharkhand, Kamrup in Assam, South 24 Paragnas in West Bengal and Purnea in Bihar). A Prerak (facilitator) was appointed in each district to support this process and work within villages at community level. The Sanitation Learning Hub supported an accompanying learning component of the pilot, facilitating learning sessions between the preraks and the development of a Handbook based on the experience. This learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach. The CLNOB Handbook, a handbook on Community Leave No One Behind, accompanies this Learning Brief. CLNOB was designed to ensure a participatory method to enable sustained access to safely managed sanitation facilities for people who have been ‘left behind’ or left out of the first phase of India’s national sanitation campaign.
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