Relevant bibliographies by topics / Practice of reflection

Contents

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

Academic literature on the topic 'Practice of reflection'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Practice of reflection"

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Leigh, Jennifer, and Richard Bailey. "Reflection, reflective practice and embodied reflective practice." Body, Movement and Dance in Psychotherapy 8, no. 3 (2013): 160–71. http://dx.doi.org/10.1080/17432979.2013.797498.

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Kushnir, Mikhail, Pavel Rabinovich, and Kirill Zavedenskiy. "Reflexive practices in the world of education." Educational Policy 94, no. 2 (2023): 66–77. https://doi.org/10.22394/2078–838Х-2023–2-66-77.

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The article reflects the results of a study of approaches to the implementation of reflective practices in Russia andabroad to confirm or refute the hypothesis that the observed unwillingness of teachers to conduct reflection with students in generaleducation, as well as resistance from students / students, is systemic, and search for the reasons for the observed phenomenon. Theconducted exploratory studies made it possible to generalize approaches to the implementation of reflective practices for the subsequentdevelopment of author’s methodological recommendations that minimize the psyc
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Fowler, John. "Reflection in practice. Part 4: Reflective practice." International Journal of Therapy and Rehabilitation 24, no. 2 (2017): 89–90. http://dx.doi.org/10.12968/ijtr.2017.24.2.89.

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Gura, Pat. "Reflecting on Practice/On Practising Reflection." Early Years 14, no. 1 (1993): 5–14. http://dx.doi.org/10.1080/0957514930140102.

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Stuart, Chit Chai. "Concepts of reflection and reflective practice." British Journal of Midwifery 6, no. 10 (1998): 640–47. http://dx.doi.org/10.12968/bjom.1998.6.10.640.

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Starovoytenko, Elena. "Realizing the Potentials of Reflection in the Construction Reflective Practices." Психология. Журнал Высшей школы экономики 21, no. 2 (2024): 340–65. http://dx.doi.org/10.17323/1813-8918-2024-2-340-365.

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In the early 1990s, the author published a book where she theoretically, phenomenologically and empirically substantiated the role of reflection in the formation of professional, creative, and ethical attitudes of a scientist. The book developed a methodology for converting the conceptual model of attitudes and their reflexive mediation into various practices of reflection oriented to the adult developing personality. This article highlights the results of the author’s new research focused on the problem of developing theoretically grounded reflective practices in the field of general personol
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Mathieson, Luke. "Synergies in critical reflective practice and science: Science as reflection and reflection as science." Journal of University Teaching and Learning Practice 13, no. 2 (2016): 46–59. http://dx.doi.org/10.53761/1.13.2.4.

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The conceptions of reflective practice in education have their roots at least partly in the work of Dewey, who describes reflection as “the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (Dewey 1933, p.9). This conception of reflection has carried on into more-focused efforts to describe critical reflection as a tool for improving professional practice (where academic and educational practice is the particular interest of this study); “… some puzzling or troubli
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Fowler, John. "Reflection. Part 3: reflective practice and reflective teaching." Dental Nursing 11, no. 5 (2015): 294–95. http://dx.doi.org/10.12968/denn.2015.11.5.294.

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Vaz, Débora Rodrigues, and Cláudia Prado. "Pedagogical reflective practice of nursing undergraduates: the portfolio as an instrument." Revista da Escola de Enfermagem da USP 48, no. 6 (2014): 1103–10. http://dx.doi.org/10.1590/s0080-623420140000700019.

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Objective Analyzing the narratives related to the pedagogical practice experienced during the Supervised Curricular Internship reported in the portfolios of Nursing undergraduate students, regarding the levels of reflection. Method This is a documentary descriptive exploratory study that examined two of the activities proposed for the portfolio preparation. Results Among the 28 analyzed portfolios, all showed the three levels of reflection (technical, critical and metacritical). Conclusion The students had the opportunity to experience the pedagogical practice and presented reflections at meta
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Rice, Mary, and Stefinee Pinnegar. "Reflection under construction: Using theHandbook of Reflection and Reflective Inquiryin practice." Reflective Practice 13, no. 6 (2012): 821–27. http://dx.doi.org/10.1080/14623943.2012.697890.

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Dissertations / Theses on the topic "Practice of reflection"

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Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.

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Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider careful
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Siritanapivat, Bess Suneenaj. "Reflection." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/3384.

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Reichmann, Carla Lynn. "Reflection as social practice." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79836.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2012-10-18T07:58:05Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T20:59:21Z : No. of bitstreams: 1 180540.pdf: 11220672 bytes, checksum: 6bcafc11c09685aca67106b0f2cbe6df (MD5)<br>Na perspectiva crítica do discurso, a linguagem é considerada como uma forma de prática social, interligada a outros aspectos sociais (Fairclough, 1995); neste contexto se insere o ensino de língua estrangeira, um
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Gray, Andrew Lee. "Embodied reflective practice : the embodied nature of reflection-in-action." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/946/.

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The purpose of this thesis is to examine the applicability of aspects of Schön’s (1983) theories of reflection-in-action in relation to visual art practice. Schön’s (1983) theories demonstrate that whilst they are written with design disciplines in mind, they do not extend to consider the appropriateness of its use in visual art practice. Scrivener (2000: 10) draws the distinction that whilst Schön’s (1983) use of scientific language in reflection-in-action is considered applicable for problem-solving projects in design, aspects of it are problematic for creative production research projects a
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Butke, Marla A. "Reflection on practice: A study of five choral educators' reflective journeys." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360.

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Butke, Marla Ann. "Reflection on practice : a study of five choral educators' reflective journeys /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054056360.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 308 p.: ill. Includes abstract and vita. Advisor: R.J. David Frego, School of Music. Includes bibliographical references (p. 284-298).
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Saylor, Laura L. "The Relationship Between Teacher Quality and Reflective Practice." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397235807.

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Pedro, Joan Yvonne. "Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28196.

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This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research was to better understand reflective practice in teacher preparation. The theories on reflective practice by Dewey (1933), Schon (1983, 1987), and van Manen (1977) guided this study. This research incorporated the historical and institutional contexts of the study, and applied a symbolic interaction theoretical and analytical framework (Denzin, 1978, Prus, 1996). The interpretations of the pre-service teachers'
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Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.

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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action
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Khan, Muhammad Ilyas. "Reflection as a teacher education concept, connotation and implementation : a qualitative case study of a Postgraduate Certificate in Education (Secondary) Programme at a UK university." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11064.

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This thesis reports a qualitative case study exploring the connotation and implementation of reflection as an educational concept in a PGCE (secondary) programme at a UK university in the light of the perceptions of university tutors and student teachers. Reflection has been an important concept in many teacher education programmes but it has consistently been intricate in terms of its connotation and implementation and despite a vast amount of research aimed at deconstructing its complexity, the matter does not seem to have been resolved. Despite its conceptual complexity it has often been ta
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Books on the topic "Practice of reflection"

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Mohamed, Misrah, and Radzuwan Ab Rashid. Reconceptualising Reflection in Reflective Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003374190.

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Johns, Christopher. Guided reflection: Advancing practice. Blackwell Science, 2002.

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Cathy, Diggins, ed. On reflection: Reflective practice for early childhood educators. Open Mind Publishing, 2002.

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Hunt, Cheryl. Critical Reflection, Spirituality and Professional Practice. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66591-3.

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Ghaye, Tony. Reflection : principles and practice for healthcare professionals. Quay Books, 2000.

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Hazel, Reid, Bimrose Jenny 1949-, and Institute of Career Guidance, eds. Con structing the future: Reflection on practice. ICG, 2004.

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Moon, Jennifer A. Reflection in learning & professional development: Theory & practice. Kogan Page, 2000.

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Murphy, Brian. Computer supported collaborative learning through reflection on practice. Oxford Brookes University, 2001.

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Bird, Jennifer Lynne. Innovative collaborative practice and reflection in patient education. Medical Information Science Reference, an imprint of IGI Global, 2015.

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author, Tovey Phillip, ed. Anointing in worship: A reflection on developing practice. Grove Books Limited, 2020.

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Book chapters on the topic "Practice of reflection"

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Pendrey, Annie. "Reflection and Reflective Practice." In Reflection and Reflective Spaces in the Early Years. Routledge, 2023. http://dx.doi.org/10.4324/b23021-1.

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Ledgard, Anna, Sofie Layton, and Giovanni Biglino. "Reflection in practice." In The Routledge International Handbook of Practice-Based Research. Routledge, 2021. http://dx.doi.org/10.4324/9780429324154-31.

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Catriona, Robinson, Bingle Branwen, and Howard Colin. "Reflection throughout practice." In Your Primary School-based Experience, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781041058014-2.

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Zainal, Saiful Izwan. "The Formation and Development of Teacher Cognition." In Reconceptualising Reflection in Reflective Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003374190-3.

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Tun, Nadia, and Zurina Khairuddin. "Teachers' Beliefs and Opportunities in Light of the Curriculum Reform in Malaysian Classrooms." In Reconceptualising Reflection in Reflective Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003374190-5.

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Zamri, Norazrin. "Discursive Negotiation of Pedagogical Identities across Diverse Settings." In Reconceptualising Reflection in Reflective Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003374190-2.

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Mohamed, Misrah, and Radzuwan Ab Rashid. "Conceptualising the Complexity of Reflection for Effective Reflective Practice." In Reconceptualising Reflection in Reflective Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003374190-1.

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Shukor, Siti Shuhaida. "Experiencing Blended Language Learning in Malaysia Public Higher Education Institution." In Reconceptualising Reflection in Reflective Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003374190-6.

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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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Ab Rahman, Nur Afiqah. "Experiencing Teaching in the United Kingdom." In Reconceptualising Reflection in Reflective Practice. Routledge, 2023. http://dx.doi.org/10.4324/9781003374190-4.

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Conference papers on the topic "Practice of reflection"

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Chen, Sigal, and Ella Ben-Atar. "FROM REFLECTION TO ACTION: LEVERAGING PODCASTS FOR PEDAGOGICAL INNOVATION AND REFLECTIVE PRACTICE IN TEACHER EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1466.

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Yao, Song, and Zhu Kun. "Practice and Reflection on Informationization Data Governance in Colleges and Universities." In 2024 4th International Conference on Electronic Information Engineering and Computer (EIECT). IEEE, 2024. https://doi.org/10.1109/eiect64462.2024.10866173.

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Miller, Barbara T., Anna Nikoulina, and Juliane Felder. "Linking Reflection Practice with Marketing Competencies." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.19955.

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The role of reflection for students’ learning has been long recognised. However, drawbacks of many reflective tasks are missing assessment approaches. Additionally, the potential of using students’ reflection for assessing subject competencies is often overlooked. This paper provides (a) other lecturers with a case study, detailing the implementation and assessment of academic reflections in an undergraduate marketing course; and (b) researchers with preliminary data on students’ improved self-reflection and marketing competencies.
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Ibrahim, Nor Hasniza, Marlina Ali, Johari Surif, Siti Anisha Samsudin, Abdul Halim Abdullah, and NorulHuda Ismail. "My reflection mobile app promotes critical reflective practice." In 2016 4th International Conference on Information and Communication Technology (ICoICT). IEEE, 2016. http://dx.doi.org/10.1109/icoict.2016.7571918.

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Huang, Yi-Ching, Jerry Yu-Heng Chan, and Jane Hsu. "Reflection before/after Practice." In CHI '18: CHI Conference on Human Factors in Computing Systems. ACM, 2018. http://dx.doi.org/10.1145/3170427.3188666.

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Jucan, Dana. "Effective Student Assessment Strategies In Pedagogical Practice." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.38.

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Kaçulini, Stefan, and Jean Luc Guiziou. "Prestack reflection tomography in practice." In SEG Technical Program Expanded Abstracts 1992. Society of Exploration Geophysicists, 1992. http://dx.doi.org/10.1190/1.1821903.

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Jucan, Dana Amalia. "Efficient Didactic Strategies Used in Students’ Teaching Practice." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.17.

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Shoseyov-Kupferman, Anat. ""Outdoor Practice Of Speech In Efl Learning - A Pragmatic Approach "." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.15.

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Ilovan, Oana-Ramona. "Learning From Practice In The Paintbrush Factory: Revival Through Art." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.25.

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Reports on the topic "Practice of reflection"

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Gonchigdorj, Ariunkhishig, and M. Mariah Voutilainen. Innovator Experience with the Evidence Navigation Journey (ENJOY) Tool. HundrED, 2024. https://doi.org/10.58261/nccq5088.

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HundrED’s pilot study evaluates the user experience of the Evidence Navigation Journey (ENJOY), a questionnaire designed by the Jacobs Foundation to help education innovators strengthen their engagement with evidence during the scaling process. ENJOY aims to facilitate intentional reflection on evidence usage and robust evidence-to-practice procedures, thereby enhancing the transferability and impact of education innovations. Participants in the study completed the ENJOY questionnaire and provided feedback on its purpose, ease of use, and the clarity of its results. Additionally, a subset of p
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Surie, Aditi, Amlanjyoti Goswami, Amogh Arakali, et al. Towards a New Urban Practice: The Urban Fellows Programme 2016-2022. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/9788195847303.

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In 2022, the Urban Fellows Programme at the Indian Institute for Human Settlements, Bengaluru, completed six years with 227 graduates. Collectively written by Faculty and sta at IIHS, Towards a New Urban Practice marks this moment as a point of Reflection. Using the programme as an archive, the book reflects on questions of contemporary urban knowledge, interdisciplinary and southern urban pedagogy, what it means to teach about and from practice, and how our thinking on pedagogy needs to be equally rooted in questions of institutional design, operations, admissions, and the political economy o
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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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Rejuvenate, Rejuvenate. Responding and Reflecting on Child Rights. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/rejuvenate.2021.001.

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The series of Rejuvenate dialogues are intended to foster debate across a community of practice working on child and youth rights. Our first dialogue examined the principles that can help support child and youth-centred research and community development. During the dialogue, we highlighted two key REJUVENATE principles: the importance of relationships, and the energy that young people can contribute to building new visions of the future. We met online on 14th September 2021. Presenters and participants joined from around the world, reflecting the diversity and breadth of experience in the fie
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Hannam, Kristina M. Using a Field Journal to Enhance Observation Skills. American Museum of Natural History, 2025. https://doi.org/10.5531/cbc.ncep.0188.

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In this exercise, you will have the opportunity to go outside to practice and refine your observation skills and develop strategies for maintaining a field journal. In the first part of the exercise, a guided practice with your class will lead you from noticing, observing, and recording the natural world, to expanding and practicing new strategies for these skills. Following your guided practice, you will use your newly refined skills to complete independent field journaling practice for one or more 30-minute sessions (as indicated by your instructor.) A wrap-up reflection assignment asks you
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Ebringerová, Paulína, Peter Mazalán, and Michal Hronský. Fine art projects in architectural education: a tool for socio-critical reflection. WIETE Publications, 2025. https://doi.org/10.61544/vwck4333.

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The study of architecture, urban planning and design at technical universities primarily offers a rational, technology- and practice-oriented education. The offer of a conceptual and socially critical approach to creation is only represented to a low degree. Students create projects that take into account the latest technical, environmental and architectural trends, but receive few assignments or conceive their designs as specific philosophical statements critically examining current social and political phenomena, whether on a local or trans-regional scale. By implementing courses and seminar
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Jones, Liz, and Natasha Sabin. Using supervision and team meetings to improve responses to child sexual abuse. Centre of expertise on child sexual abuse, 2024. http://dx.doi.org/10.47117/qxla5577.

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This guide shows how practice supervisors can best facilitate discussions about child sexual abyse within individual and group supervision sessions, and in team meetings. It also explains how they can use a range of publications produced by the Centre of expertise on child sexual abuse (CSA Centre) – and particularly our ‘Key messages from research’ series – to support reflection and discussion.
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Hultgren, Peter. Praktiknära studier på socionomprogrammet: En utvärdering. Department of Social work, Linnaeus University, 2024. https://doi.org/10.15626/sa.rs/22024.

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The project "Practice-Oriented Studies" was initiated to address a perceived gap between theoretical learning in the social work study program and the practical realities of the profession. This report presents the results of an evaluation of the project as implemented in the social work study program at Linnaeus University. Launched in 2021, the project spanned seven semesters and involved collaboration between the Department of Social Work, municipal administrations in the counties of Blekinge, Kalmar, and Kronoberg, as well as the Kalmar region. The initiative provided social work students
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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these
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Bravo, Adriana, Ana Porzecanski, and Stefanie Siller. Applying Critical Thinking to the Amphibian Decline Problem. American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0144.

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This exercise is designed to foster the practice of critical thinking—a habit of mind characterized by the comprehensive exploration of issues and evidence before accepting or formulating an opinion or conclusion—in the context of a complex and real conservation problem: amphibian declines. The exercise has four parts: a case study, ten questions related to the reading, an in-class discussion in groups, and finally a set of questions for reflection and research, either individually or in groups, to understand how the issue has continued to evolve over the last decade.
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