Academic literature on the topic 'Reflexive journal'
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Journal articles on the topic "Reflexive journal"
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Barry, Philippa, and Clare O'Callaghan. "Reflexive Journal Writing." Nordic Journal of Music Therapy 17, no. 1 (January 2008): 55–66. http://dx.doi.org/10.1080/08098130809478196.
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Tribe, John, Honggen Xiao, and Donna Chambers. "The reflexive journal: Inside the black box." Annals of Tourism Research 39, no. 1 (January 2012): 7–35. http://dx.doi.org/10.1016/j.annals.2011.11.001.
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Røkkum, Arne. "Headhunting as Reflexive Violence." Journal of Extreme Anthropology 2, no. 1 (March 19, 2018): 98–110. http://dx.doi.org/10.5617/jea.6089.
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This is a commentary article on existing anthropological views on headhunting practices. Its focus is an article by Mikkelsen (2017) in this journal, ‘Facehunting: Empathy, Masculinity and Violence among the Bugkalot.’ The commentary article sees value in Mikkelsen’s critical stance on the issue of extreme violence, such as headhunting not entailing a prior dehumanization of the victim. ‘Headhunting as Reflexive Violence’ addresses an issue of ‘selective empathy,’ and concludes that in light of the Bugkalot ethnography and impulsive headhunting, the discussion point could be one, following Persson and Savulescu (2017), of ‘reflexive empathy.’ The article argues that attention should be given to the material, plastic, and tonal practices celebrating and possibly even eliciting the kill. These might provide us with a rare window into the way cultural techniques can embellish violence.
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Segal, Edwin S. "The Journal: Teaching Reflexive Methodology on an Introductory Level." Anthropology & Education Quarterly 21, no. 2 (June 1990): 121–27. http://dx.doi.org/10.1525/aeq.1990.21.2.04x0251q.
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Alexandrache, Carmen. "Journal Reflexive, an Instrument for Student Preparation in the Teaching Profession." Procedia - Social and Behavioral Sciences 149 (September 2014): 20–24. http://dx.doi.org/10.1016/j.sbspro.2014.08.172.
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Cunliffe, Ann L., and Eugene Sadler-Smith. "Management Learning: The journal for critical, reflexive scholarship on organization and learning." Management Learning 46, no. 1 (January 30, 2015): 3–5. http://dx.doi.org/10.1177/1350507614562934.
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Václava, Kettnerová, Lopatková Markéta, and Panevová Jarmila. "An Interplay between Valency Information and Reflexivity." Prague Bulletin of Mathematical Linguistics 102, no. 1 (September 11, 2014): 105–26. http://dx.doi.org/10.2478/pralin-2014-0018.
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Abstract A language description based on a formally defined framework has many advantages: The possibility to check the inner consistency of the model as well as the possibility of comparison with other models or with pure descriptive approaches belong to its main priorities. Roland Wagner's contribution published in the last issue of this journal – focusing (among other ideas) on the role of Czech reflexives – presents several critical remarks concerning the Functional Generative Description. These remarks represent a good challenge for the authors developing this model to fill empirical gaps and to make clear some theoretical presuppositions concerning valency frames of verbs and their respective reflexive counterparts that are primarily addressed by Roland Wagner's critical survey.
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Smith, Brian A. "Ethical and Methodologic Benefits of Using a Reflexive Journal in Hermeneutic-Phenomenologic Research." Image: the Journal of Nursing Scholarship 31, no. 4 (December 1999): 359–63. http://dx.doi.org/10.1111/j.1547-5069.1999.tb00520.x.
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Nath, Nisha, Ethel Tungohan, and Megan Gaucher. "The Future of Canadian Political Science: Boundary Transgressions, Gender and Anti-Oppression Frameworks." Canadian Journal of Political Science 51, no. 3 (May 29, 2018): 619–42. http://dx.doi.org/10.1017/s0008423918000197.
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AbstractIn light of theCanadian Journal of Political Science(CJPS) self-reflexive “50thAnniversary” issue on the state of Canadian political science (CPS), this article maps the discipline's engagement with intersectional anti-oppression scholarship. Analyzing abstracts inCJPSand theCanadian Political Science Review,we argue while these journals—and mainstream CPS more generally—tackle questions of diversity, there remains a gap between conversations recognized in these particular forums and the incorporation of what we term an intersectional anti-oppression lens. In its deconstruction of systems of power and privilege, we explore analytic and pedagogical possibilities this lens presents for mainstream CPS.
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Howells, Valerie. "‘Une aventure spirituelle’: Bernano's Journal d'un curé de campagne as a Self-Reflexive Text." Nottingham French Studies 40, no. 2 (September 2001): 26–36. http://dx.doi.org/10.3366/nfs.2001-2.004.
Full textDissertations / Theses on the topic "Reflexive journal"
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MaHusain, Lina. "Shaping This Space Between Us: using a reflexive journaling process to explore the complex and malleable space in which identity exists." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3294.
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While some parts of identity remain constant throughout one’s life, many aspects of a person’s identity are subject to rapid and constant change and negotiation. Using theories regarding the role possessions play in the construction, reinforcement, and manifestation of a person’s identity, this thesis project explores the potential to facilitate meaningful insights and awareness into one’s own identity. This will be achieved by designing a reflexive journaling process. A qualitative evaluation of this prototype journal process used by a pilot group of young creative individuals will generate an assessment of the proposed process
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Wilhelm, Rebecca Link. "Exploring Family Heritage and Personal Space to Find Meaning and Content in Student Art." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5798.
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As an art educator, I found student art lacking in meaning and students lacking personal engagement. I sought a way to engage students in more meaningful art-making in the classroom by exploring family heritage and personal spaces. This case study searched the family heritage and personal spaces of students in a junior high art class to engage students and find deeper meaning and context for student art-making. The research was informed through an arts-based inquiry with a/r/tographic influence. It was a qualitative inquiry, mining the familiar for development of a curriculum rich in context and personal significance for students. This inquiry examined the influences of family through art-making and research into the visual culture of student homes and heritage. We curated our personal spaces and made art that reflected our findings, keeping reflexive journals of our experiences, and exhibiting our art in a culmination of our research. The results were meaningful content in student art as well as more enthusiastic engagement in the art making process. This experience gleaned more than just student art rich in meaning, but in a deeper understanding of one another in our classroom.
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De, Cock Geneviève. "Le journal de bord, support de la réflexion sur la pratique professionnelle pour les futurs enseignants en stage." Université catholique de Louvain, 2007. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-06252007-234323/.
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Pour favoriser la réflexion sur la pratique professionnelle, nous avons proposé à des futurs enseignants en stage d'utiliser un journal de bord au départ de consignes semi-structurées. Notre intention est d'identifier les traces de réflexion dans les journaux de bord et de différencier son utilisation par trois caractéristiques individuelles: l'anxiété, la perception d'efficacité personnelle et le rapport à l'écrit du futur enseignant. Notre thèse développe dans la partie théorique le premier chapitre sur le journal de bord parmi les dispositifs de formation favorisant la réflexion sur la pratique, le deuxième chapitre sur la notion de réflexion sur la pratique et plus particulièrement sur le modèle métacognitif de réflexion de McAlpine et ses collègues (1999, 2001) et le troisième chapitre sur les trois variables individuelles mesurées. La partie empirique développe la méthodologie utilisée, à savoir que cette recherche exploiratoire, visant l'induction d'hypothèses, décrit les trois étapes de la démarche d'analyse de contenus des journaux de bord(recueil, exploitation et transformation des données qualitatives avec traitement quantitatif)en lien avec les questions de recherche et explique la construction et la validation des trois quesitonnaires mesurant les caractéristiques individuelles. Cette partie s'achève par le chapitre des résultats et des discussions. Parmi les 96 futurs enseignants, 45 d'entre eux ont réalisé leur journal de bord. Différents contenus ont été identifiés dont de la réflexion sur la pratique. A partir du modèle de McAlpine et al., nous avons essentiellement trouvé des passages de description de l'action et des passages d'évaluation de l'action. Une typologie des journaux de bord et de la réflexion a été obtenue par une analyse en clusters. Au moyen de corrélations de Kendall, nous avons pu observé une relation positive entre le rapport à l'écrit de l'enseignant et l'appropriation du journal de bord et une relation négative entre la perception d'efficacité personnelle et le composant d'évaluation de l'action. Aucune relation n'a été obtenue avec la variable d'anxiété. POur conclure, de nouvelles hypothèses de recherche ont été formulées ainsi que les apports et les limites de cette recherche.
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Younie, Mai. "A reflexive journey through arts-based inquiry in medical education." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546203.
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Hamilton, Bennyce E. "The Reflexive Journey: One Teacher’s path to self in the Footsteps of Her Students." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218800146.
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Ngcoza, Kenneth Mlungisi. "Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008258.
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This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused on establishing a sustainable science teachers' trans formative and continuous professional development (TTCPD) network with the view to improving their practice. It is premised on the assumption that teachers are capable of taking responsibility for their own professional development. It is a case study carried over a period offour years with a group of eight teachers. Rooted in the socially critical-emancipatory orientation in conjunction with the participatory action research approach, and located in the qualitative and interpretive research paradigms, it focuses on doing research in democratic and egalitarian ways through working with teachers rather than on them. Such a stance supposes a collaborative partnership and a dialogic relationship viewed as being both reciprocal and mutually enriching for the teachers who were seen as co-learners and co-researchers in this study. Two main goals of the study may be identified. For the first goal, the actors in this study established a sustainable and participative approach to professional development. This was explored through the formation of a TTCPD network which was informed by the actor-network theory framework. Our focus was on co-construction of scientific knowledge utilising the development and adaptation of learning and teaching support materials (LTSMs) as a catalyst to drive the process. The second goal was to examine how the TTCPD network enhanced the teachers' subject-content knowledge, pedagogical-content knowledge as well as individual and collaborative reflections. The research process evolved into three mam phases: The initial phase involved adapting and modifying LTSMs which were initially used in conjunction with microscale science kits and pilot tested with a group of Grade 10 students. This led to the second phase of the research project, which was aimed at gaining insights into the science teachers' capabilities in developing teaching and learning units of work. ii \ The second phase focused on the development of a collaborative orientation to the development of LTSMs and culminated in the formation of sub-networks responsible for certain tasks within the broader network. AB common ground, we focused on developing teaching and learning units of work on the following science topics: electrostatics, electricity, and electrochemistry, to illuminate and foster integration within science. The third phase was concerned with gaining insights into the science teachers' practice in their classrooms. This phase focused on putting theory into practice through the collaborative implementation of teaching and learning units of work. Feedback on the lessons was discussed during our workshops as an attempt to further enhance collaborative reflections. Data was generated usmg workshop discussions with reflective notes; active interviews; focus group discussions; co-teaching, participant observation and videotaped lessons with reflective notes; and a research journal. A variety of data generation techniques were employed to enhance validity and quality of the research. Techniques for validation and trustworthiness of data included triangulation; member checks orface validity; prolonged engagement; catalytic validity and peer validation. The study exposed the underlying historical, ideological and epistemological contradictions of the teachers' past educational backgrounds. It emerged that the ways in which they were taught were at times an inhibitor to innovativeness, perpetuating transmissive approaches to teaching and learning. Lack of professional development and support, and the tensions between policy formulation and implementation exacerbated this. Reflections from the teachers' experiences further revealed that, for teachers to be effective agents of change in the reform process, empowerment opportunities are vital. AB a result, exposure to the TTCPD network was useful in capacitating the teachers with the development of LTSMs, which led to the enhancement of their pedagogical, and science content knowledge conceptual development as well as collaborative reflections.The main findings of this study is that, science teachers' transformative and continuous professional development based on participative approaches and mutual collegial support are indispensable, and that teachers' socio-cultural contexts and experiences should be taken into consideration during this process. Teachers should be regarded as central in the process, and mutual respect and dialogical relationships are pivotal. A further recommendation of this study is that capacity-building is critical for quality teaching and learning, and there is a need to move beyond the rhetoric of complacency to pro-activism, supporting ongoing development of teachers in professional transformative networks.KMBT_363
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Paluzzi, Nicholas. "A Journey Through Wanderweg: the Cinematic Space of Deleuze and Guattari in the Reflexive Road Movie." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24388.
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This paper addresses a modern trend within the road movie genre, where reflexive imagery is utilized as a mechanism of storytelling. Within the “reflexive road movie,” the reflexive space and the road movie space are cinematically contrastive to each other. The road movie provides a cinematic space for the protagonist to explore cultural, societal, and personal boundaries, perpetually moving towards an unreachable horizon. Reflexivity, on the other hand, consistently reminds the viewers of the technical and conceptual means of production, forcing the viewer (and the film itself) to reference its own borders and form. Thus, reflexivity obstructs the traditional motion within the road movie space.
In order to conceptualize this claim, this thesis appears in two parts: the theoretical and the artistic. Theoretically, this study draws from Deleuze and Guattari’s concepts of (de)territorialization and Deleuze’s movement-image and time-image. Artistically, this study references an original film, titled Wanderweg (2013), which was created as a means of visually illustrating the theoretical conclusions of this study. Together, the theoretical and artistic components of this thesis examine how reflexivity spatially positions itself within a road movie.
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Fernandes, Cláudia Regina Ponciano. "Representações, significados e reflexões: uma análise linguística sobre a experiência docente em um diário reflexivo." Universidade Federal da Paraíba, 2009. http://tede.biblioteca.ufpb.br:8080/handle/tede/6336.
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Previous issue date: 2009-07-09Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Situated in the field of Applied Linguistics, the present study addresses the representations, construction of meaning, and reflective practice of a public school teacher of English in northeastern Brazil. The teacher documents her academic and professional trajectory through a reflective journal (BAILEY, 1990; PEYTON, 1990; MACHADO, 1998, 2007; ZABALZA, 2004; LIBERALI, 1999; BURTON, 2005, and REICHMANN, 2007). The journal is a way to unveil the teacher´s successes, failures, sensations, and perceptions. In this case study, fourteen narratives in the reflective journal constitute the corpus; voice and ´pedagogical truths´ (MOITA LOPES, 2004) surface in these teacher narratives. In this study, I defend the idea that language is used to construe and maintain interpersonal relations, to represent and interpret the world of others and our own, to represent knowledge and to construct meaning (HALLIDAY e MATTHIESSEN, 2004). I also argue that a crucial moment in teacher development is critical reflection on past or current practice, so as to improve future practice (FREIRE, 1996). Based on these assumptions, the main objective of this piece of research is to investigate representations of teacher experience and construction of meaning through written narratives in the journal. The three specific objectives are the following: to describe and to interpret lexico-grammatical choices in selected fragments, from the perspective of the transitivity system (HALLIDAY, 1994); to investigate meaning construction in relation to the academicprofessional context construed in teacher narratives, through other significant linguistic choices; and to examine reflective practice in the journal, focusing on the form of action reconstruction (SMYTH, 1992). Linguistic analysis reveals that teacher discourse represents, reflects and reconstrues academic-professional experience mainly through material and relational Processes, signaling doing, being and becoming, and, furthermore, that there are signs of critical reflection. In sum, as a contribution to the field, this study highlights the importance of the teacher-as-researcher stance, whereby teachers investigate and reflect on language use as social practice in their own academic-professional contexts.
Situado no campo da Lingüística Aplicada, o presente estudo focaliza representações, construções de significados e processos reflexivos de uma professora de inglês da rede pública na região nordeste brasileira, atuando em um contexto acadêmico e profissional e documentando seu percurso por meio de um diário reflexivo (BAILEY apud MATTOS 1999; PEYTON, 1990; MACHADO, 1998, 2007; ZABALZA, 2004; LIBERALI, 1999; BURTON, 2005; REICHMANN, 2007). O diário é um meio de expor os sucessos, fracassos, sensações e percepções da professora ao longo da sua trajetória. É um estudo de caso em que catorze narrativas escritas no diário reflexivo compõem o corpus desta pesquisa. As narrativas docentes produzidas pela professora trazem à tona sua voz, suas verdades pedagógicas (MOITA LOPES, 2004). Neste estudo, defendemos a idéia que a língua é usada para construir e manter relações interpessoais, para interpretar e representar o mundo do outro e o de nós mesmos, para representar o conhecimento e construir significados (HALLIDAY e MATTHIESSEN, 2004). Defendemos também que o momento fundamental na formação permanente dos professores é o da reflexão crítica sobre a prática de hoje ou de ontem para que se possa melhorar a de amanhã (FREIRE, 1996). Alicerçado nessas idéias, o objetivo geral deste trabalho é investigar as representações de experiência docente e construção de significados por meio das narrativas escritas no diário. Os objetivos específicos envolvem descrever e interpretar as escolhas léxico- gramaticais em fragmentos selecionados nas narrativas, sob a ótica do sistema de transitividade (HALLIDAY, 1994); investigar a construção de significados em relação ao contexto acadêmico-profissional constituído nas narrativas docentes, através da interpretação de outras escolhas lingüísticas significativas; como também observar de que maneira a prática diarista da professora exerce impacto no seu processo de reflexão crítica, focalizando a forma de ação reconstrução (SMYTH, 1992). Os fragmentos analisados revelam que a professora representa, reflete e reconstitui sua experiência acadêmico-profissional utilizando-se, prioritariamente, de Processos materiais e relacionais, como também, o seu processo reflexivo apresenta indícios de reflexão crítica. Concluindo, como contribuição para a área, este estudo reafirma a importância de pesquisas em que o professor de língua estrangeira assuma uma postura de professor-pesquisador, ou seja, investigando e refletindo sobre o uso da linguagem como prática social no seu próprio contexto acadêmico-profissional.
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Horsten, Cecilia Bermûdez. "A retrospective field experience : a reflexive journey through day-to-day work with the 'street children' at Street Universe." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/11691.
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Bibliography: leaves 52-54.This thesis critically reviews thoughts and experiences that arose out of a nine-week internship and post-internship volunteer work at Street Universe, a local Non-Governmental Organization (NGO) working with 'street children' living in Cape Town's city centre and surrounds. It touches on two main topics, 'street children' and the NGO. Although I did not work exclusively with the 'street children', I interacted with them on a daily basis and therefore part of this thesis touches on issues pertaining to their lives. My main focus is the inner workings of an NGO and the context within which it strives to achieve its goals. I explore methodological and ethical aspects of doing fieldwork in an NGO setting, which coalesce with the problem of positionality, of situating myself as a researcher within webs of fluid interpersonal and professional relationships. Grounding my research in the day-to-day work of Street Universe allows me to identify how internal organisational matters affect the presentation and implementation of the organisation's aims. My aim is to link the two topics by showing how organisational matters are ,enacted in the relationship between 'street children' and Street Universe as a whole.
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McCarthy, Elaine P. "Premature labour? : a reflexive appraisal of one young teacher's journey into first time motherhood and her return to teaching." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620324.
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This Ethnographic/Autoethnographic study reflects in rich detail a young teacher’s life as she navigates the changing landscape of her first pregnancy, the birth of her child and her subsequent return to work as a full-time teacher. Using data which has been collected from a personal journal which she kept throughout the eighteen month period of the study, it examines the practical and emotional challenges which she faced, and the commitment, self-sacrifice and dedication required of her for the continuation and advancement of her career. By combining her data with observed field notes, semi-constructed interviews and reflexive narrative, I have been able to offer a holistic and balanced account of her experience and expose the complexities of motherhood today and the impact they have on a woman’s life choices and professional decision making. My study revealed how this new mother faced a myriad of decisions and dilemmas, decisions, which ultimately impacted on her emotional well-being, and her power and identity as a woman, a wife, a daughter and a professional teacher. Its findings suggest that notwithstanding the historical political and legislative policies which have been implemented, in reality, little has changed since my own experience of being a working mother some thirty years ago. It recommends that if the increase in working mothers is to continue to rise, more must be done, both culturally and institutionally to alleviate the physical and emotional pressures which currently only serve to exacerbate the guilt and stress which appear to be an innate characteristic of the maternal condition. It concludes by recommending that working mothers need to harness “their strengths, their ability to learn, their confidence and joy in their work –[because this is] all part of being a woman now, [it is] part of [their] female identity” (Friedan, 1963, p.331), and rather than accepting motherhood as being a moderating factor, they should allow it to become an influence for further personal and professional growth and liberation, so that they can reassert their power and fight back to assume their equal place in society (Kristeva, 2015).
Books on the topic "Reflexive journal"
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Anderson, Jon, and Jamie Lewis. Reflexive Video Journals: Relations to Food and Sustainability. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2015. http://dx.doi.org/10.4135/9781473947474.
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Scuriatti, Laura. Mina Loy's Critical Modernism. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9780813056302.001.0001.
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In Mina Loy’s Critical Modernism, Laura Scuriatti argues that Loy’s corpus of works produces a kind of “critical” modernism, making the case that Loy’s corpus exhibits a skeptical, detached attitude toward its own simultaneous celebration and criticism of modernist aesthetic paradigms. Most modernist works are self-reflexive in this regard, but Loy’s corpus creates for itself a space of dis-affiliation, which combines critique with self-critique, rather than forging a space of rebellion and antagonism. Scuriatti investigates the notions of the masterpiece and the sacred art object, especially in their relation to the market; the figure of the author and the value of authorship; the embattled relationship between art and politics; the artwork's relationship to national language, identity and rootlessness. Scuriatti provides a new, in-depth investigation of specific aspects of the Florentine and Italian context in particular, which have so far been neglected by scholarship. Specifically, attention is devoted to the Florentine avant-garde journal Lacerba, and to the works of Giovanni Papini, Ada Negri and Enif Robert. The volume presents new insights into Loy’s feminism and argues that her texts respond to the rewriting of Otto Weininger’s then widely influential theories in the magazine Lacerba. Drawing on Adriana Cavarero’s, Luisa Muraro’s and Teresa de Lauretis’s claims, this study also rethinks the concept of eccentricity, conceived not as “aberrant”, but as consciously anti-normative, anti-idealistic and self-critical, in relation to modernist aesthetics. It shows that Loy’s texts present dialogic, “narratable,” “eccentric” selves and subjectivities, which create uncomfortable critical spaces within modernism as a broad movement.
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Sanger, Emre. Composition Notebook: Reflexion Photographer Evolution Photography Notebook Journal Notebook Blank Lined Ruled 6x9 100 Pages. Independently Published, 2020.
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Innovación Docente y Calidad Institucional : Jornadas de Innovación Docente e Investigación Educativa UZ, Zaragoza, 5 y 6 de septiembre de 2019. Universidad de Zaragoza, 2021. http://dx.doi.org/10.26754/uz.978-84-09-29715-3.
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Índice de Contenidos Aplicación de metodologías activas I 9 Estrategias de gamificación, y aprendizaje entre pares, para la adquisición de competencias 13 Herramientas para la gestión de los recursos digitales en los procesos de enseñanza-aprendizaje 28 Gamificación de la Cristalografía mediante la App XtereO 40 Educación Visual y Plástica comprometida con el entorno próximo 49 Experiencias de coordinación entre el profesorado 67 Diseño de actividades multidisciplinares de Ciencias de la Naturaleza y Matemáticas 71 Evaluación del aprendizaje 99 Impacto del Concurso de Cristalización en la Escuela en Aragón en el profesorado participante. 103 ¿Influye el género en la evaluación entre iguales? 113 Acciones de integración y orientación de estudiantes 133 Competencias digitales para estudiantes de la Universidad de Zaragoza 158 La organización emocional del aula en la gestión de la actividad docente 164 La motivación como herramienta para mejorar la tasa de aprobados en la asignatura de Contabilidad Financiera II. 20 Gamificación a través de diferentes aplicaciones como innovación docente en el grado de Ciencias de la Actividad Física y del Deporte 33 Utilización de vídeos y cuestionarios para la mejora del proceso de enseñanza-aprendizaje de conocimientos requeridos en la asignatura “Criterios de diseño de máquinas” 58 Acercando a los estudiantes de magisterio una experiencia colaborativa realizada en Educación Primaria 78 La formación de los futuros maestros desde un modelo interdisciplinar para las enseñanzas de Lengua Castellana y LIJ. 88 Evaluación de necesidades y seguimiento del aprendizaje en competencias de comunicación académica en inglés a través de un focus group en ADEi 121 Percepción de los estudiantes de los grados de la Facultad de Economía y Empresa sobre el uso y utilidad de las tutorías 137 Integración de los estudiantes de ADE en el mercado laboral a través del programa de prácticas y actividades externas. 148 Promoviendo la reflexión entre docentes acerca delas bases fundamentales sobre las que construirla ciudadanía digital 171 Estudio de opinión de los alumnos del Grado en Medicina sobre las limitaciones éticas de la ciencia 179 Percepción social de la ciencia por los alumnos del Grado en Medicina 185 La dirección de Trabajos Fin de Grado (TFG) en el marco de las nuevas modalidades de educación universitaria a distancia: algunas claves metodológicas para su adecuada ejecución 191 Experiencia piloto para mejorar las competencias de trabajo en equipo y comunicación oral en asignaturas de ingeniería 198 Otras metodologías activas II. 207 Metodologías activas basadas en juegos de razonamiento para fomentar el aprendizaje 211 El dispositivo móvil en el aula, ¿herramienta educativa o distracción? 217 Mejora de la adquisición de competencias a través del modelo de aula inversa 224 El customer journey map en la formación de la empatía y la innovación 232 La gamificación en el aula para la mejora de la participación del alumno en el estudio de la asignatura de Esplacnología. 239 Los cuestionarios Moodle como una herramienta para mejorar la calidad de la docencia y fomentar el aprendizaje en el aula universitaria 246 Un canal de YouTube como mecanismo de adquisición de competencias transversales 251 Arte y reciclaje en los entornos educativos (Trash art) 260 Didáctica con la gamificación y el videojuego mediante una intervención multidisciplinar para estudiantes del Grado de Maestro 270 YouTube como repositorio de vídeos docentes de apoyo a la docencia 278 Aplicación de Metodologías Activas III 287 Combinación de la Técnica Just in Time Teaching y los Serious Games con el enfoque pedagógico Flipped Learning en Educación Superior 291 Aprendizaje de lenguas para la inclusión social 303 Gamificación y role playing en la enseñanza de Derecho Procesal Penal, intervención de la Persona Jurídica y cumplimiento normativo 310 Integrando diferentes aplicaciones TIC en la docencia universitaria: uso de Screencast-o-matic, Canva y Pocket 317 Evaluación del uso de diferentes TIC en la docencia universitaria: grupo MultiFlipTech 323 Experiencias de mejora de la calidad de las titulaciones 335 Coordinación de agentes y mejora de los instrumentos de evaluación de las prácticas escolares: selección de las dimensiones a calificar 339 Enseñanza a distancia en el grado en Gestión y Administración Pública 345 Selección y rendimiento de los estudiantes en la asignatura Organización y Gestión Interna 356
Book chapters on the topic "Reflexive journal"
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García Trabazo, José Virgilio. "Über luw./heth. dMar(ku)waya- ‘Dunkle Gottheit(en), Unterweltgottheit(en)’ und ai. mṛgá- ‘Wildtier’ als Reflexe schamanistischer idg. Vorstellungen." In Journal of Language Relationship, edited by Vladimir Dybo, Kirill Babaev, and Anna Dybo, 43–50. Piscataway, NJ, USA: Gorgias Press, 2017. http://dx.doi.org/10.31826/9781463237813-007.
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Burrington, Debra D., and Robin Throne. "Navigating the Doctoral Labyrinth." In Practice-Based and Practice-Led Research for Dissertation Development, 64–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6664-0.ch004.
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The journey through a practitioner doctorate program to earn the terminal degree has been likened to a labyrinth with its complex maze or a mountain climb with its inherent obstacles and challenges the doctoral scholar must surpass to be successful. Reflexive positionality is a concomitant process which can be used throughout the practitioner doctorate to facilitate the iterative and recursive journey of the scholar-practitioner. Reflexivity facilitates an introspective process to elevate professional practitioners to scholar-practitioners and incorporate a reflexive view to transcend doctoral hurdles, attain the terminal degree, and return to practice to solve societal problems and problems within the discipline. Practitioner doctorate leadership may also be well served to incorporate reflexivity in the pedagogical redesign of the practitioner doctorate to strengthen the development and preparation of these scholar-practitioners.
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Förster, Larissa, and Friedrich von Bose. "Concerning curatorial practice in ethnological museums: an epistemology of postcolonial debates." In Curatopia, 44–55. Manchester University Press, 2019. http://dx.doi.org/10.7228/manchester/9781526118196.003.0004.
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Based on our experience as editors of a debate on ethnographic museums in a German journal, we analyse the conditions and limits of the current debate on the ‘decolonisation’ of ethnographic museums in the German-speaking context. Strictly speaking, the German debate lags behind a bit in relation to the Anglophone debate, but in the face of the re-organisation of the Berlin ethnographic museum as ‘Humboldt-Forum’ it provides crucial insights into the epistemology of unfolding postcolonial debates. We diagnose certain pitfalls of this discussion, e.g. a tendency towards antagonisms and dichotomisation, an overemphasis on the topic of representation and on deconstructionist approaches, an underestimation of anthropology’s critical and self-reflexive potential and too narrow a focus on ethnographic collections. From our point of view, decolonisation must be a joint effort of all kinds of museum types - ethnographic museums, art museums and (natural) history museums as well as city museums, a museum genre being discussed with increased intensity these days. As a consequence, we suggest a more thorough reflection upon the positionality of speakers, but also upon the format, genre and media that facilitate or impede mutual understanding. Secondly, a multi-disciplinary effort to decolonise museum modes of collecting, ordering, interpreting and displaying is needed, i.e. an effort, which cross-cuts different museum types and genres. Thirdly, curators working towards this direction will inevitably have to deal with the problems of disciplinary boundary work and the underlying institutional and cultural-political logics. They eventually will have to work in cross-disciplinary and cross-institutional ways, in order to reassemble disparate collections and critically interrogate notions of ‘communities’ as entities with clear-cut boundaries. After all, in an environment of debate, an exhibition cannot any longer be understood as a means of conveying and popularising knowledge, but rather as a way of making an argument in 3D.
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Whiting, Rebecca. "Embracing research ethics: from cognitive walk-through to reflexive journey." In How to Keep your Doctorate on Track, 171–81. Edward Elgar Publishing, 2020. http://dx.doi.org/10.4337/9781788975636.00031.
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Bell, Linda. "Getting involved: an anthropological and auto-ethnographic journey." In Exploring Social Work, 9–20. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447350712.003.0002.
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This chapter explains the author's positioning and how anthropologists try to work from an outsider perspective. It includes some ideas about different theoretical perspectives about social work. The chapter's reflexive positioning from the perspective of an anthropologist is fundamental to this book. Hence, it argues the approach is in keeping with recent methodological and theoretical approaches to social anthropology. It provides some auto-ethnographic background relating to longitudinal work with social workers and social work educators in the United Kingdom (UK). This, in turn, opens up room for some critical reflections. Finally, this chapter addresses the issue of social work ‘voice’ and representation.
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Adkins-Sharif, Jamel. "A Black Principal's Decolonizing Journey for Racial Justice." In Black and Brown Leadership and the Promotion of Change in an Era of Social Unrest, 271–97. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7235-1.ch012.
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This chapter is a critical autoethnographic analysis of a Black male school leader enacting racial and social justice in his school improvement efforts. A reflexive dialogue between dissertation research findings and related leadership experiences seek to extricate the colonial structure of public education and the colonizing intent of schooling as experienced by a Black principal and the communities of color from which his students and caregivers derive. Three dynamics are identified as oppressive: white moves towards Black domination, white privilege, and intersecting oppressions. Three decolonizing acts are highlighted: centering of racial justice, catalyzing critical community consciousness and agency, and dismantling intersecting oppressions through counter narration.
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"Journey from Exotic Horror to Bitter Wisdom: International Development and Research Efforts in Bosnia and Herzegovina." In Being Reflexive in Critical and Social Educational Research, 143–57. Routledge, 2002. http://dx.doi.org/10.4324/9780203486825-15.
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Dove, Michael R. "Epilogue." In Bitter Shade, 193–202. Yale University Press, 2021. http://dx.doi.org/10.12987/yale/9780300251746.003.0010.
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This epilogue presents some conclusions, beginning with a comparison between Claude Lévi-Strauss's story of Amazonian natives who drown captives to see if they are human, and the story of hunters who journey to the pig village to probe their own humanity. The latter story is self-reflexive and thus perspectivist in a way the former one is not. Key to this perspectivism is the relationship between sign and thing. These are mimetic relations, in which one thing is similar but not identical to another. There is “slippage,” and this becomes a source of insight when comparing the self and the “other.” The mythic journey to the village of the pig people can be compared to the first trip into space and the view of Earth afforded thereby: the space trip does not actually distance us from ourselves as much as the mythic trip does. The journey from human reality to pig reality reprises an ancient “reversal” in roles, from hunter to hunted, which has been an important wellspring of metaphoric thinking. The universal human value of being able to look back at ourselves from a different place was noted by philosopher Ludwig Wittgenstein, who also noted the difficulty of doing so — a dilemma of the human consciousness, which the material in this book addresses.
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Durkin, Hannah. "The Dancer as Translator." In Josephine Baker and Katherine Dunham, 47–74. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042621.003.0003.
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This chapter investigates Katherine Dunham’s book-length ethnographies, Journey to Accompong (1946) and Island Possessed (1969), as autobiographical narratives that document the origins of her cross-cultural artistry. These texts recount Dunham’s experiences as a dance anthropologist in mid-1930s Jamaica and Haiti, shortly before she postponed her academic training to pursue a career on the stage and screen. Like Baker’s narratives, both works are highly reflexive and ambiguous and thus deserve recognition within an African American women’s autobiographical tradition. They position Dunham as a self-conscious narrator who immerses herself physically in the cultural practices that she has been assigned to record. Both texts therefore shed light on a much wider lifelong project, namely, Dunham’s attempt to legitimize Caribbean cultures by incorporating their dance rituals into concert dance.
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Snyder, Gregory J. "Matt Gottwig." In Skateboarding LA. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9780814769867.003.0012.
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This book ends where it began, watching Matt Gottwig get a trick. On a random spring afternoon, the author runs into Matt Gottwig, a skateboarder whom he had not seen for five years. At this point Matt’s career is on the rise and he invites the author to witness him skate. After four unsuccessful days attempting a never-been-done trick, Matt successfully landed his trick and experienced all the associated joys. This is only one of two times that the author has witnessed a groundbreaking trick. This chapter highlights the joys of experiencing something beautiful and original in public space. In addition this chapter provides a reflexive account of the experience of completing this book and reflects on the serendipity of this meeting at this time. The chapter also evokes the awe and pleasure of having been on this journey.
Conference papers on the topic "Reflexive journal"
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Vilar Roca, Gerard. "¿DÓNDE ESTÁ EL ‘ARTE’ EN LA INVESTIGACIÓN ARTÍSTICA?" In III Congreso Internacional de Investigación en Artes Visuales :: ANIAV 2017 :: GLOCAL. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/aniav.2017.4847.
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Ocurre muy a menudo que el tema de los proyectos de investigación artística es el mismo que el de proyectos de investigación en ciencias sociales y humanas. Este es el caso de proyectos relacionados con la memoria y la historia, por ejemplo, en los que los resultados de la investigación se muestran en una exposición. Pero también el de muchos proyectos relacionados con la economía, el género, la comunicación o la política. En muchas ocasiones, visitando exposiciones de investigación artística, o viendo ‘exposiciones’ en el Journal of Artistic Research, uno acaba preguntándose dónde está el arte en esos proyectos, puesto que tal vez los podrían haber realizado historiadores, antropólogos o comunicólogos y haber exhibido sus resultados en un museo de historia, un museo de etnología o un centro cultural, en lugar de un centro artístico. Sin duda, normalmente son auténticas investigaciones, pero ¿dónde está el arte? Una respuesta satisfactoria al problema de dónde se encuentra el arte en la investigación artística hay que buscarla en la diferencia entre una presentación o display informativo y un auténtico dispositivo para la reflexión. Los científicos sociales producen teoría, información y conocimiento fáctico. Los artistas no producen principalmente conocimiento fáctico, sino que crean dispositivos para la generación de conocimientos. Los primeros producen teoría; éstos últimos producen artefactos estéticos. Si se borra completamente esta distinción, el riesgo es tener mala ciencia y/o mal arte, o incluso no tener ni una ni otro. Para construir una argumentación filosófica adecuada a la intuición que acabamos de formular, puede recurrirse a las tesis de Deleuze acerca de los perceptos como el tipo de ideas que los artistas crean, a diferencia de los científicos que crean funciones y de los filósofos que crean conceptos. En la investigación artística, el arte estaría en la presencia de perceptos. http://dx.doi.org/10.4995/ANIAV.2017.4847