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Journal articles on the topic 'Practice of reflection'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Mitchell, Veronica Ann. "Diffracting reflection: a move beyond reflective practice." Education as Change 21, no. 2 (2017): 165–86. http://dx.doi.org/10.17159/1947-9417/2017/2023.

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12

Fowler, John. "Reflection in practice. Part 3: Reflective feedback." International Journal of Therapy and Rehabilitation 24, no. 1 (2017): 45–46. http://dx.doi.org/10.12968/ijtr.2017.24.1.45.

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13

Fowler, John. "Reflection in practice. Part 5: Reflective management." International Journal of Therapy and Rehabilitation 24, no. 3 (2017): 137–38. http://dx.doi.org/10.12968/ijtr.2017.24.3.137.

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14

Richardson, Rosemary. "Humpty Dumpty: reflection and reflective nursing practice." Journal of Advanced Nursing 21, no. 6 (1995): 1044–50. http://dx.doi.org/10.1046/j.1365-2648.1995.21061044.x.

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15

Lounsbery, Jody L., Anna Milone, Claire Fenimore, and Amy L. Pittenger. "Beginning Early: Reflective Practice Development in a Pre-health Course on Health Literacy and Health Disparities." INNOVATIONS in pharmacy 13, no. 4 (2022): 8. http://dx.doi.org/10.24926/iip.v13i4.4781.

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Background: Learning reflective practices and understanding the complexity of health literacy and health disparities need to start early in health professions training. The primary objective of this inquiry was to evaluate the feasibility and effectiveness of using reflection categorization for assessing learner progression on reflective practice development. The secondary objective was to evaluate student reflection as a strategy for introducing and advancing pre-professional learners' understanding of health literacy and health disparities. Case Description: Within an online undergraduate he

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16

Hays, Richard, and Simon Gay. "Reflection or ‘pre-reflection’: what are we actually measuring in reflective practice?" Medical Education 45, no. 2 (2011): 116–18. http://dx.doi.org/10.1111/j.1365-2923.2010.03813.x.

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17

Fox, Nicola. "Reflection in practice." Nursing Standard 21, no. 9 (2006): 59–60. http://dx.doi.org/10.7748/ns.21.9.59.s49.

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18

Herrick, Michael J. "Reflection on Practice." College Teaching 42, no. 4 (1994): 165. http://dx.doi.org/10.1080/87567555.1994.9926851.

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19

Palermo, Kathryn Ann. "Reflection in Practice." Journal of Christian Nursing 41, no. 4 (2024): 261. http://dx.doi.org/10.1097/cnj.0000000000001207.

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20

Dugdales, Alison. "Practice through reflection." Emergency Nurse 9, no. 5 (2001): 31–34. http://dx.doi.org/10.7748/en2001.09.9.5.31.c1370.

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21

Riyanti, Dwi. "Students’ reflections in teaching practicum: A case study of EFL pre-service teachers." Journal on English as a Foreign Language 10, no. 2 (2020): 268–89. http://dx.doi.org/10.23971/jefl.v10i2.2041.

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The importance of reflection in enhancing teachers’ professional development has been widely acknowledged. Yet, little is known about how EFL pre-service teachers do reflection and how they perceive reflective practice as one of the tools to improve their professional development. The current study attempts to address this gap by investigating how EFL pre-service teachers reflect on their teaching performances and perceive their reflective practices. Employing a qualitative case study, the study involved six teacher candidates who were taking microteaching. The data were gathered from an open-

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22

KINSELLA, ELIZABETH ANNE. "Embodied Reflection and the Epistemology of Reflective Practice." Journal of Philosophy of Education 41, no. 3 (2008): 395–409. http://dx.doi.org/10.1111/j.1467-9752.2007.00574.x.

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23

O'Connor, Aideen, Abbey Hyde, and Margaret Treacy. "Nurse Teachers' Constructions of Reflection and Reflective Practice." Reflective Practice 4, no. 2 (2003): 107–19. http://dx.doi.org/10.1080/14623940308271.

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24

Yip, Kam‐shing. "Self‐reflection in reflective practice: a Jaspers’ orientation." Reflective Practice 8, no. 2 (2007): 285–98. http://dx.doi.org/10.1080/14623940701289485.

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25

Ng, Stella. "Reflection and Reflective Practice: Creating Knowledge through Experience." Seminars in Hearing 33, no. 02 (2012): 117–34. http://dx.doi.org/10.1055/s-0032-1311673.

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26

Nelson, Joseph. "Reflection." Family Medicine 54, no. 2 (2022): 142. http://dx.doi.org/10.22454/fammed.2022.882975.

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27

Tosriadi, Tosriadi, Abdul Asib, and Sri Marmanto. "REFLECTING TO LEARN: THE ASPECTS OF REFLECTION AS REFLECTED BY ENGLISH TEACHERS IN THEIR REFLECTIVE PRACTICE." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 7, no. 2 (2018): 205–13. http://dx.doi.org/10.26618/exposure.v7i2.1423.

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Reflective practice has become central issue in teacher professional development. Through reflective practice, it is expected teachers can improve their teaching quality and develop their professionalism as well. As a tool of professional development, reflective practice offers opportunities to teachers to reflect on their teaching. There are some aspects that can be included in teachers’ reflection. This qualitative case study was aimed at investigating some aspects of English teachers reflected in their reflective practice. 4 in-service English teachers were involved as respondents of the st

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28

Alexander, Ernest R. "On planning, planning theories, and practices: A critical reflection." Planning Theory 21, no. 2 (2022): 181–211. http://dx.doi.org/10.1177/14730952211066341.

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The futility of defining planning suggests that there is no planning as a recognizable practice. Sociology of knowledge definitions imply three kinds of planning practices: (1) Generic “planning”—what people do when they are planning; (2) Knowledge-centered “something” (e.g., spatial) planning; and (3) Real planning practiced in specific contexts, from metro-regional planning for Jakarta to transportation planning for the Trans-Europe Network, and enacted in general contexts, for example, informal- or Southern planning. Planning theories are linked to different practices: generic “planning” th

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29

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.

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30

Arendt, Katrin, Lisa Stark, Anja Friedrich, Roland Brünken, and Robin Stark. "Quality of Reflections on Teaching: Approaches to Its Measurement and Low-Threshold Promotion." Education Sciences 15, no. 7 (2025): 884. https://doi.org/10.3390/educsci15070884.

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The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting reflection in teachers’ daily practice, low-threshold interventions—repeated practice and structuring prompts—were investigated regarding their potential to foster reflective competence. Using an integrated model of reflection,

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31

Ferrari, Robert. "Practice-audit-publish: A practice reflection." European Journal of Rheumatology 3, no. 4 (2017): 175–78. http://dx.doi.org/10.5152/eurjrheum.2015.1537.

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32

Ono, Aya, and Reina Ichii. "Business students’ reflection on reflective writing assessments." Journal of International Education in Business 12, no. 2 (2019): 247–60. http://dx.doi.org/10.1108/jieb-08-2018-0036.

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Purpose This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon’s map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first semester of 2017. Design/methodology/approach With 200 enrolments, the authors taught a core business course, Asian culture in the business context, in the first semester in 2017. The value of the assessments is analysed based on two data sources: wri

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33

Gutierez, Sally Baricaua. "Teachers’ Reflective Practice in Lesson Study: A Tool for Improving Instructional Practice." Alberta Journal of Educational Research 61, no. 3 (2016): 314–28. http://dx.doi.org/10.55016/ojs/ajer.v61i3.56087.

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In teacher education, a collection of research has established the importance of reflection in professional development. Lesson study, a popular professional development in Japan, incorporates reflection in one of its stages to enhance teachers’ capacity to look into their enacted practices to improve their research lessons. However, there appear to be few studies determining the types of reflective practice among teachers. In this study, the various stages of lesson study process were documented and transcribed to analyze the teachers’ reflective practices. Qualitative analyses yielded three

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34

Keevers, Lynne, and Lesley Treleaven. "Organizing practices of reflection: A practice-based study." Management Learning 42, no. 5 (2011): 505–20. http://dx.doi.org/10.1177/1350507610391592.

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This article extends debates of how organizing practices of reflexivity and collective mindfulness are encouraged and sustained for learning, critique and change. We present, in a practice-based study, a fourfold framework of anticipatory, deliberative, organizing and critically reflexive practices. Our empirical study illustrates how these multiple forms of reflexive practice can support and co-shape one another so that knowing what to do next emerges in the midst of practice. Our analysis demonstrates the value of going beyond the optical metaphor of reflection to that of critical reflexivit

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35

Rakhimova, Khumora. "Challenges in pre-service teachers’ reflective practice." Зарубежная лингвистика и лингводидактика 2, no. 5 (2024): 46–49. http://dx.doi.org/10.47689/2181-3701-vol2-iss5-pp46-49.

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Reflective practice is evident in how pre-service teachers plan, design, implement, and evaluate their teaching approaches. Engaging in reflection can help pre-service teachers appreciate the value and passion for teaching, which is reflected in their professional practice. However, students often encounter challenges when writing reflections. This article explores the difficulties associated with reflective activities and suggests ways to enhance reflective practices.

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36

Yip, K. s. "Self-reflection in Reflective Practice: A Note of Caution." British Journal of Social Work 36, no. 5 (2006): 777–88. http://dx.doi.org/10.1093/bjsw/bch323.

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37

Hardy, Christine. "The art of reflection: reflective practice in publishing education." Art, Design & Communication in Higher Education 3, no. 1 (2004): 17–32. http://dx.doi.org/10.1386/adch.3.1.17/0.

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38

Green, Gill, David Hagan, and David Caton Roberts. "Multiview as a reflective framework: enabling reflection, transforming practice." International Journal of Management Practice 6, no. 2 (2013): 165. http://dx.doi.org/10.1504/ijmp.2013.055829.

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39

Price, Bob. "Encouraging reflection in practice." Nursing Standard 20, no. 27 (2006): 55–56. http://dx.doi.org/10.7748/ns2006.03.20.27.55.c4091.

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40

Eraut, Michael. "The practice of reflection." Learning in Health and Social Care 3, no. 2 (2004): 47–52. http://dx.doi.org/10.1111/j.1473-6861.2004.00066.x.

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41

Joyce, Lesley. "Guided Reflection: Advancing Practice." Journal of Advanced Nursing 43, no. 3 (2003): 322. http://dx.doi.org/10.1046/j.1365-2648.2003.02732_2.x.

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42

Hackney, Stephen. "Advancing practice through reflection." British Journal of School Nursing 3, no. 6 (2008): 297–300. http://dx.doi.org/10.12968/bjsn.2008.3.6.31709.

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43

Asselin, Marilyn E., and Allethaire H. Cullen. "Improving practice through reflection." Nursing 41, no. 4 (2011): 44–46. http://dx.doi.org/10.1097/01.nurse.0000395206.65366.6a.

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44

Swanwick, Keith. "Reflection, theory and practice." British Journal of Music Education 25, no. 3 (2008): 223–32. http://dx.doi.org/10.1017/s026505170800805x.

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A brief review of the state of music education in the UK at the time of the creation of the British Journal of Music Education (BJME) leads to a consideration of the range and focus of topics since the initiation of the Journal. In particular, the initial requirement of careful and critical enquiry is amplified, drawing out the inevitability of theorising, an activity which is considered to be essential for reflective practice. The relationship of theory and data is examined, in particular differentiating between the sciences and the arts. A ‘case study’ of theorising is presented and examined

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45

Terry, Connie, and Grahame West. "Philosophy - reflection in practice." Nursing Management 4, no. 6 (1997): 24–25. http://dx.doi.org/10.7748/nm.4.6.24.s22.

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46

Cojorn, Kanyarat, and Kanyarat Sonsupap. "Investigating Student Teachers’ Reflections on Early Field Experiences." Journal of Educational Issues 8, no. 1 (2022): 279. http://dx.doi.org/10.5296/jei.v8i1.19602.

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The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of reflection quality in this study contained the topic of reflection and depth of reflection. The topic of reflection focused on five dimensions including: 1) teaching and learning strategies, 2) teacher’s appearance, 3) student’s experience, 4) learning

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47

Wallace, Ruth, Sally-Anne Doherty, and Elizabeth Cook. "Using image-reflections to support undergraduate students’ relational employability: A practitioner reflection." Journal of Teaching and Learning for Graduate Employability 15, no. 2 (2024): 5–17. http://dx.doi.org/10.21153/jtlge2024vol15no2art2030.

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This practitioner reflection explores our integration of the Relational Employability Framework within the Health Research Project capstone unit of a Bachelor of Health Science degree. To address the historically low quality of student reflections, we incorporated image-based reflective activities to improve engagement and depth. These activities encouraged students to use visual media to examine their developing relational employability. We developed and implemented a series of tutorial activities designed to scaffold this process, aiming to foster deeper reflective practice and highlight its

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48

Yamuragiye, Assumpta, and Elizabeth Anne Kinsella. "Reflective Practice in Anesthesia Clinical Teaching." Rwanda Journal of Medicine and Health Sciences 4, no. 3 (2021): 406–11. http://dx.doi.org/10.4314/rjmhs.v4i3.10.

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BackgroundReflective practice is an essential aspect of knowledge generation for professional practice. By reflecting on action, professionals learn to improve their practices. Through processes of reflection, practitioners participate in a dialogue between theory and practice. Even though reflective practice is an important approach for learning from experience, its place remains unclear in anesthesia clinical education as well as anesthesia practice in a broad sense.AimThe aim of this paper was to examine the affordances of reflective practice in anesthesia clinical education.MethodsTwo case

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49

Fowler, John. "Reflection in practice. Part 2: What is reflection?" International Journal of Therapy and Rehabilitation 23, no. 12 (2016): 604–5. http://dx.doi.org/10.12968/ijtr.2016.23.12.604.

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50

Fowler, John. "Reflection in practice. Part 6: Learning from reflection." International Journal of Therapy and Rehabilitation 24, no. 4 (2017): 181–82. http://dx.doi.org/10.12968/ijtr.2017.24.4.181.

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