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Dissertations / Theses on the topic 'Reflective actions'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Yanuarti, Endah. "Developing Reflective Practice through Reflective Actions." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59678.

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The objective of this research was to understand Indonesian teachers’ applications of reflection in their daily practice by examining their reflective conversations, writing and videos in relation to the Teacher Competency Standards. This qualitative case study included two phases which revealed that teachers’ limited understanding of reflection was mostly on how to prepare, deliver and evaluate lessons. The study identified and developed a model of reflective practice to improve Indonesian teachers’ teaching practice.

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Pierson, David Riley. "Elementary teachers' assessment actions and elementary science education: formative assessment enactment in elementary science." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/5043.

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A comparative case study was conducted of two elementary science teachers' enactment of a formative assessment strategy, known as Reflective Assessment. Qualitative analysis of three data sources addressed the two research questions of the differences in enactment of RA and what those differences look like. This study suggests that differences do exist in how teachers implement formative assessment in the enactment of the same science curricula, though further investigation into this is needed.

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3

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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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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Cherry, N. L., and n. cherry@netspace net au. "Developing reflective practice." RMIT University. Management, 1995. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090512.103243.

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This study explores how reflection upon oneself and one's own behaviour assists people - and, in particular, managers - to develop. Reflective techniques are examined in the context of action-learning (Revans, 1980 and Marsick, 1992) and are argued to be a powerful means of creating self-understanding, which in turn creates opportunities for self-directed personal change. Reflective techniques are also examined as a means of developing the personal craft or praxis of those who try to assist the development of managers, and as a technique for use in action research (Lewin, 1946) and t

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O'Mara, Joanne, and jomara@deakin edu au. "Unravelling the Mystery: A Study of Reflection-in-Action in Process Drama Teaching." Griffith University. School of Vocational, Technology and Arts Education, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030228.103642.

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Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discus

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Jones, Indra. "Reflective practice and the learning of health care students." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.

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Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice

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8

Zwozdiak-Myers, Paula. "An analysis of the concept reflective practice and an investigation into the development of student teachers’ reflective practice within the context of action research." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/4316.

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In recent decades, reflective practice has become a key driver and an increasingly influential referent in the professional development of student teachers. Yet, the complex, somewhat elusive boundaries of reflective practice make this phenomenon difficult to define. The purpose of this study was to analyse and synthesise existing literature and research in order to better understand the multi-faceted nature of reflective practice. From an informed platform, a new conceptual framework was designed both to capture and investigate nine dimensions of reflective practice in which student teachers

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9

Morton-Cooper, Alison. "Preceptorship via action research : a reflective account." Thesis, University of Warwick, 1997. http://wrap.warwick.ac.uk/36300/.

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This thesis provides a reflective account of the introduction of a provisional model of transitional learning support (known as preceptorship) offered to newly qualified nurses via an action research project. 284 nurses took part in the project over a three year period. By a process of collaborative exploration, reflection and problem-solving, preceptor partnerships were established in the workplace in an attempt to uncover and articulate the learning and socialisation processes encountered at the beginning stages of a nurse's career. Data relating to the model's implementation was collected v

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10

Glathar, Wade R. "Action Research as Professional Development: A Study of Two Teachers." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1627.

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This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from inte

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Kizilcik-eren, Hale Hatice Hatice. "A Constructivist Approach To The Integration Of Systematic Reflection In Eap Courses: An Action Research Study." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614011/index.pdf.

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The aim of the study was to investigate to what extent integrating systematic reflection into the academic English courses at the tertiary level fosters learning. To this end, the teacher-researcher designed an action research study and carried it out with seventy-one students in the three sections of ENG 101 she taught at the Middle East Technical University. In the course of the action research, the teacher-researcher developed an interactive reflection model in which the teacher and students engage in a collaborative process of reflection to improve their performance. For each writing a

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Wright, Geoffrey A. "How does video analysis impact teacher reflection-for-action? /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2347.pdf.

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13

Holden, Gary. "Changing stories : the impact of teacher led development work on teacher, school and student learning." Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250339.

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Arkell, David. "Reflective practitioning into emotion in an organisation." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/295479/.

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This thesis develops a new way of engaging emotion in a large organisation and develops a new form of organisational practice entitled “Reflective Emotional Practitioning.” The thesis argues that the concept of emotional intelligence as accepted in organisations represses rather than embraces emotion. The conceptual framework centres the inquiry on the problem of organisational power as an obstacle to the creative harnessing of emotion at work. The thesis reverses the organisations’ centralised power by placing the individual at the centre so that the individual learns to reflect upon and embr

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Arkell, David. "Reflective practitioning into emotion in an organisation." Thesis, Anglia Ruskin University, 2012. https://arro.anglia.ac.uk/id/eprint/295479/1/Arkell%20PhD%20Thesis.pdf.

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This thesis develops a new way of engaging emotion in a large organisation and develops a new form of organisational practice entitled “Reflective Emotional Practitioning.” The thesis argues that the concept of emotional intelligence as accepted in organisations represses rather than embraces emotion. The conceptual framework centres the inquiry on the problem of organisational power as an obstacle to the creative harnessing of emotion at work. The thesis reverses the organisations’ centralised power by placing the individual at the centre so that the individual learns to reflect upon and e

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Scott, Fiona Marie. "Action-reflection-learning in a lean production environment /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17167.pdf.

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Broadbent, Fiona. "Action-reflection-learning in a lean production environment /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19334.pdf.

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Knecht, Anke. "Action research adn reflection in preservice teacher education." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705468.

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Knecht, Anke. "Action research and reflection in preservice teacher education /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250705468.

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Naadirah, Abader. "Teacher practices in the grade 10 first additional language classroom: a relevance study." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1011093.

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Teachers are key figures in the English First Additional Language learning process, their influence is fundamental to their learners‟ progress, or lack thereof. I am of the opinion that literacy in itself is not sufficient, as success lies in the learners‟ application of appropriate learning techniques. The purpose of my study was to reflect on and improve my own teaching practice, improve my learners‟ participation and enhance their academic outcomes in the poetry classroom. My study required that I reflect on my classroom practice to facilitate the improvement thereof. Successful learning wi

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Bodden, Lisa. "Developing a Creative Classroom through Drama Work: One Teacher's Reflective Journey." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193264.

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In this qualitative, action research study, I aimed to improve my teaching practices in my seventh grade drama classroom. I conducted the study by implementing a monologue unit plan I had used in the past adapted for this study. My emphases for the study were the promotion of creativity, the identification of drama and theatre elements, and the transformation in understanding. Data was gathered from students in my class, a third eye observer, and me. Notation, description, sources for analysis, and questioning procedures were used to survey the data by looking for patterns, coding the response

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Stoner, Alexis Marino. "A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70885.

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Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and

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Moore, Rita. "Reflective action research through classroom inquiry : seven workplace teachers examine their teaching beliefs /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717180.

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Wright, Geoffrey Albert. "How Does Video Analysis Impact Teacher Reflection-for-Action?" BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1362.

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Reflective practice is an integral component of a teacher's classroom success (Zeichner, 1996; Valli, 1997). Reflective practice requires a teacher to step back and consider the implications and effects of teaching practices. Research has shown that formal reflection on teaching can lead to improved understanding and practice of pedagogy, classroom management, and professionalism (Grossman, 2003). Several methods have been used over the years to stimulate reflective practice; many of these methods required teachers to use awkward and time-consuming tools with a minimal impact on teaching perfo

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O'Mara, Joanne. "Unravelling the Mystery: A Study of Reflection-in-Action in Process Drama Teaching." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365984.

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Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discus

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Major, Angela Elizabeth. "Children as reflective practitioners : an action research project about talk as appraising in school music lessons." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=143.

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Stevens, Harvey Morris. "A teacher/action research study of student reflective thinking in the choral music rehearsal /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008454.

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Wong, Wai-leung Danny, and 黃偉良. "Hong Kong Central Library: a place of action and reflection." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31984277.

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SILVA, BRUNO SANTANA DA. "USING CASES IN REFLECTION IN ACTION IN HCI DESIGN ACTIVITIES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16990@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>O processo de design envolve investigar a situação atual para definir um problema de design, elaborar uma proposta de intervenção na forma de uma solução e avaliar se ela é satisfatória (Lawson, 2006). Schön (1983) investiga a epistemologia da prática de design como um processo de reflexão em ação. Nesse contexto, exploramos conceitos de raciocínio baseado em casos (Kolodner e Leake, 1996) para indexar e recuperar casos de design de IHC. Um caso de design de IHC pode ser compreendido como uma definição do problema e da solução de

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Wong, Wai-leung Danny. "Hong Kong Central Library : a place of action and reflection /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2595331x.

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Hawkins, Jeffrey Gordon Lloyd. "Action Research And Embodied Reflection In Preservice Secondary Teacher Education." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365782.

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This study investigated three Griffith University Masters of Teaching preservice secondary teachers’ experiences with action research and embodied reflection. A multiple case study approach gathered data on participants’ action research projects at key moments over the course of one semester to identify their reflective development. Thus, data was collected in the following order: • Prior to participants’ field teaching experience • During their action research investigations • At the end of their action research projects and field teaching practicum Because the study focussed on multiple part

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Evans, Moyra. "Action research enquiry into reflection in action as part of my role as a deputy headteacher." Thesis, Kingston University, 1995. http://eprints.kingston.ac.uk/20584/.

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This thesis is based on a four year research study, in which I have looked at my own practice as a deputy head in a large comprehensive school, using action research methodology. I was concerned about the quality of support the school offered its teachers in the form of staff development for which I was responsible. Once I started the study, I was able to put into operation technical solutions to the problems identified in my everyday working practices but realised that the way in which I worked with the teachers was a much more fundamental issue. The study shows how I addressed, within the ac

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Fisher, Kath, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics." THESIS_FSI_SEL_Fisher_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/429.

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The thesis investigates activism in the context of an empowering teaching of economics in two educational settings: TAFE and university. The chosen research methodology is critical action research and the thesis is framed as an emergent process, incorporating critical reflection on the researcher's own assumptions from the outset.The study showed that critical reflection requires a continual process of critical questioning to explore and undercover deeply held assumptions and beliefs. A key finding is the significance of relationship within an atmosphere of openness and trust in enhancing crit

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Shahar, Naama. "Computerised environment as an impetus for encouraging reflective thinking : action research with nursery school teachers." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251571.

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Graeff, Erhardt (Erhardt Charles). "Action path : a location-based tool for civic reflection and engagement." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95604.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 77-80).<br>Many platforms for civic engagement, whether online or offline, require that citizens leave the places they normally inhabit physically or virtually and commit to a separate space and set of processes. Examples include town hall meetings, occurring during specific times and in specific places, and online forums, where deliberation occurs within profile-based websites

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Leeson, Bernard Alan. "Managing to learn - learning to change : reflection and refraction in action." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/10243/.

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This qualitative practitioner research is set in a mixed, rural 11-16 Church of England Comprehensive School. It embraces reflective action enquiry into leadership and management of innovation in a turbulent period of national educational change. It is founded on the belief that if change processes are to be understood widely, practitioners must share experience emanating from reflective and analytical practice. This study is about "managing to learn" It embraces concepts of managing personal learning; managing colleagues' and students' learning; and managing processes leading to the emergence

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Garre, Rubio Soledad Pilar. "Shifting paradigms of practice in 'Interpretación Gestual' : integrating bodymind training with Michael Chekhov's acting techniques within the context of training professional actors in Spain." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/8281.

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This thesis examines the implementation of an actor-training programme in the context of Spanish drama schools during 2004-2005. Reflecting through the student's practice as well as my own practice as a teacher, actor and director, I investigate how a bodymind training based on martial arts disciplines and designed by Phillip Zarrilli may contribute to understand the theory and the practice of an actor's use of the imagination as Michael Chekhov proposes it. Core questions arise from the evaluation of what is the professional knowledge that the integration of both systems of training brings to

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Louw, I., and Zuber-Skeritt. "Reflecting on a leadership development programme: a case study in South African higher education." Perspectives in Education, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001715.

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Leadership development in higher education is of vital importance to South Africa’s future. We present a case study that focuses on a leadership development programme (LDP) through action learning and action research (ALAR) for women academics in South Africa during 2000 and 2001. It identifies the effects of the LDP on participants five years after the programme. The evaluation process encouraged participants to reflect on their own learning, research growth and leadership capabilities, and on how they may further develop their practice and career. Reflecting on this evaluation, we have conce

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Grayson, Louise. "Streets apart genres of editorial photographs and patterns of photographic practice." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/50796/1/Louise_Grayson_Thesis.pdf.

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My doctoral research contributes to visual scholarship by investigating and defining representational strategies of three photographic genres – press photography, photojournalism, and documentary photography – using an ‘action genre’ approach (Lemke, 1995: 32). That is, rather than taking final photographic forms as being definitive of genre, I identify patterns of ‘activity types’ involved in the production of editorial photography to define genre (1995: 32). While much has been written on editorial photography, there is no organised body of scholarship that distinguishes between these three

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Sim, Jenny Hiow-Hui, and jenny som@med monash edu au. "Continuing professional development in medical radiation science: journey towards reflective practice in cyberspace." RMIT University. Medical Sciences, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20061201.102703.

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The study aimed to investigate how continuing professional development (CPD) activities, through the development of a CPD educational framework, can assist Medical Radiation Science (MRS) practitioners to engage in reflective practice while entrenched in a protocol driven workplace culture. The study, with action research as the chosen methodology, and used both quantitative and qualitative methodology, was divided into two phases. The first phase of data collection aimed to inform the researcher of the needs of the MRS profession. The second phase of the study involved the design and develo

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Barley, Lynda. "Towards the development of 'priest researchers' in the Church of England." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/346224/.

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The Church of England is living through a time of significant change in attitudes towards local church ministry, congregational participation and pastoral practices. As it seeks to respond with integrity to changes in contemporary society the Church’s dialogue with empirical social research is beginning to develop more fully. This thesis focuses on a pioneer national project to explore the effectiveness of pastoral ministry in contemporary church weddings. The social science research methods used in this project revealed insights into the ministry of contemporary church weddings with the inten

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Barley, Lynda. "Towards the development of ‘priest researchers’ in the Church of England." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/346224/11/Thesis%20final%20Mar%202014.pdf.

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The Church of England is living through a time of significant change in attitudes towards local church ministry, congregational participation and pastoral practices. As it seeks to respond with integrity to changes in contemporary society the Church’s dialogue with empirical social research is beginning to develop more fully. This thesis focuses on a pioneer national project to explore the effectiveness of pastoral ministry in contemporary church weddings. The social science research methods used in this project revealed insights into the ministry of contemporary church weddings with the in

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Zeki, Canan Perkan. "Constructing a reflective portfolio tool : an action research on the student teachers' perceptions of their experiences." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11649/.

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My interest into reflection and portfolio construction was developed during the 2005 Contexts for Teacher Education Module on the EdD course at the Nottingham University. Experiencing and observing some significant problems with the current portfolio stimulated me to undertake a study on portfolio construction by integrating reflection into it. The aim of this study was to examine student teachers’ perceptions of their experiences of constructing a portfolio in order to develop a more reflective portfolio construction tool. The research was conducted in the Department of Educational Sciences a

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Stuart, J. S. "Developing Development Studies through action research : A study of collaborative and reflective classroom practice in Lesotho." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382608.

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The study explores aspects of teaching and learning Development Studies (social studies) In Lesotho, mainly In lower secondary schools. The current situation of Lesotho and Its education system are briefly described, with an account of the Introduction of Development Studies. The literature on Action Research Is reviewed, together with the work of Sch6n and Argyrls on professional learning, and some themes In research and Innovation In developing countries are discussed. Four Interrelated aspects of the study are described and IIlustrated, together with the research methods used. The core was

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Hunt, Neil David. "The development of student teacher identities through undergraduate action research projects : an Emirati case study." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3061.

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In recent decades, reflective practice has taken a more central role in the construction of teachers’ knowledge and practice (Elliot, 1991; Roberts, 1998). Within reflective practice, action research has developed as an approach within which teachers can systematically question, challenge and improve their teaching and recently been introduced into teacher education programmes with the rationale of encouraging student teachers to critically engage with curriculum and practice (Mills, 2003). Recent years have additionally seen interest in how teachers’ knowledge is sociodiscursively constructed

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Massena, Jean I. "The impact of literacy on the Haitian Protestant churches a challenge for actions and reflection /." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.

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Barber, Sylvia A. "Structured Prebriefing Prior to Simulation." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1467324005.

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Fisher, Katherine Jane. "A wealth of notions : reflective engagement in the emancipatory teaching and learning of economics /." View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030430.122028/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2000.<br>A thesis submitted to fulfill the requirements of Doctor of Philosophy in the School of Social Ecology, University of Western Sydney, December 2000. Bibliography : leaves 343-364.

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Green, Jean R. "The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29775.

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The process of teacher evaluation has often been less than satisfying for both teachers and administrators. Educational literature dealing with teacher evaluation shows that it is frequently a rote procedure with little or no benefit for the people involved. In this study, the researcher used the action research process to design, implement, and evaluate a new system of teacher evaluation and development in St. Anne's Catholic School. Twenty teachers of the twenty-two member faculty participated in the two-year study. Together, the teachers and administrator examined the original system of eva

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RIBAS, CRISTINA MARIA FLORES. "A REFLECTION ON THE CONCEPT OF MIMESIS AND TRAGIC ACTION IN ARISTOTLENULLS POETICS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4749@1.

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Abstract:

COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>A presente dissertação de mestrado tem como tema de investigação dois dos principais aspectos da poesia trágica do mundo grego antigo apontados pela reflexão desenvolvida por Aristóteles, na Poética: a noção de mimesis, que figura na própria definição da poesia trágica - tragédia é mimesis de ação - e a natureza da ação da qual a poesia trágica é mimesis; ou seja, o quê constitui uma ação verdadeiramente trágica. Com isso, o que procuramos foi a afirmação, não apenas da grandeza do olhar lançado por Aristóteles sobre a poes

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