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Journal articles on the topic 'Self- reflection tools'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Kefalidou, Genovefa, Vicky Shipp, James Pinchin, and Alan Dix. "Enhancing Self-Reflection with Wearable Sensors Workshop." International Journal of Mobile Human Computer Interaction 7, no. 3 (2015): 93–101. http://dx.doi.org/10.4018/ijmhci.2015070107.

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On 23rd September 2014 the authors organised a workshop on self-reflection tools and wearable sensors as part of the ACM MobileHCI 2014 Conference in Toronto, Canada. The aim of the workshop was to bring together professionals from different backgrounds to discuss the current adoption of such methodological tools, their challenges and future trends. Examples of own individuals' work were presented where such methodologies had been employed. Hands-on activities enabled us to fine- tune our understanding of those methodologies and unpack new potentials regarding their advantages and limitations.

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Orzolek, Douglas C. "Research-to-Resource: Self-Assessment and Reflection and Music Educators." Update: Applications of Research in Music Education 36, no. 3 (2018): 47–50. http://dx.doi.org/10.1177/8755123318760598.

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Many researchers, authors, and thinkers submit that a teacher’s self-assessment and personal reflections are the best means to evaluate and improve teacher effectiveness. In addition, several researchers, authors, and organizations have taken the time to develop and consider tools to assist in the process of self-evaluation as well as considering the effectiveness of these measures. This research-to-resource article will summarize these ideas and tools as a means to help teachers determine the role that self-assessment and reflection might play in their professional development and teacher eva

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Konvisar, A. A., V. V. Bezhina, and M. R. Mukanov. "Reflection in action of the HEI lecturers using digital tools." BULLETIN OF L.N. GUMILYOV EURASIAN NATIONAL UNIVERSITY. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY SERIES 147, no. 2 (2024): 96–106. http://dx.doi.org/10.32523/2616-6895-2024-147-2-96-106.

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This article is devoted to the analysis of the balance of development of reflective skills among higher education lecturers in the process of scientific and pedagogical activity. The analysis is conducted in two directions: reflection on the activity (reflection of the result) and reflection in the activity (reflection of the process of obtaining the result). The authors present an analysis of two aspects of reflection on the example of teaching language disciplines in the specialty "Foreign Language: Two Foreign Languages" on the basis of JSC "Kostanay Regional University named after A. Baitu

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Costa, Patrícia, Muñoz Jonatan Castaño, and Panagiotis Kampylis. "Capturing schools' digital capacity: psychometrics analyses of the SELFIE self-reflection tool." Computers & Education 162 (June 7, 2021): 104080. https://doi.org/10.1016/j.compedu.2020.104080.

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Results from self-reflection tools for schools' digital capacity can lead to evidence-based decisions within the school community and/or the development of an action plan for a better integration of digital technologies. Thus, it is important that the information derived from self-reflection tools is complete, accurate, and relevant. However, usually self-reflection tools do not show evidence of the quality of the information provided. In this paper, we focus on SELFIE, a new, comprehensive, and customisable self-reflection tool for schools' digital capacity, and we analyse the quality of the

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Abdimurodova, Sh, D. Bozorova, and N. Kurbonova. "The Importance of Portfolio Assessment in Personality Development." Bulletin of Science and Practice 5, no. 4 (2019): 466–70. http://dx.doi.org/10.33619/2414-2948/41/69.

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Self-management is one of the structural components in the competitiveness model of the student’s as prospective specialists. Reflection is one of the most important elements of san elf-management, indication of competitiveness and the self-evaluation process as well. The aim of the research was to analyze and evaluate the theoretical aspects of reflection, including self-evaluation, for facilitation of self-development of prospective specialists’ competitiveness. Reflection is an important pre-condition for facilitation of self-development of prospective specialist’s competitiveness. Portfoli

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Wang, Chien-hsing. "An Exploratory Study of Student Self-Assessment in an Online Learning Context." International Journal of Online Pedagogy and Course Design 1, no. 4 (2011): 50–61. http://dx.doi.org/10.4018/ijopcd.2011100104.

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This paper reports the investigation of the application of self-assessment in an online learning setting based on action research. The research participants were students who completed their self-assessment when taking the course on Classroom Management taught by the teacher researcher. Although the analytic results show the lack of critical reflection in student self-assessment, the teacher researcher learned the following lessons: a) self-assessment helps the students to articulate their learning results in specific; (b) self-assessment can be a means to cultivate students’ abilities in info

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Henderson, Anthea. "Logging on Laggardly . . . A Critical (Self) Reflection." Cultural Studies ↔ Critical Methodologies 19, no. 1 (2017): 27–35. http://dx.doi.org/10.1177/1532708617746422.

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In this autoethnography, the author uses the context of a research fellowship to interrogate and resist diffusion perspectives and practices embedded in digital adoption ideologies. Musing from the vantage point of a Global South academic, her negotiation of and resistance toward the digital environment are enacted by discussing the historic and contemporary ways in which cultural imperialism is experienced. The fellowship itself becomes an occasion to relinquish doctrinaire positions on cultural imperialism, and conceptual gaps become a lived reality. In this article, she argues for a reflect

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Saputri*, Yulinda Dwi, Banu Setyo Adi, Woro Sri Hastuti, and Rahayu Condro Murti. "Peningkatan Kemampuan Mahasiswa Pendidikan Guru Dalam Menyusun Perangkat Pembelajaran Melalui Refleksi Diri Pada Mata Kuliah Pendidikan IPA Sekolah Dasar." Jurnal Pendidikan Sains Indonesia 11, no. 1 (2023): 40–49. http://dx.doi.org/10.24815/jpsi.v11i1.26571.

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The ability of elementary school teacher education students at Yogyakarta State University in compiling learning tools is still low. It is proven from the results of the learning tools that are not in accordance with the writing procedures and characteristics of elementary school students, the content is not appropriate, and the components are not complete. The solution that can be done is to do self-reflection on the learning tools they have arranged. This study aims to improve the ability of teacher students in compiling learning through self-reflection in the Elementary School Science Educa

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Aşık, Asuman. "Digital Storytelling and Its Tools for Language Teaching." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 1 (2016): 55–68. http://dx.doi.org/10.4018/ijcallt.2016010104.

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This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods

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M. PANAL, LARRY. "LEARNING AGILITY AND SELF REFLECTION OF THE STUDENTS." International Journal of Management Studies and Social Science Research 06, no. 05 (2024): 182–87. https://doi.org/10.56293/ijmsssr.2024.5216.

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This study aimed to determine which domain of learning agility best influence self-reflection of students. This study utilized the non-experimental quantitative research design using descriptive technique involving teachers in one District of Davao Occidental Division, Philippines. The study was conducted on the second semester of school year 2021-2022. Research instruments on learning agility and self-reflection of students were used as source of data. Using mean, pearson-r, and regression as statistical tools to treat the data, the study showed the following results: the level of learning ag

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Pietrzak, Paulina. "Scaffolding student self-reflection in translator training." Translation and Interpreting Studies 14, no. 3 (2019): 416–36. http://dx.doi.org/10.1075/tis.18029.pie.

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Abstract This article advocates for structured self-reflection as a means to scaffold learning in translator training. Metacognitive activity in translator training requires students to actively regulate their own process of both translating and learning to become a translator. Therefore, the nature and typology of (self-)reflection is examined as are tools that offer students structured opportunities to analyze and evaluate their own learning. Given that additional (self-)reflection in the translation classroom requires trainers to alter their teaching methods, this article also examines how

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Aryal, Rameshower. "Critical Self-reflective Engagement to Improve Professional Development for a Teacher Educator." Mathematics Education Forum Chitwan 7, no. 7 (2022): 66–81. http://dx.doi.org/10.3126/mefc.v7i7.54787.

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The conventional banking model (Kalsoom, Kalsoom & Mallick, 2020) of rote-recall culture of pedagogical practices might promote subject-centric memorizing, rather than understanding and critical exploration of knowledge. Critical reflection might articulate the depth and breadth of experiences of learners and might build connections between the past, and present and construct a vision for the future. In pedagogy, different forms like poetry and autobiographical reflection capture learners' personal experiences and can be considered as one alternative model for a meaningful and critical und

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AL-Ajmi, Sarah A. "Weblogs as Tools for Encouraging Self-Reflection and Peer Feedback among Student Teachers." English Language and Literature Studies 6, no. 2 (2016): 15. http://dx.doi.org/10.5539/ells.v6n2p15.

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<p>A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback

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Daly, Gayle. "Supervision: Formative Assessment as a Clinical Supervision Tool." Perspectives on Administration and Supervision 20, no. 3 (2010): 113–16. http://dx.doi.org/10.1044/aas20.3.113.

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Formative assessment is a critical component to effective supervision for graduate students in both on-campus clinical assignments as well as in external placements. This article focuses on the role of student participation and self-reflection in effective formative assessments. A number of self-reflection formative assessment tools will be discussed along with a survey of students' perception of the value of each.

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Sedankina, T. E. "Theological-Psychological Interpretation (Refl ection) of the Phenomenon of Refl ection." Minbar. Islamic Studies 12, no. 4 (2020): 1050–66. http://dx.doi.org/10.31162/2618-9569-2019-12-4-1050-1066.

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In contemporary theological teachings there is no rational definition of the term and description of the methodology of religious reflection, due to the ambiguity of different empirical descriptions of this phenomenon in different religions and within one religion. In this study, the emphasis is placed not on the statement of reflection, as it is empirically described in various religious traditions, but on the analysis of one’s inner experiences, analysis and synthesis of one’s self-reflection. Analysis, synthesis and comparison of the Hegelian concept of the reflection of the spirit and the

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Ayers, James, Jayne Bryant, and Merlina Missimer. "The Use of Reflective Pedagogies in Sustainability Leadership Education—A Case Study." Sustainability 12, no. 17 (2020): 6726. http://dx.doi.org/10.3390/su12176726.

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This study aims to examine the use of reflective pedagogies in sustainability leadership education by investigating two specific pedagogical tools—the Portfolio and Pod—employed by the Master’s in Strategic Leadership towards Sustainability (MSLS) program at Blekinge Institute of Technology in Karlskrona, Sweden. The study analyzed data gathered from student surveys, teacher interviews, and staff reflections to determine the benefits and challenges faced by students and staff in implementing and engaging with these pedagogical tools. Benefits include the provision of distinct structures to gui

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Castaño, Muñoz Jonatan, Artur Pokropek, and Garcia Lilian Weikert. "For to all those who have, will more be given? Evidence from the adoption of the SELFIE tool for the digital capacity of schools in Spain." British Journal of Educational Technology 53, no. 6 (2022): 1937–55. https://doi.org/10.1111/bjet.13222.

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his paper explores participation trends in interven-tions that promote self-evaluation exercises on the ef-fective use of digital technologies in schools. We use a unique dataset consisting of 83,185 respondents from 924 Spanish schools that used SELFIE, a tool based on self-reflection questionnaires that capture differ-ent dimensions of school's digital capacity. We ben-efit from a natural experiment situation caused by the parallel use of SELFIE by two groups of schools. The first group was externally selected as part of a repre-sentative sample of Spanish schools. Conversely, the second gro

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Clarke, Amber, and Darryl Bautista. "CRITICAL REFLECTION AND ARTS-BASED ACTION RESEARCH FOR THE EDUCATOR SELF." Canadian Journal of Action Research 18, no. 1 (2017): 52–70. http://dx.doi.org/10.33524/cjar.v18i1.321.

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Research suggests many educators are challenged to incorporate self-reflection into daily routines. Most often, self-reflection is practiced as a cognitive and text-based activity. This first-person action research project explores if alternative methods used for self-reflection achieves a more reflexive practice. In phase one, arts-based approaches, specifically photography and unstructured narrative, were employed as self-reflective tools on the first author’s practice. In phase two, principles of autoethnography were used to reflect on and to share the experiences from phase one. The resear

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Brinkmann, Jodie Lynn, Carol Cash, and Ted Price. "Crisis leadership and coaching: a tool for building school leaders' self-efficacy through self-awareness and reflection." International Journal of Mentoring and Coaching in Education 10, no. 2 (2021): 234–46. http://dx.doi.org/10.1108/ijmce-01-2021-0009.

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PurposeThis paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.Design/methodology/approachThis qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.FindingsThe findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes a

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Fridge, Evorell, and Sikha Bagui. "Impact of Automated Software Testing Tools on Reflective Thinking and Student Performance in Introductory Computer Science Programming Classes." International Journal of Information and Communication Technology Education 12, no. 1 (2016): 22–37. http://dx.doi.org/10.4018/ijicte.2016010103.

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The goal of this research was to investigate the effects of automated testing software on levels of student reflection and student performance. This was a self-selecting, between subjects design that examined the performance of students in introductory computer programming classes. Participants were given the option of using the Web-CAT software-testing tool to evaluate their computer code. Student self-reported levels of reflection were measured using reflective thinking survey.

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Podkorytova, Larisa, and Larisa Sema. "THE RESEARCH ON RELATIONS BETWEEN UNIVERSITY LECTURERS’ REFLECTION AND THEIR PROFESSIONAL SELF-CREATION." PSYCHOLOGICAL JOURNAL 6, no. 11 (2020): 78–92. http://dx.doi.org/10.31108/1.2020.6.11.8.

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The article formulates the concept of university lecturers’ professional self-creation based on the theoretical analysis of scientific works and determinate the importance of reflection for their professional self-creation. The results of the performed empirical study on university lecturers’ reflection and its importance for their professional self-creation are presented. The following techniques were used: A. Karpov’s method examining reflexivity, D. Leontyev’s test “The differential type of reflection”, the method examining self-development and professional pedagogical work (L. Berezhnova,

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Eikey, Elizabeth Victoria, Clara Marques Caldeira, Mayara Costa Figueiredo, et al. "Beyond self-reflection: introducing the concept of rumination in personal informatics." Personal and Ubiquitous Computing 25, no. 3 (2021): 601–16. http://dx.doi.org/10.1007/s00779-021-01573-w.

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AbstractPersonal informatics tools can help users self-reflect on their experiences. When reflective thought occurs, it sometimes leads to negative thought and emotion cycles. To help explain these cycles, we draw from Psychology to introduce the concept of rumination—anxious, perseverative cognition focused on negative aspects of the self—as a result of engaging with personal data. Rumination is an important concept for the Human Computer Interaction community because it can negatively affect users’ well-being and lead to maladaptive use. Thus, preventing and mitigating rumination is benefici

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Chaves-Barboza, Eduardo, Juan Manuel Trujillo-Torres, Juan Antonio López-Núñez, and Tomás Sola-Martínez. "Actions and achievements of self-regulated learning in personal environments. Research on students participating in the Graduate Program in Preschool Education at the University of Granada." Journal of New Approaches in Educational Research 6, no. 2 (2017): 135–43. http://dx.doi.org/10.7821/naer.2017.7.236.

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This paper is intended to study the self-regulated learning (SRL) process in personal learning environments (PLEs) among students participating in the Graduate Program for Preschool Education at the University of Granada (Spain). The study is focused on self-regulatory actions carried out by students, and on their self-regulated learning achievements, during the phases of action and reflection of this process.A Likert scale questionnaire was applied to a random cluster sample of the population. Descriptive and inferential statistical analyses were performed based on the collected data, a

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Cronqvist, Marita. "Reflecting and Verbalizing Teaching – Supported by Didactic and Digital Tools." Beijing International Review of Education 1, no. 2-3 (2019): 507–27. http://dx.doi.org/10.1163/25902539-00102020.

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In teacher education, it is problematic to intertwine theory and practice. It is also problematic that student teachers lack self-awareness about what values they express in their meetings with pupils. They need to reflect and verbalize their teaching experiences. In this article, results from a study in teacher education are presented from a development work where a combination of a didactic tool that visualizes ethics in teaching and a digital tool, video paper is tried. The purpose is to investigate how this combination can stimulate student teachers´ reflections on their teaching during th

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de Waal Dryden, J. "Revisiting Romans 7: Law, Self, and Spirit." Journal for the Study of Paul and His Letters 5, no. 1 (2015): 129–51. http://dx.doi.org/10.2307/26371738.

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Romans 7 is a text that has confounded interpreters through the centuries and that continues to invite new solutions to its profound complexities. Using some new tools and insights, this article will clarify and develop a once-dominant interpretation—that Paul speaks about himself in Rom 7 in a manner that is representative of and normative for Christian experience. In a practical application of his already/not yet eschatology, Paul discloses the psychological battles of a discordant self ravaged by sin but at the same time testifies to signs of a new self united to Christ. That said, Paul's r

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de Waal Dryden, J. "Revisiting Romans 7: Law, Self, and Spirit." Journal for the Study of Paul and His Letters 5, no. 1 (2015): 129–51. http://dx.doi.org/10.2307/jstudpaullett.5.1.0129.

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Romans 7 is a text that has confounded interpreters through the centuries and that continues to invite new solutions to its profound complexities. Using some new tools and insights, this article will clarify and develop a once-dominant interpretation—that Paul speaks about himself in Rom 7 in a manner that is representative of and normative for Christian experience. In a practical application of his already/not yet eschatology, Paul discloses the psychological battles of a discordant self ravaged by sin but at the same time testifies to signs of a new self united to Christ. That said, Paul's r

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M. Aceveda, Shiela. "Video-Aided Self-Reflection a Pedagogical Tool in Teaching Biology." International Multidisciplinary Research Journal 2, no. 1 (2020): 84–90. http://dx.doi.org/10.54476/iimrj389.

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Advancement and evolution of different kinds of gadgets, mobile phones, laptops and computers are highly appreciated by most of the students today. These become effective tools to enhance their motivation and active engagement inside the classroom. However, these also change the continuity of lesson because students confine themselves in using gadgets and playing mobile games at home. Decline in students’ performance becomes visible. In educational system where technology cannot be withdrawn, an intensive effort of a teacher to integrate it constructively can revamp technology as an effective

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Grant, Anthony M. "Rethinking Psychological Mindedness: Metacognition, Self-reflection, and Insight." Behaviour Change 18, no. 1 (2001): 8–17. http://dx.doi.org/10.1375/bech.18.1.8.

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AbstractPsychological mindedness (PM) has long been considered to be an important mediator of therapy outcome. However, to date, definitions of PM have been typified by linguistic imprecision and lack of conceptual clarity. Further, most definitions and measures of PM have approached the task from a psychodynamic perspective, thus limiting the use of this construct by clinicians and researchers from other theoretical perspectives. In this paper, previous definitions and self-report measures are reviewed and a new definition proposed. It is argued that PM is best conceptualised as a form of met

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Kleinman, Erica, Jason Xu, Johannes Pfau, and Magy Seif El-Nasr. ""Trust the Process": An Exploratory Study of Process Visualizations for Self-Reflection in League of Legends." Proceedings of the ACM on Human-Computer Interaction 8, CHI PLAY (2024): 1–28. http://dx.doi.org/10.1145/3677111.

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Self-reflection, a process consisting of evaluation, attribution, and adaptation, is recognized as key to learning in esports games. To better facilitate self-reflection, many games and third-party tools feature retrospective visualizations that provide players with details about their performance. However, previous work suggested that existing visualizations, which typically aggregate data, do not present sufficient information to players. In this work, we explore the impact of process visualizations, which present gameplay as a sequence of actions, on self-reflection and performance in a Lea

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Kim, So-Jung, and Inkyoung Park. "Mediating Effects of Mindset on the Relationship between Self-Reflection and Job Stress in Fitness Instructors." Korean Journal of Sport Science 35, no. 2 (2024): 228–37. http://dx.doi.org/10.24985/kjss.2024.35.2.228.

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PURPOSE This study aimed to identify the factors affecting job stress in fitness instructors, and to elucidate the mediating effects of mindset on the relationship between self-reflection and job stress.METHODS Using convenience sampling, a survey was conducted with 217 male and female fitness instructors nationwide. Statistical analyses were performed using SPSS 25.0 for descriptive statistics, frequency analysis, and reliability analysis, and AMOS 22.0 for confirmatory factor analysis to validate the measurement tools. SPSS PROCESS Macro v4.0 (Model 4) was utilized to verify the mediating ef

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Komatsu, Glen Isamu. "Team Well-being and Resilience Practices in Hospice and Palliative Care." International Journal of Whole Person Care 7, no. 1 (2020): 33. http://dx.doi.org/10.26443/ijwpc.v7i1.226.

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High functioning, resilient teams do not happen by chance. Teams, similar to individuals, need to be educated, nurtured and formed over time, by a consistent vision and process. With proper team formation, the compassionate care of patients, families and colleagues can be developed, modeled and reinforced. Self-compassion is another focus to help caregivers cope with the stresses of the work and mitigate against burnout. The primary intervention which will be discussed is a regularly scheduled reflection process, e.g. 30 minutes weekly or 90 minutes monthly, with a pediatric hospice team, an i

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Titova, S. V. "Project Assignments Assessment in the Content-Integrated Language Course: Stages, Forms, and Online Tools." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 2 (2022): 94–106. http://dx.doi.org/10.31992/0869-3617-2022-31-2-94-106.

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Today, according to various educational documents, a university teacher must be able to control the learning process not only in order to compare the level achieved by students with a certain minimum of requirements laid down in the curriculum on the basis of competent and transparent assessment criteria and to record changes in the general level of preparedness of each student and the dynamics of his successes, but for the diagnosis of problems that arise among students in the learning process (formative assessment); for the development of reflection skills; skills of self-assessment and peer

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Dmitrenko, Natalia, Violetta Panchenko, and Iryna Shkola. "THE ROLE OF REFLECTION IN THE TEACHING PRACTICUM OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS." Journal of Cross-Cultural Education, no. 5 (May 22, 2025): 38–45. https://doi.org/10.31652/2786-9083-2025-5-38-45.

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The study explores the significance of reflection in the teaching practicum of prospective English language teachers. It examines how structured reflective practices influence professional development, pedagogical competency, and adaptability in classroom settings. Additionally, it identifies challenges pre-service teachers face in developing reflective skills and investigates effective strategies for fostering meaningful reflection in teacher training programs. The research employs an analysis of psychological, pedagogical, and methodological literature on reflective practices in teacher educ

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McCombs, Barbara L. "Self-Assessment and Reflection: Tools for Promoting Teacher Changes Toward Learner-Centered Practices." NASSP Bulletin 81, no. 587 (1997): 1–14. http://dx.doi.org/10.1177/019263659708158702.

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Coco-Ripp, PhD, LRT/CTRS, Jo Ann. "Lessons learned from plunging into Web 2.0 tools." American Journal of Recreation Therapy 10, no. 1 (2011): 5–10. http://dx.doi.org/10.5055/ajrt.2011.0001.

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Technological influences will bring change to the practice of recreation therapy as well as the way courses are taught. In the present-day focus on the infusion of technology in many aspects of daily life, health and human service providers are incorporating a variety of technology tools into many facets of service provision and training for college students as well as practicing healthcare providers. Training techniques used by instructors in various healthcare fields suggest that improving an individual’s self-confidence in the practice of targeted techniques and increasing self-reflection o

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Dea Silvani, Santiana Santiana, and Sitti Syakira. "Reflection in Pixels: Scrutinizing Students' Perspectives on Digital Reflective Journals." Journal of English Education and Teaching 8, no. 1 (2024): 141–55. http://dx.doi.org/10.33369/jeet.8.1.141-155.

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Reflection plays an important role in language learning. Through reflection, students are encouraged to learn how to learn to acquire deeper learning. This study investigates students’ perceptions of digital reflective journals as a means of reflective practice in their ESP classroom. This study involved 45 students who enrolled in a Business English class where they were required to write reflective journals digitally at the end of the teaching and learning process. This study used questionnaires and semi-structured interviews as the instruments to collect the data. The quantitative data from

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Worek, Amanda, Kathryn K. Sabo, Emily Z. Eddy, et al. "Students Tele-All: Self-Efficacy and Self-Reflection as Measures of Student Success in Telepractice Training." Education Sciences 12, no. 5 (2022): 302. http://dx.doi.org/10.3390/educsci12050302.

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(1) Background: With an increasing demand for telepractice services, the need for telepractice education is more important than ever. In addition to learning how to deliver these services, certain clinical and technological skills learned through telepractice apply more broadly to in-person care. Evaluating students’ abilities to master these skills is necessary to ensure clinical skill competence. (2) Methods: We utilized self-efficacy ratings and self-reflections to determine student growth after hands-on telepractice training among nursing, occupational therapy, physical therapy, and speech

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Worek, Amanda, Kathryn K. Sabo, Emily Z. Eddy, et al. "Students Tele-All: Self-Efficacy and Self-Reflection as Measures of Student Success in Telepractice Training." Education Sciences 12, no. 5 (2022): 302. http://dx.doi.org/10.3390/educsci12050302.

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(1) Background: With an increasing demand for telepractice services, the need for telepractice education is more important than ever. In addition to learning how to deliver these services, certain clinical and technological skills learned through telepractice apply more broadly to in-person care. Evaluating students’ abilities to master these skills is necessary to ensure clinical skill competence. (2) Methods: We utilized self-efficacy ratings and self-reflections to determine student growth after hands-on telepractice training among nursing, occupational therapy, physical therapy, and speech

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Sujecka-Zając, Jolanta, and Krystyna Szymankiewicz. "Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ?" Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (2022): 197–215. http://dx.doi.org/10.14746/gl.2022.49.1.12.

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The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professi

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Rokayah, Rokayah, and Ai Hayati Rahayu. "A Survey of Elementary School Teachers' Self-Reflection Skills: Uncovering the Role of Reflection in Improving Learning Quality." Mimbar Sekolah Dasar 11, no. 4 (2024): 677–87. https://doi.org/10.53400/mimbar-sd.v11i4.78699.

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Teachers' reflective ability is a critical factor in improving the quality of learning in elementary schools. Reflection enables teachers to critically evaluate their teaching practices, identify strengths and weaknesses, and develop more effective strategies to address students' needs. This study aims to assess the level of self-reflective ability among elementary school teachers using a survey method and to explore how reflection contributes to enhancing teaching quality. The survey included 316 elementary school teachers from various regions in Indonesia and was conducted online using a tea

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Țîru, Carmen Maria. "Using students' reflection in the university educational process - a qualitative approach." Educatia 21, no. 21 (December 14, 2021): 48–61. http://dx.doi.org/10.24193/ed21.2021.21.05.

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The university learning process must be self-planned, self-directed, self-initiated, and frequently individually completed. To be able to achieve these goals, the students must have certain knowledge and skills. One of these is the reflective ability, developed through different modalities and using different tools. This article presents a qualitative interpretation of the students' responses written in a reflective journal, at the end of a semester, as a tool for self-assessment and self-reflection and feedback on the educational activities in which they were involved. We present, anonymously

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Dwiniasih, Dwiniasih, Aisyah Aisyah, and Riskha Arfiyanti. "Reconstructing Reflection as a Catalyst for Critical Thinking and Language Skill Development: Insights from Indonesian EFL Students." European Journal of English Language Studies 5, no. 2 (2025): 97–111. https://doi.org/10.12973/ejels.5.2.97.

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This study explores the role of reconstructing reflection in fostering critical thinking and enhancing English language skills among English as a foreign language (EFL) pre-service teacher in Indonesia. It investigates students' self-perceptions, strategies for language development, and real-world applications of English learning. A descriptive qualitative approach, supported by quantitative data, involved 55 pre-service elementary school teachers from a private Indonesian university. Data were collected through weekly open-closed questionnaires via Google Forms over one semester, encouraging

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Savchenko, Olena. "Psychosemantic Tools of Self-Assessing Individual Reflectivity." East European Journal of Psycholinguistics 6, no. 2 (2019): 98–106. http://dx.doi.org/10.29038/eejpl.2019.6.2.sav.

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In this article, reflectivity is considered as an individual general ability to develop different attitudes to life events in order to reduce an external and internal uncertainty in situations. The objective of the research is to examine the self-assessment criteria for reflectivity with psychosemantic procedure. The author designs a modified version of the Ch. Osgood’s (1957) Semantic Differential (SD) for examining the content and formal features of the self-assessment criteria of reflectivity. This study suggests two main processes of self-assessment of reflectivity, notably differentiation

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Santillan, Kathleen Mae. "Streamlining Faculty Evaluations: A Web-Based System for Enhanced Efficiency and Data-Driven Insights." Journal of Innovative Technology Convergence 6, no. 2 (2024): 41–48. http://dx.doi.org/10.69478/jitc2024v6n002a04.

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Faculty evaluation is critical for improving teaching and student learning. Traditional methods, often reliant on student surveys, lack detail, and miss perspectives. This paper explores a Web-based Faculty Evaluation System (WFES) that leverages collaborative feedback to enhance teaching quality. The proposed WFES goes beyond traditional methods by incorporating multiple sources. It facilitates online student feedback through targeted surveys, self-reflection tools, and potentially integrated peer observation. This enriches the evaluation process with diverse viewpoints. A key benefit is effi

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Khakimov, Jamshid Oktyamovich, Oybek Olimovich Daminov, and Mukhlisa Dostnazar Qizi Omonova. "Self-Development Of Subjects Of Pedagogical Interaction As An Essential Characteristic Of Pedagogical Innovations." American Journal of Social Science and Education Innovations 03, no. 02 (2021): 410–13. http://dx.doi.org/10.37547/tajssei/volume03issue02-65.

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The work reveals the conditions and mechanisms that determine the pedagogical essence of innovations that contribute to the personal and professional self-development of teachers and students as a fundamental human ability to become and be a subject of transforming oneself. Pedagogical innovations are considered as a type of professional activity associated with the subject-subject interaction of the participants in the educational process. Reliance on personal meanings and reflection serve as tools for innovative development.

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FANCHIANG, SHANPIN, KEIYANA MORRIS, and MATTHEW F. BOUCHONVILLE. "54-LB: Multidimensional Lifestyle Measures as Tools for Self-Reflection in Type 2 Diabetes." Diabetes 70, Supplement 1 (2021): 54—LB. http://dx.doi.org/10.2337/db21-54-lb.

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Valtierra, Kristina M., and Lesley N. Siegel. "Qualitative self-coding as reflection: empowering teacher candidates with the tools of the researcher." Reflective Practice 21, no. 3 (2020): 415–28. http://dx.doi.org/10.1080/14623943.2020.1753684.

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Lavrysh, Yuliana, Oksana Korbut, and Svitlana Buha. "Critical Reflection as a Key Component of Personalized Language Learning in Digital Education Environment at University." Педагогічний дискурс, no. 30 (May 28, 2021): 44–49. http://dx.doi.org/10.31475/ped.dys.2021.30.05.

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The article presents the problem of foreign languages personalized learning skills formation at the university. From the perspective of the issue, authors disclose an analysis of didactic conditions for the effective formation of foreign languages personalized learning skills formation. The main conditions are the skills of self-assessment and self-reflection, which help students identify their own educational needs, priorities, strengths and weaknesses. In the article, the authors offer their own understanding of critical reflection and the strategy of its formation. In order to obtain data f

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Michalsky, Tova, and Bracha Kramarski. "Prompting Reflections for Integrating Self-Regulation into Teacher Technology Education." Teachers College Record: The Voice of Scholarship in Education 117, no. 5 (2015): 1–38. http://dx.doi.org/10.1177/016146811511700507.

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Background Technology represents a major topic in educational research. Nevertheless, a gap in the research remains concerning how teachers can bring technology into the classroom. This study focuses on the technological pedagogical content knowledge (TPCK) framework, which aims to consolidate the multidisciplinary professional knowledge related to technology, pedagogy, and content that teachers need so that they can teach and students can learn effectively using technology tools. Purpose The goal of the present study was to investigate the value of modification reflection prompts (“think ahea

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Pennbrant, Sandra, and Håkan Nunstedt. "The work-integrated learning combined with the portfolio method-A pedagogical strategy and tool in nursing education for developing professional competence." Journal of Nursing Education and Practice 8, no. 2 (2017): 8. http://dx.doi.org/10.5430/jnep.v8n2p8.

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During nursing education students obtain knowledge and skills to develop their professional competence. Teachers may elect to provide pedagogical tools preparing students for current and future healthcare needs. The purpose of this theoretical article was to highlight Work-Integrated Learning combined with the Portfolio Method as a pedagogical strategy and tool for nursing students to develop professional competence for lifelong learning. This strategy contains six phases: pre-reflection, reflection-in-action, reflection-on-action, self-evaluation, meta-reflection and knowledge-in-action, whic

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