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Journal articles on the topic 'Reflective/collaborative practice'

Author: Grafiati

Published: 11 September 2021

Last updated: 30 July 2025

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1

McCluskey, Jessica, Aoife Gallagher, and Carol-Anne Murphy. "Reflective practice across speech and language therapy and education: a protocol for an integrative review." HRB Open Research 4 (March 22, 2021): 29. http://dx.doi.org/10.12688/hrbopenres.13234.1.

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Effective co-practice is considered a linchpin of inclusive education. Speech and language therapists (SLT), in collaboration with teachers, are amongst the professionals who have a role in ensuring inclusion for students. The challenges of collaboration are well documented, with communication considered a potential antidote. Proposals for how collaborative communication can take place often align with models of reflection. Uncertainty around a shared language for reflection within and across the professions of teaching and SLT may pose a barrier to it occurring. Reflection has long been docum

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McCluskey, Jessica, Aoife L. Gallagher, and Carol-Anne Murphy. "Reflective practice across speech and language therapy and education: a protocol for an integrative review." HRB Open Research 4 (March 24, 2022): 29. http://dx.doi.org/10.12688/hrbopenres.13234.2.

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Effective co-practice is considered a linchpin of inclusive education. Speech and language therapists (SLT), in collaboration with teachers, are amongst the professionals who have a role in ensuring inclusion for students. The challenges of collaboration are well documented, with communication considered a potential antidote. Proposals for how collaborative communication can take place often align with models of reflection. Uncertainty around a shared language for reflection within and across the professions of teaching and SLT may pose a barrier to it occurring. Reflection has long been docum

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Sun, Na, and Rizal O. Dapat. "Professional Ability System and Effective Strategies in Enhancing Teaching Competence Among Mathematics Student Teachers." Journal of Education and Educational Research 5, no. 3 (2023): 152–56. http://dx.doi.org/10.54097/jeer.v5i3.13674.

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This study compares mathematics student-teachers' professional ability system and instructional practices. Content, pedagogical, technical, classroom management, and reflective practice were examined as part of their professional ability system. Modeling, guided practice, co-teaching, differentiation, technology integration, formative assessment, and collaborative learning were also assessed. The study also examined if student-teachers' professional ability system affects their math teaching practices. Content knowledge and effective teaching practices, especially modeling and guided practice,

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Krismalita Sekar Diasti and Paulus Kuswandono. "“Thriving through Reflecting”: Current Perspective on Teacher Professional Development Research in Asia Context." JET (Journal of English Teaching) 6, no. 3 (2020): 220–31. http://dx.doi.org/10.33541/jet.v6i3.1981.

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Reflective practice has long gained more spotlight from researchers in the education realm, particularly for promoting teachers’ professional development (TPD). Generally speaking, reflective practice provides abundant merit for teachers, namely, evaluating teachers’ teaching quality, enhancing teachers’ professional skills, and guiding teachers in their professional development. This study aims to present how reflective practice assists English teacher professional development in the Asian context. To discover how reflective practice promotes teacher professional development, the researchers

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Gindin, Elia, Meaghan Van Steenbergen, and Douglas L. Gleddie. "Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice." LEARNing Landscapes 14, no. 1 (2021): 83–95. http://dx.doi.org/10.36510/learnland.v14i1.1044.

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Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement

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Li, Aiping, and Tianxiao Peng. "Observing “Myself” in the Video: Fostering Reflective Practice in Oral Presentation Training." Advances in Language and Literary Studies 9, no. 3 (2018): 138. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.138.

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This paper proposes using video-supported reflection to facilitate EFL students’ reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students’ reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students’ reflective abilities and their perceived learning gains. Pro

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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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Stelter, Reinhard, and Ho Law. "Coaching – narrative-collaborative practice." International Coaching Psychology Review 5, no. 2 (2010): 152–64. http://dx.doi.org/10.53841/bpsicpr.2010.5.2.152.

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Purpose:This paper aims to provide both the theoretical foundation and formulation of practice for narrative coaching. We advocate that coaching as narrative-collaborative practice should form the new wave (third generation) of coaching practice and encourage coaching and coaching psychology communities to engage in its practice and research.Methods:In providing the theoretical foundation for coaching as narrative-collaborative practice, we first draw on its societal and cultural foundation. We argue that narrative coaching can support self-created and reflective leadership, provide continuous

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O’Dwyer, Anne, and Richard Bowles. "“I’m valuing the journey as much as the destination”: Exploring shared reflection to support novice coach learning." International Journal of Sports Science & Coaching 16, no. 4 (2021): 1035–44. http://dx.doi.org/10.1177/1747954121999759.

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This paper provides an insight into the trajectory of coach learning over two seasons through a shared reflective process. It describes how a collaborative process in a volunteer, amateur coach setting was supported and sustained. The coach-researchers had coached a university sports team together for two years prior to formalising the collaborative process. They adopted a collaborative self-study methodology to support and structure their reflective practice and learning throughout the study. Weekly individual and collaborative reflections were written by both coaches. They engaged with a cri

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Hersted, Lone. "Reflective Role-Playing in the Development of Dialogic Skill." Journal of Transformative Education 15, no. 2 (2017): 137–55. http://dx.doi.org/10.1177/1541344616686765.

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Whether an organization prospers depends importantly on the relationships among its participants, and central to the success of relationships is the process of dialogue. This article describes an action-based educational practice for enhancing dialogical and relational skills among members of an organization. The effort draws on concepts of participatory research, collaborative learning, and dramatic acting. Specifically, the practice combines collaborative role-playing, polyphonic reflection, goal articulation, and facilitator cooperation to achieve educational ends. The project was carried o

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Ruming, Naomi, and Laura McFarland. "‘When we sat together, it just worked’: Supporting individual and collaborative reflective practice in a team of early childhood educators." Australasian Journal of Early Childhood 47, no. 1 (2021): 32–47. http://dx.doi.org/10.1177/18369391211052683.

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Educator reflective practice is fundamental to quality early childhood education with robust practice benefitting pedagogy and improving outcomes for children. Yet, examination of individual and collaborative reflective practice in experienced professional early childhood teams is scarce. This qualitative case study used an action research design to examine this gap in the literature. Previous research informed the implementation of a Model of Reflective Practice Framework as an intervention incorporating a professional development session and ongoing written support of individual and team edu

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Guo, Rui, Nirat Jantharajit, and Phichittra Thongpanit. "Construct an instructional approach based on collaborative learning and reflective learning for enhance students’ analytical thinking and critical thinking skills." Asian Journal of Contemporary Education 8, no. 2 (2024): 115–25. http://dx.doi.org/10.55493/5052.v8i2.5184.

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In the context of rapid globalization and digitalization, the development of students' critical and analytical thinking skills is increasingly prioritized in education. This study aims to address the gap in instructional models by designing an eight-step instructional model that integrates collaborative and reflective learning strategies to enhance these essential skills. Drawing on social constructivist theories and Dewey's reflective thinking framework, the research develops a comprehensive model that includes phases such as goal setting, team formation, exploration, collaborative practice,

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Bhandari, Bhim Lal. "Exploring Reflective Practices for In-service English Language Teachers’ Professional Development." Journal of Research in Education 1 (May 14, 2025): 39–56. https://doi.org/10.3126/jore.v1i1.78704.

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Reflective practice helps teachers to enhance their professional development by critically evaluating their actions, sharing experiences, and building confidence through collaborative discussions with peers. This study aims to explore reflective practices for in-service English language teachers’ professional development. Narrative inquiry was employed as the research method, with semi-structured interviews to capture the participants' lived experiences. Four English language teachers, teaching at the secondary level in Rupandehi, were purposefully selected from two public schools as participa

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Kruger, Corné, and Jan Buley. "Collaborative Learning to Foster Critical Reflection by Pre-service Student Teachers within a Canadian–South African Partnership." Journal of Teaching and Learning 16, no. 3 (2022): 69–95. http://dx.doi.org/10.22329/jtl.v16i3.7203.

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Teachers often enter practice with a narrow perspective of teaching. Through critical reflection, the minds of pre-service teachers can be opened to the bigger realities of teaching and social justice practice. Paired pre-service student teachers from two diverse university settings, Canada and South Africa, were immersed in a collaborative learning experience that involved exchanges through email, text messages, and artwork collages. As lecturers, we implemented action research to determine how to foster critical reflection by pre-service teachers from diverse education contexts. We anticipat

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Lambropoulos, Niki, and Charikleia Pitsou. "Blended Collaborative Learning Supporting Pedagogy Students’ Reflective Practice." Creative Education 11, no. 10 (2020): 1930–46. http://dx.doi.org/10.4236/ce.2020.1110141.

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Hadiya Naseer, Yaar Muhammad, and Sajid Masood. "Developing Reflective Practices of Elementary School Teachers: A Collaborative Action Research Study." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (2020): 22–33. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(22-33).

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The purpose of this study was to investigate the development of reflective practices of elementary school teachers through interactive workshops. This study used a collaborative action research design, and five-day interactive workshop sessions related to reflective practices conducted to introduce the participants to reflective practices. Most specifically, these workshops focused on building their cognition, affection, and behavior about reflective practices. The Purposive sampling technique was used to select 20 elementary school teachers with at least 1.5 years’ experience in elementary sc

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Matoso de Pontes, Márcio, Juscileide Braga de Castro, and Maria Cleide Da Silva Barroso. "Knowledge developed by Brazilian teachers from a collaborative training in statistics." Perspectivas da Educação Matemática 17, no. 46 (2024): 1–21. http://dx.doi.org/10.46312/pem.v17i46.19662.

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This article aims to analyze the narratives of two Brazilian teachers, who work in Elementary Education, based on their participation in a collaborative teacher education in statistics, for professional development. This is a qualitative research, which uses audio and video recordings during training, planning, practical actions and reflective sessions. The data were analyzed using the content analysis techniques. When comparing knowledge before and after training, it was possible to verify that the teachers developed learning related to statistical content and pedagogical practice to teach st

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Kim, Lana, Barbara Couden Hernandez, Adrian Lavery, and T. Kent Denmark. "Stimulating reflective practice using collaborative reflective training in breaking bad news simulations." Families, Systems, & Health 34, no. 2 (2016): 83–91. http://dx.doi.org/10.1037/fsh0000195.

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Hebert, Huguette, and Lucille Mandin. "Le stage d'enseignement: Un milieu d'emancipation." Journal of Educational Thought / Revue de la Pensée Educative 30, no. 2 (2018): 139–58. http://dx.doi.org/10.55016/ojs/jet.v30i2.52425.

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This article examines how practice-teaching can become an opportunity for growth for student teachers. The authors situate their model of student teaching which facilitates reflective practice within their theory of teacher education. Reflection on their experiences with collaborative practiceteaching permits them to understand successful collaborative practiceteaching and how it becomes an opportunity for professional growth. This grounded knowledge assists them in their questioning of the reality of practice-teaching as it currently exists.

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Anderson, Amy. "Reflecting on Training to Facilitate Collaborative Online International Learning Courses." Journal of Scholarly Engagement 5, no. 2 (2022): 6–13. http://dx.doi.org/10.9743/jse.2022.5.2.2.

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The purpose of this reflective practice was to explore an unexpected revelation that Collaborative Online International Learning (COIL) courses are an engaging and equitable way to enhance my students’ intercultural communication skills. This discovery happened after participating in a COIL training designed to mimic a virtual global exchange course. In this training, I learned to work collaboratively with an international teaching partner to design a course that would include a problem-based learning project with students from the United States and Brazil. Through the reflective process, my v

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Rahayu, Ai Hayati, Ari Widodo, Udin Syaefudin Saud, and Muslim Muslim. "Improving Technological Pedagogical Content Knowledge (TPACK) of Elementary School Teachers through Training with a Collaborative, Practical and Reflective Approach." Mimbar Sekolah Dasar 11, no. 4 (2024): 642–58. https://doi.org/10.53400/mimbar-sd.v11i4.78644.

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The integration of technology into teaching and learning processes is highly relevant in today’s educational landscape, as technology has become essential for facilitating student learning. However, in practice, technology has not been fully optimized to develop students' critical thinking skills. The TPACK framework, which guides teachers in integrating technology into the learning process, must be continuously refined through relevant strategies. This study aims to describe how elementary school teachers' TPACK can be improved through collaborative, practical, and reflective approaches. A mi

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Bowskill, Nicholas, David McConnell, and Sheena Banks. "Symposium 4: Reflective Practices in Collaborative Intercultural e-Tutor Teams." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 707–11. http://dx.doi.org/10.54337/nlc.v6.9400.

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We review the use of an online shared journal in the tutor forum of an intercultural online course. We argue this represents a new methodological approach to collaborative reflective practice in action and on action. This is also an important response to the call by Boud (2006) to create reflective practices that recognise team work and a course context. We describe the use of this approach in an online course with a tutor team made of 3 Chinese and 3 UK tutors. The two major features of the changing context of practice are firstly those associated with its collective rather than individual na

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Bayer, Regin P., Charlo T. Blanco, Emely C. Alferez, Arvie C. Alipio, Jessa Kate A. Suligan, and Alvin O. Cayogyog. "Phenomenology of Clinical Supervision: Examining Pre-observation to Post observation in Teacher Development." International Journal of Research and Innovation in Social Science VIII, no. X (2024): 2232–43. http://dx.doi.org/10.47772/ijriss.2024.8100192.

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This phenomenological study explored teachers’ lived experiences during clinical supervision from pre-observation to post-observation stages in Agusan del Sur, Philippines. Using purposive sampling, 40 teachers with 1-3 years of service from four high schools participated in semi-structured interviews and reflective journaling. Thematic analysis revealed three key themes: (1) Impact of prior experiences, relational factors, and reflective practices on teacher readiness for supervision; (2) Real-time adaptation, reflective practice, and growth opportunities during classroom observations; and (3

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Löytönen, Teija. "Collaborative Inquiry into the Culture of Dance Teaching." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 319–28. http://dx.doi.org/10.1017/s204912550000128x.

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Last year I started a research project with the aim of pursuing collaboration among dance teachers. Through collaborative inquiry, the study aims to bring forth some core but unarticulated undercurrents within dance teaching, thus enhancing self-understanding within the rapidly changing circumstances of dance education. In this paper, I will first introduce some notions on the culture of dance teaching and then discuss collaboration in relation to reflective practice as well as to research practice. The main emphasis, however, is to explore the possibilities and challenges in collaborative inq

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Antunović, Branka. "Research Bridging Theory and Practice." Metodički obzori 19, no. 1 (36) (2025): 5–30. https://doi.org/10.32728/mo.19.1.2024.01.

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This study explores the potential of the Collaborative Action Research (CAR) model to bridge the gap between research and practice in geometry education. Using the Development of Geometrical Thinking (DGT) program, CAR facilitated a collaborative process among teachers and researchers through iterative cycles of planning, action, observation, and reflection. Conducted with 88 seventh-grade students and four mathematics teachers in Croatia, the study aimed to enhance geometric understanding and problem-solving skills.The CAR model translated theoretical insights into practical teaching strategi

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Sulzer, Christof Thomas, and Krisztina Zimányi. "Collaborative Translator Education through Reflective Practice: A Mexican Perspective." International Journal of Adult, Community and Professional Learning 28, no. 1 (2021): 1–13. http://dx.doi.org/10.18848/2328-6318/cgp/v28i01/1-13.

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Roche, Victoria F., and Aimee L. Limpach. "A Collaborative and Reflective Academic Advanced Pharmacy Practice Experience." American Journal of Pharmaceutical Education 75, no. 6 (2011): 120. http://dx.doi.org/10.5688/ajpe756120.

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Chantal-Bossut, Virginie, and Yamina Bouchamma. "Le travail en communauté d’apprentissage professionnelle (CAP) : une analyse réflexive." Facteurs humains: revue en sciences humaines et sociales de l'Université Laval 1, no. 1 (2024): 37–52. http://dx.doi.org/10.62920/cn0fce48.

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Collaborative work is becoming more and more present in teaching teams institutions across Canada. This reflective qualitative research (self-study) on professional practice presents an analysis of a teacher’s corpus who experienced a collaborative work in professional learning communities (PLC) in a school located in Alberta. A conceptual framework based on the sense of self-efficacy (SEP) towards collaborative work in PLC is guiding the study. The results show that participation in the PLC improved the teacher's SEP through the close collaboration established with her colleagues and by the i

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Avgitidou, Sofia, Konstantinos Karadimitriou, Maria Ampartzaki, Christina Sidiropoulou, and Maria Kampeza. "University Teaching as a Site for Professional Learning of Teacher Educators: The Role of Collaborative Inquiry and Reflection within a Professional Learning Community." Education Sciences 14, no. 2 (2024): 207. http://dx.doi.org/10.3390/educsci14020207.

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While initial teacher education (ITE) has been acknowledged as an important process for improving the quality of education by preparing future teachers, less attention has been paid to the support of the continuous professional learning of teacher educators (TEs). This study reports on the supporting processes and tools for a collaborative inquiry-based systematic reflection of five TEs and the effects of their use in constructing professional knowledge about ITE. The reflective written reports and reflective discussions of the TEs are thematically analysed to show the focus of inquiry, the li

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Xiao, Pan. "Designing a Collaborative Reflection Scheme for Senior Grade Three English Teachers in a State High School in China." Learning & Education 10, no. 2 (2021): 86. http://dx.doi.org/10.18282/l-e.v10i2.2282.

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Reflective practice (RP) is widely used in various professional education fields and is a central part of teacher education. Through reflection, they may make some adjustments or changes in order to improve their practice and become a better teacher. However, in RP the focus is often individual rather than collaborative and there is a lack of evidence-based accounts, which reduces the effect of reflection to a certain degree and similarly in China. Therefore, it is important to have a collaborative and evidence-based reflection scheme that fits a specific teaching environment in order to impro

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Rawani, Dewi, Ratu Ilma Indra Putri, Zulkardi Zulkardi, and Ely Susanti. "The Reflective Teaching Practices using PMRI and Collaborative Learning." Jurnal Pendidikan Matematika 17, no. 1 (2023): 69–88. http://dx.doi.org/10.22342/jpm.17.1.17208.69-88.

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This research is aimed to design learning environment in which teacher can create a learning process in develop their reflective practices. Gending Sriwijaya traditional dance, which is familiar with culture in South Sumatera Indonesia, can be as a starting point for context in geometry translation. Applying The Indonesian Realistic Mathematics Learning Approach (PMRI) is one approach that uses contextual. The research used design research consisting of preparation of the experiment, design experiment and retrospective analysis. This research data were collected through classroom observation,

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Giles, Amanda, and Amanda Giles. "Constructing teacher identity in teacher collaboration: What does it mean to be a teacher of culturally and linguistically diverse English learners?" Journal on Efficiency and Responsibility in Education and Science 16, no. 1 (2023): 36–45. http://dx.doi.org/10.7160/eriesj.2023.160104.

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Research calls for practice-based inquiry where language teachers conduct exploratory action research to transform their pedagogical practices to impact student achievement. This study builds on the research in practitioner inquiry, teacher collaboration, and teacher identity to investigate how a seventh-grade English Language Arts (ELA) teacher (Heather) constructed her identity as she collaborated with an ESL teacher (Amanda) to plan for and teach ESL students in a collaboratively taught ELA classroom. Our qualitative inquiry included data gathered from two collaborative cycles with three se

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Ali Shah, Sayyed Rashid, and Hamid Ali Khan Eusafzai. "Navigating professional growth: Exploring reflective practices in EFL teacher leadership within Arab higher education contexts." Forum for Education Studies 2, no. 1 (2024): 537. http://dx.doi.org/10.59400/fes.v2i1.537.

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Employing an interpretive lens and utilizing a case study methodology, this research investigated insights from a purposively selected cohort of 12 English as a Foreign Language (EFL) teacher leaders on the significance of reflective practice in their professional growth within an EFL environment. Through a qualitative approach, data was collected via semi-structured interviews and an open-ended questionnaire. The findings reveal the multifaceted operational and instructional leadership roles undertaken by EFL teacher leaders within the hierarchical structures of the English Language Institute

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Wetzel, Melissa, James V. Hoffman, Beth Maloch, et al. "Coaching elementary preservice teachers." International Journal of Mentoring and Coaching in Education 7, no. 4 (2018): 357–72. http://dx.doi.org/10.1108/ijmce-12-2017-0074.

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Purpose The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching. Design/methodology/approach Design-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations,

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Mann, Steve, and Steve Walsh. "RP or ‘RIP’: A critical perspective on reflective practice." Applied Linguistics Review 4, no. 2 (2013): 291–315. http://dx.doi.org/10.1515/applirev-2013-0013.

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AbstractThis paper provides a critical review of reflective practice (RP), drawing attention to particular problems with its representation, as well as proposing a more evidence-based and data-led approach to RP. Our central argument is that RP in the fields of applied linguistics, TESOL and education has achieved a status of orthodoxy without a corresponding data-led description of its value, processes and outcomes. Our concern is that RP is described in ways that are elusive, general, and vague and which may not be particularly helpful for practitioners. This is largely due to the lack of co

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Azevedo, Eugénia Lopes, Isabel Ribeiro Mesquita, and Rui Flores Araújo. "The development of reflective skills in physical education teacher education: a systematic review." Retos 46 (September 28, 2022): 162–78. http://dx.doi.org/10.47197/retos.v46.94080.

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Research has shown an increased attention towards Reflective Practice as a successful aspect in the professional development of Physical Education Teacher Education. Notwithstanding, there is a lack of empirical research about how teachers’ reflective skills should be developed in this context. The aim of this systematic review was to understand what and how has been studied about physical education teachers’ reflective skills, and how such strategies can be further developed and refined in Physical Education Teacher Education. Following Preferred Reporting Items for Systematic Reviews and Met

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Neethling, Marinda, and Mirna Nel. "Addressing a theory-practice gap in teacher education by using a participatory action learning and action research (PALAR) approach." South African Journal of Education 41, no. 4 (2021): 1–12. http://dx.doi.org/10.15700/saje.v41n4a1942.

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In this article we combine Boyer’s 4 domains of scholarship with Hutchings’ 4 types of questions and Ghaye, Melander-Wikman, Kisare, Chambers, Bergmark, Kostenius and Lillyman’s (2008) reflective learning framework using a Participatory Action Learning and Action Research (PALAR) method to explore the perceived gap in in-service teachers’ experience in classroom contexts. Qualitative data were collected in an action learning set (ALS) consisting of distance learning in-service teachers enrolled in a learning support programme through purposeful discussions, reflective diaries, observations, an

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Howlett, Kristina, and Huong Nguyen. "Autoethnographic Reflections of an International Graduate Teaching Assistant’s Co-Teaching Experiences." Journal of International Students 10, no. 2 (2020): 401–19. http://dx.doi.org/10.32674/jis.v10i2.774.

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This authoethnographic study explores the co-teaching experiences of an international graduate teaching assistant (IGTA) assigned to co-teach an undergraduate course at a U.S. publicly funded university. As a sociocultural theoretical framework, Dewey (1938), Vygotsky (1978), and Schön’s (1983) works regarding experiential learning, interaction, and reflective practice were used to analyze narratives and highlight the IGTA’s co-teaching experiences to provide evidence of reflective and collaborative practices. Five themes emerged from the study: a need for professional development, interdepend

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Phenwan, Tharin. "Enhancing nursing students’ reflection through Padlet: an action research." MedEdPublish 13 (December 28, 2023): 204. http://dx.doi.org/10.12688/mep.19771.2.

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Background Reflective practice is encouraged amongst healthcare students, including nursing students. However, students do not have a ‘safe space’ to practice reflection before being assessed. Padlet is an interactive platform that can potentially facilitate students’ reflection via its features that enables anonymous participation, asynchronous participation and collaborative learning environment. This study aims to explore the influence of current reflection teaching method on students’ reflective practice and how Padlet can facilitate students’ reflective practice. Methods An action researc

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Maebara, Clarice Martins Lima, Maycon Robson Pigosso, Marielle Ribeiro Feitosa, et al. "Theory-Practice Integration In Health Education: Analysis Of Thiollent's Action Research Methodology." IOSR Journal of Nursing and health Science 13, no. 5 (2024): 10–18. http://dx.doi.org/10.9790/1959-1305051018.

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Action research was initially developed by Kurt Lewin during World War II and was consolidated in the Social Sciences as a methodology aimed at promoting changes in the contexts studied. Its participatory character allows the integration between theory and practice, valuing the collaboration between researchers and participants to solve problems and generate new knowledge. In Brazil, it was popularized by Michel Thiollent, standing out for uniting social transformation with critical reflection. Currently, action research is applied in several areas, especially in education and organizational c

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Tovey, Tiffany L. S., and Gary J. Skolits. "Conceptualizing and Engaging in Reflective Practice: Experienced Evaluators’ Perspectives." American Journal of Evaluation 43, no. 1 (2021): 5–25. http://dx.doi.org/10.1177/1098214020983926.

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The purpose of this study was to determine professional evaluators’ perceptions of reflective practice (RP) and the extent and manner in which they engage in RP behaviors. Nineteen evaluators with 10 or more years of experience in the evaluation field were interviewed to explore our understanding and practice of RP in evaluation. Findings suggest that RP is a process of self and contextual awareness, involving thinking and questioning, and individual and group meaning-making, focused on facilitating growth in the form of learning and improvement. The roles of individual and collaborative refle

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Naz, Bushra, Muhammad Javed Aftab, and Abdul Haseeb Sarfraz. "Impact of Reflective Practice on the Successful Implementation of Teacher Education Programs: A Case Study of Punjab Province." Global Educational Studies Review IX, no. III (2024): 62–74. http://dx.doi.org/10.31703/gesr.2024(ix-iii).07.

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The study set out to investigate the relationship between reflective practice and the successful implementation of teacher education programs in Punjab. A quantitative research design was applied. The numerical data was collected to find the patterns and relationships regarding reflective practice and its effects. Teachers from different educational levels within the Punjab Education Department comprised the population, and we selected a sample of 250 teachers through simple random sampling to ensure representativeness. Data was collected using a self-developed questionnaire, including closed-

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Godínez Martínez, Jovanna. "Action research and collaborative reflective practice in English language teaching." Reflective Practice 23, no. 1 (2021): 88–102. http://dx.doi.org/10.1080/14623943.2021.1982688.

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Naidu, Som. "Collaborative reflective practice: An instructional design architecture for the Internet." Distance Education 18, no. 2 (1997): 257–83. http://dx.doi.org/10.1080/0158791970180206.

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Mann, Steve. "The language teacher's development." Language Teaching 38, no. 3 (2005): 103–18. http://dx.doi.org/10.1017/s0261444805002867.

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This paper provides a commentary on recent contributions to the subject of teacher development and growth, focusing particularly on our understanding of some of the processes and tools that have been identified as instrumental and supportive in teacher development. Implicit in the notions of ‘reflective practice’, ‘exploratory teaching’, and ‘practitioner inquiry’ is the view that teachers develop by studying their own practice, collecting data and using reflective processes as the basis for evaluation and change. Such processes have a reflexive relationship with the construction of teacher kn

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Sert, Olcay, Elisabeth Wulff Sahlén, and Thorsten Schröter. "Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography." Education Sciences 15, no. 1 (2025): 79. https://doi.org/10.3390/educsci15010079.

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Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own lectures, with the ulterior aim of promoting a corpus-based reflective practice (CBRP) model that would help other teachers do the same. Secondly, we

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Adamson, John Lindsay, and Theron Muller. "Collaborative autoethnography in applied linguistics: reflecting on research practice." International Journal of the Sociology of Language 2024, no. 285 (2024): 155–78. http://dx.doi.org/10.1515/ijsl-2023-0001.

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Abstract This reflective paper explores collaborative autoethnography (CAE) as a research method by analyzing 15 of our CAE English language teaching and applied linguistics studies published from 2015 to the present. Focus is given to tying CAE to its ethnographic roots, including autoethnography and duoethnography. The implications of CAE representing a methodological expansion of ethnographic methods from researching and reporting on the other to researching and representing one’s own authentic experiences are explored. We discuss the “counter-narratives” that CAE spaces facilitate, where m

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de la Perrelle, Lenore, Monica Cations, Gaery Barbery, et al. "How, why and under what circumstances does a quality improvement collaborative build knowledge and skills in clinicians working with people with dementia? A realist informed process evaluation." BMJ Open Quality 10, no. 2 (2021): e001147. http://dx.doi.org/10.1136/bmjoq-2020-001147.

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In increasingly constrained health and aged care services, strategies are needed to improve quality and translate evidence into practice. In dementia care, recent failures in quality and safety have led the WHO to prioritise the translation of known evidence into practice. While quality improvement collaboratives have been widely used in healthcare, there are few examples in dementia care.We describe a recent quality improvement collaborative to improve dementia care across Australia and assess the implementation outcomes of acceptability and feasibility of this strategy to translate known evi

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O’Brien, Sarah, and Leona English. "Exploring Interprofessional Learning in Collaborative Care Teams." Canadian Journal for the Study of Adult Education 34, no. 1 (2022): 66–83. http://dx.doi.org/10.56105/cjsae.v34i1.5639.

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This study focuses on interprofessional learning and education in collaborative care teams in primary health care. Using a case study methodology, the researcher collected data through semi-structured interviews and document analysis. Through purposeful sampling, the study explores the experiences of five diverse health professionals (two nurses, two dietitians, one physician) working within collaborative care. A critical incident framework approach was used to identify interprofessional learning themes, which were classified as collaborative, continuous, and reflective. The study identified e

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Cubero-Pérez, Rosario, Mercedes Cubero, and Miguel Jesús Bascón. "The Reflective Practicum in the Process of Becoming a Teacher: The Tutor’s Discursive Support." Education Sciences 9, no. 2 (2019): 96. http://dx.doi.org/10.3390/educsci9020096.

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Interest in reflective practices, within the broader framework of teachers’ professional knowledge, has been ongoing in educational research for the past few decades. The idea from which reflection itself stems is that of teachers’ agency in their own professional development. The initial positivist approach viewed the relationships between teachers’ theoretical knowledge and educational practice in terms of hierarchical reductionism. We analyze the relationships between different types of knowledge from a historical-cultural perspective, which requires locating them in the context of the cult

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