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Dissertations / Theses on the topic 'The Reflective Practitioner'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Suter, Martin. "Constructing the reflective practitioner : a critical account." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436065.

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Summers, Paul. "Practitioner development : from trained technicians to reflective practitioners : a systemic study within a United Kingdom unitary authority." Thesis, University of Portsmouth, 2018. https://researchportal.port.ac.uk/portal/en/theses/practitioner-development(e5544351-62d9-4219-9a59-34e672ff5ce2).html.

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This thesis demonstrates how my research makes an original contribution to knowledge in the development of reflective practitioners leading to improved competence in the practice of managing projects in a workplace setting. This contribution is exciting and has the potential to generate significant debate on how best to educate project practitioners both in workplace settings and University courses. In 2006 the Rethinking Project Management (RPM) network, a collaboration between academics and practitioners reported on their work proposing five directions for future research and practice. The f

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Abels, Simone [Verfasser]. "LehrerInnen als "Reflective Practitioner" : Reflexionskompetenz für einen demokratieförderlichen Naturwissenschaftsunterricht / Simone Abels." Wiesbaden : VS, Verl. für Sozialwiss, 2011. http://d-nb.info/1010620746/34.

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Hasenstab, Alexander Nikolaus. "The thoughtful security practitioner : exploring reflective practice in security risk management." Thesis, University of Portsmouth, 2017. https://researchportal.port.ac.uk/portal/en/theses/the-thoughtful-security-practitioner(f78f3e97-0672-4b47-9633-3e18534db101).html.

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Security risk management is a young, rapidly growing and multifaceted occupation that is concerned with managing internal and external threats to organisations. The occupation is also known and frequently referred to as “corporate security”, “security management” or “in-house security”. Security risk management is part of the private security domain and contributes to the overall security architecture. Reflective practice is a learning tool, which aims to facilitate professional practice and learning by way of conscious cognitive action focusing on professional practice related issues. It is m

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Jarrett, Louise. "Being and becoming a reflective practitioner, through guided reflection, in the role of a spasticity management nurse specialist." Thesis, City University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507452.

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This thesis plots my development as a nurse specialist in spasticity management, a relatively new specialism that has not previously been researched. To address this gap in nursing knowledge this thesis demonstrates how guided reflection developed my individual professional knowledge and how this informed knowledge about nursing and caring when working with people with spasticity and complex disabilities. I utilised a novel narrative methodology which combined my clinical and research practice. As an organising structure to research and gain insight into my practice I used the six layers of di

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6

Elster, Angela Irene. "Arts education and teacher growth, the reflective practitioner in search of a song." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ45388.pdf.

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7

McDonald, Jill Pauline. "Beyond professional boundaries : the reflective practitioner, identity and emotional labour in social work." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7425.

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Reflective practice is advocated within social work academic literature as a means of improving practice. It is enshrined in requirements for practitioners to achieve qualifying and post qualifying awards. This research explores reflective practice with individuals who contribute to social work education as students, academics, practice teachers and practitioners. The study considers factors which have influenced the adoption of Schön’s theories and analyses respondents’ perceptions of relationships between reflective practice, development and social work practice. Through reflexive research m

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Philippi, Andreas. "The Reflective HCI Practitioner : a Study of Problem Framing in Human-Computer Interaction Practice." Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-146501.

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The HCI community is well aware of the gap between research and practice in the field. The issue is often discussed in terms of the applicability and adaption of theories and methods to the real world, but both categories seem insufficient for explaining how practitioners navigate the complexity of the problems they work on. This study takes a more fundamental perspective, inspired by theories of reflective practice and design. As a consequence, the attention is shifted to the framing of a problem that happens prior—or in parallel—to the use of theories and methods. Six case studies were colle

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Lehman, Michele Alene. "Interrupting the reflective practitioner discovering the espoused philosophies and theories and theories-in-use of13 adult educators /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1049304371.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 369 p. Includes abstract and vita. Advisor: Robert F. Rodgers, College of Education. Includes bibliographical references (p. 313-339).

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Walne, Alison. "A synthesis of the reflective and scientific counselling psychologist practitioner : dynamics in research, practice, and clinical supervision." Thesis, City University London, 2015. http://openaccess.city.ac.uk/13752/.

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This study explored the empirical and theoretical evidence on the therapeutic alliance (TA) which is currently said to be the best predictor of therapeutic outcome irrespective of the therapeutic approach. Despite the fact that many TA studies have been undertaken on clients’ perspectives, therapists, and observers on behalf of clients, for over 30 years, there is still a lack of clarity and agreement on a precise TA definition. At a time when therapists face some politically-driven changes that requires evidence on practice, this means on the therapist’s part, there is an even greater need fo

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Lehman, Michele Alene. "Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371.

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Dalgren, Sara. "Att vara, eller icke vara en reflekterande praktiker. : En undersökning om några förskolepedagogers didaktiska överväganden i den mångkulturella lärandemiljöns kontext." Thesis, Södertörn University College, School of Culture and Communication, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3381.

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<p>The purpose of this paper is to investigate and to analyse didactic considerations and decisions made by pre-school teachers in the context of a multi-cultural pedagogical environment.</p><p>The basic theoretical perspective is social constructivism, but notions from Donald A. Schön and John Dewey's theories of thinking and reflection have also informed the study; even Hans Lorentz' definition of a multi-cultural pedagogical environment has been employed as an analytic tool.</p><p>The empirical study consists of a qualitative field study at a pre-school, where participatory observation and

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Denaro, Chris. "Dialogues with the prototype." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16553/.

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This exegesis traces a path through the production of an animated work, and discusses the evolution of an individual production workflow that refigures the industrial animation process of prototyping. By incorporating spontaneity within the animation workflow, the creative output of the project focusses on the development of a series of non-narrative, process-driven temporal constructions that fuse form and process. The creative work occupies 75% of this Masters project, and the exegesis 25% (7500 Words)

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Landis, Rebecca Danielle. "Community Food Work as Critical Practice: A Faith-based Perspective." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/56581.

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Historically, many faith-based hunger relief efforts address food insecurity through the emergency food system, but they often do not challenge the systemic causes of the need, which according to some, are poverty and inequality. As a promising alternative, community food work is a radical approach to food system change that imbues values of justice, sustainability, and equity into the food system to reduce the pervasiveness of poverty and inequality in society. I used narrative inquiry as methodology in a faith-based context to explore the role of criticality in community food work. Additio

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Choi, Hanna. "Documenting developing performance : rethinking Nikolai Medtner at the piano." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/16528.

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This research illustrates the performer-researcher's artistic process of reaching an understanding of music through performance, and explores how an effort to understand music at the instrument and in the context of music-making could influence our critical evaluation of the music. Engaged in the process of learning music, I seek to document my artistic practices as a reflective practitioner: to open up the performer-researcher's workspace, communicate the performativity of the music, and reveal my embodied doing-thinking as a performer. By involving in the performer-researcher's physical and

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Quiroga, Celi Cristina Calamita. "A prática pedagógica no ambiente hospitalar e a formação profissional do enfermeiro." Universidade do Oeste Paulista, 2010. http://bdtd.unoeste.br:8080/tede/handle/tede/46.

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Made available in DSpace on 2016-01-26T18:49:35Z (GMT). No. of bitstreams: 1 CELI QUITOGA.pdf: 228116 bytes, checksum: 5771ff61be164197f65b6dfcf76428cc (MD5) Previous issue date: 2010-09-01<br>This dissertation is the result of research developed at the Masters in Education, second line of research Training and Teaching Practice of Teaching Professional, University of Oeste Paulista. The present study was to analyze situations in which nursing students to act reflectively in action during the hospital training. For this purpose, we resorted to a qualitative exploratory methodology in the for

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Nilsson, Kristina. "PLANERING FÖR HÅLLBAR UTVECKLING : Dilemman för kommunala översiktsplanerare." Licentiate thesis, Strockholm : KTH, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00167.

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ABSTRACT Planning for Sustainable Development - Dilemmas for local authority planners This thesis for the degree of licentiate in regional planning at the Royal Institute for Technol-ogy is a study of certain aspects of the profession of comprehensive planners in Sweden. The empirical background of the thesis is an interview study of 15 Swedish local authority plan-ners noted for their professional commitment in working for a more sustainable society. The aim of the thesis is to identify, describe, analyse and evaluate planners’ experiences in using comprehensive planning as an arena for a mor

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Sudan, Daniela Cássia. "Saberes em construção de uma professora que pesquisa a própria prática." Universidade Federal de São Carlos, 2005. https://repositorio.ufscar.br/handle/ufscar/2755.

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Made available in DSpace on 2016-06-02T19:39:53Z (GMT). No. of bitstreams: 1 DissDCS.pdf: 920735 bytes, checksum: ddaaf317eda9092fd41918255310ba29 (MD5) Previous issue date: 2005-02-25<br>This research, with qualitative characteristics, involves an autobiographic study inserted into a perspective of continuous formation of the teacher, by means of reflexive practice. It aims at identifying and analyzing: i) the knowledge base which was recognized,transformed and produced by the teacher as researcher; and, ii) the contributions offered by certain interlocutors linked to the educational univer

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Norsworthy, Beverley Elizabeth. "Being and Becoming Reflexive in Teacher Education." The University of Waikato, 2008. http://hdl.handle.net/10289/2658.

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Initial teacher education is constantly in the spotlight regarding its quality and its effectiveness. The literature contains many claims from those who believe that it is ineffectual. The notion of the reflective practitioner was introduced and embraced as an antidote to these claims, and as an approach to break the influence of technocratic beliefs and expectations which pre-service teachers bring with them to their initial teacher education. Typically reflection targets the practicum experience. However, this study focuses specifically on the contribution of course work to the developme

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Palm, Ann-Christine. "Att skriva sig till läsning via datorn : Lärarens val?" Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-23385.

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The purpose of my study is to examine why five primary school teachers chose to start using the method ”Learning reading by writing on computer” in their teaching. How do they perceive that the method works in their classroom and do they perceive that the method affect the children’s literacy? The study consists of a qualitative method in form of interviews with five primary school teachers and also some observations made by me in the classrooms. I will use the findings I made during the interviews and observations and contrast these to relevant literature and research that I have collected. T

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Van, der Watt Marie Aletta. "The integration of critical reflection as a learning strategy in the training of health science practitioners." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10222008-115359/.

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Wolfman-Robichaud, Sarah Leah. "The evocation of meaning : a study of Image Theatre in three elementary classrooms." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2531.

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Over the course of the 2007/2008 school year, I visited three classrooms to investigate the effectiveness of Augusto Boal’s drama method, Image Theatre, with elementary-aged students. In Image Theatre, the practitioners and students use their bodies to create frozen images, which in turn become the focus of collaborative meaning- making. I applied the reflective practitioner methodology in my work as it allowed me to adapt to the rapidly altering situations that arise in elementary classrooms. Through reflecting on my interactions with students, I refined a set of teaching techniques that wo

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Stark, Mary Elizabeth Rae. "Learning from experience : the role of placement in becoming a reflective primary teacher." Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23750.

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A longitudinal study followed a cohort of students through the Bachelor of Education (Honours) degree course, the main route to primary teaching at the University of Strathclyde. The main purpose was to determine the extent to which the school experience element met the expressed aims of the course, in particular, the aim of developing reflective practitioners, which is the model of the teacher that underpins the four-year course. In the first year of the study, baseline data was gathered from students in all four years of the course, their faculty tutors, supervising teachers and those member

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

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

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Eaton, Andrew David. "The role of the educational psychologist in promoting effective multi-agency collaborations." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/110333.

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Service integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data f

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Wilson, Virginia. "Formalized Curiosity: Reflecting on the Librarian Practitioner-Researcher." University of Alberta Learning Services, 2013. http://hdl.handle.net/10388/6277.

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Johns, Christopher. "Becoming an effective practitioner through guided reflection." Thesis, Open University, 1997. http://oro.open.ac.uk/54437/.

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The study aimed to develop, monitor and explore the process and outcomes of guided reflection and its impact on enabling practitioners to achieve desirable and effective caring practice. A secondary focus of the study was to monitor and explore the process and outcomes of guided reflection as a form of critical action research which may generate theoretical insights regarding its use in clinical supervisory practices. The process referred to as 'guided reflection' was developed and used to guide this study. Guided reflection represents a form of social action research which was framed within a

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Karlsson, Edith. "Tyst kunskap i socialt arbete : handling för hopp och hävstång (eller att få syn på kunskap genom upptäcktsfärder kors och tvärs)." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för socialvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-8990.

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Begreppet tyst kunskap är centralt i uppsatsen och utgår från Polanyis förståelse att vi kan veta mer än vi kan säga. Syftet med uppsatsen är att utforska begreppet tyst kunskap med utgångspunkt i Polanyis teori om tyst kunskap. I relation till socialt arbete är det värdefullt att få syn på och fördjupa förståelsen för tyst kunskap. Med hänsyn till transparens i professionens kunskapsutövande är det särskilt viktigt att vara medveten om hur tyst kunskap kan yttra sig i yrkesutövandet och inverka på det sociala arbetet. Studiens övergripande forskningsfråga är på vilka sätt det går att förstå i

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Lewis, John Simon 1953. "Transportation linear referencing toolboxes : a 'reflective practitioner's' design approach." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/68368.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2000.<br>"September, 2000."<br>Includes bibliographical references (p. 395-407).<br>Seventy percent of the data of a typical transportation agency (e.g., bridges, accidents, etc.) has location as a primary reference. A Linear Referencing System (LRS) is the main way of identifying the location of this data and providing a storage key for it in a database. LRS is based on a one-dimensional offset on a predefined network. In theory, it is one of the simplest spatial cases. In reality, it can be spatially

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Wosket, Valerie Jean. "Developing reflective practitioners : promoting clinical competence through counselling practice, supervision and research." Thesis, University of Leeds, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525002.

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Jacquard, Marie Dianne. "Reflective practitioners in the 21st century : a framework for ongoing teacher professional development." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13229/.

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As a Reading Recovery Teacher Leader, it was possible to study a group of teachers learning to teach Reading Recovery. It was observed that not only did the teachers eyes open to the possibilities of student learning, but also to their own learning. With this in mind, the focus of this study is to follow a group of three teachers who are transforming their learning during the 2008-2009 academic year. Parallel to their learning, a new theory of offering professional development will be explored, that could be employed beyond the confines of Reading Recovery. The methodology employed facilitates

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Martoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16294/.

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The focus of this study has been to connect the idea of developing schools as learning organisations with the notion of developing learning leaders and building school capacity for our knowledge economy. Therefore, this action-inquiry self-study has examined the issues of curriculum reform in the context of more general organisational reform. It has explored the notion of schools being recultured or reconstructed to work as learning organisations in a climate that focuses on the improved social and academic learning outcomes of their students. This self-study represents two significant cha

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Nordqvist, Nathalie, and Ellen Jonsson. "Hälsovägledares strategier och underliggandeantaganden vid motivationsarbete till viktnedgång : en intervjustudie om motivation." Thesis, Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4705.

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Syftet var att undersöka fyra hälsovägledares uppfattningar och strategier för att motivera individer till viktminskning. Avsikten var även att utreda vad de bygger sina uppfattningar och strategier på, samt att jämföra deras strategier med befintliga teorier om beteendeförändring såsom Motiverande samtal, Stages of change, Social learning theory och Health belief model. Teorierna valdes då de belyser hur en beteendeförändring kan gå till samt att de varit framgångsrika i tidigare forskning. Studien är kvalitativ och genomfördes med ostrukturerade intervjuer där respondenterna valdes genom et

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Nordqvist, Nathalie, and Ellen Jonsson. "Hälsovägledares strategier och underliggandeantaganden vid motivationsarbete till viktnedgång : en intervjustudie om motivation." Thesis, University of Gävle, Department of Education and Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4705.

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<p>Syftet var att undersöka fyra hälsovägledares uppfattningar och strategier för att motivera individer till viktminskning. Avsikten var även att utreda vad de bygger sina uppfattningar och strategier på, samt att jämföra deras strategier med befintliga teorier om beteendeförändring såsom Motiverande samtal, Stages of change, Social learning theory och Health belief model. Teorierna valdes då de belyser hur en beteendeförändring kan gå till samt att de varit framgångsrika i tidigare forskning. Studien är kvalitativ och genomfördes med ostrukturerade intervjuer där respondenterna valdes genom

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Filmalter, Cecilia Jacoba. "The identification of components for a structured reflective tool to enhance continuous professional development of accident and emergency practitioners." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10282009-193431/.

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

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Walker, Melanie. "Reflective practitioners : a case study in facilitating teacher development in four African primary schools in Cape Town." Doctoral thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/14248.

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Bibliography: leaves 486-504.<br>The thesis is an action research study of the work of a university-based facilitator and a total of 34 teachers from four african primary schools in Cape Town between 1987 and 1989. The study is premised on the argument that teachers are important in developing quality schooling, and that teachers should be active producers of pedagogical knowledge, shaping the curriculum through their engagement in a process of reflection-on-practice. It examines a relatively under-researched area in action research studies - namely the role of the facilitator in the process o

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Lysack, Michael David. "Reflecting processes as practitioner education in Andersen and White through the lenses of Bakhtin and Vygotsky." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85021.

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Adult learning models have emerged that help social work students to make links between their lived experiences, narratives, and their developing identity as practitioners. This educational methodology involves students exploring and co-constructing their own personal and professional narratives through dialogue, sharing them within a reflecting team format. Reflecting teams emerged out of the work of family therapist Tom Andersen, and have been further developed for practitioner education by narrative therapist, Michael White. A detailed description of the learning model is provided, w

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Leypoldt, Laura Sophia. "Are We Using the Practitioner Community’s Potential for Collective Reflection? A Phenomenography of Participatory Video Theories of Practice." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100247.

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This thesis systematically captures participatory video practitioners’ reflections on their role to examine variations in practitioners’ conceptions of participatory video practice by examining the internal coherence and collective learning interaction of the community of practitioners. This is a relevant area of research in the field of development studies because it stimulates reflection and helps the evaluation of prevailing participatory development approaches, allowing for collective practice improvement, maximizing potentials, and minimizing risks. Participatory video (PV) is a facilitat

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Gross, Mara. "Reflection in action : a practitioner's study of four high school students' experience in community service /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11042345.

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Thesis (Ed.D)--Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Ellen C. Lagemann. Dissertation Committee: Joann Jacullo-Noto. Includes bibliographical references (leaves 199-206).

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Seiffert, Margaret. "A practitioner-based enquiry into the culture of a regional university partnership through reflection on its response to an innovation." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420757.

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Tangthieng, Pattra. "The IPA (Advertising) Effectiveness Awards 1980-2002 : a reflection of non-marketing advertising." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1790.

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Theoretically, advertising has been regarded as a marketing communication; that is, advertising is subsumed under marketing. However, this thesis deconstructs the existing theories and argues that advertising historically was not a marketing tool due to practical conflicts within the British advertising industry. Field work was conducted by means of interviews in addition to document research of publications by practitioners. After the Second World War, marketing people in Britain adopted the modern marketing concepts from the US where marketing and advertising people used the same principles

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Donaldson, Linda Joyce. "A new science curriculum : a study of pupils and teachers' perceptions of gender and science education, from a feminist, reflective practitioner's perspective." Thesis, Open University, 2009. http://oro.open.ac.uk/54491/.

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Concerns about the low representation of women in science and technology have been voiced for many years by scientists and non-scientists alike and have been the subject of much debate and research in education by governments and individuals. Current concerns about the underachievement of boys have led to the specific issue in secondary education of girls and physics sliding down the political agenda but the continuing general decline in the numbers of pupils opting for science is a worrying trend which needs to be addressed. Women's studies have involved looking for alternative approaches to

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Blair, Andrea Jane. "Being in Brazil : an autoethnographic account of becoming ethically responsible as a practitioner-researcher in education." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14501.

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This thesis explores an autoethnography which is written in the spirit of ubuntu, with and through others. Viewing this as an ethically responsible methodology for educational research conducted in and between the Global North and the Global South, this autoethnography foregrounds both self and other. The story of a practitioner- researcher unfolds around a move from disillusionment with the examinations factories of the English education system into exploring a human ethic of essential care (Boff, 2005) and a pedagogy of unconditional love (Andreotti, 2011) in a Brazilian non- government orga

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Newcomb, James William. "Issues of interaction : a consideration of factors that impact upon children operating, in junior classrooms, as reflective practitioners in the context of group-based practical problem solving activities." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402275.

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Thornbery, Emma. "Using realistic evaluation principles to evaluate an intervention utilising a collaborative problem solving framework aimed at supporting the reflective practice of multi-professional groups of practitioners in two children’s centres." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1244/.

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The focus of this volume is on reflective practice. It presents a literature review relating to reflective practice and its development and an account of a research and development initiative aimed at promoting the development of reflective practice in Children‟s Centres. The Introductory Chapter provides an overview of the structure and contents of the volume as well as an explanation of the context in which the research study was completed and an account of the influence of a social constructivist perspective and empowerment research on the position of the researcher and the focus of the stu

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Fenton, David Raymond. "Unstable acts : a practitioner's case study of the poetics of postdramatic theatre and intermediality." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16527/.

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This practice-led research enquiry examines the form and experience of postdramatic theatre and intermediality. Through three practice-led enquiry cycles, the performance, Unstable Acts, was created. The study was designed to introduce the practitioner to a new process of practice within a postmodern aesthetic and to investigate the theory and practice of intermedial performance. Accordingly, Unstable Acts generated moments of praxis concerning postdramatic theatre and intermediality. By analysing this praxis an increasingly complex understanding of de-representational performance, the liminal

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Douplat, Marion. "Les décisions de limitations et d'arrêts des thérapeutiques à l'épreuve de la temporalité des urgences : enjeux éthiques." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0756.

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Les décisions de limitations et d’arrêts des thérapeutiques aux urgences sont fréquentes dans les services d’urgence où la mort fait partie du quotidien. La prise de ces décisions entraine des dilemmes éthiques pour les équipes soignantes et les familles des patients dans le contexte de la temporalité propre aux services d’urgence et des évolutions législatives encadrées par les dernières lois relatives aux droits du malade en fin de vie. Les soignants doivent s’attacher à conduire une réflexion respectant les principes éthiques que sont l’autonomie, la bienfaisance, la non malfaisance et l’éq

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Chun-yi, Liang, and 梁瓊宜. "The journey to be a reflective practitioner." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/2pg2cw.

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碩士<br>輔仁大學<br>心理學系<br>102<br>My thesis topic is the plight of my work as a starting point, the use of action research methods include understanding the operation of tacit knowledge and learning in action after reflecting on the action and reflect, etc., to help me clarify my situation and development of action strategies and sorting through thesis to view their own actions, but also look forward to disclose my knowledge through thesis and have the opportunity to dialogue with others.

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Bitzel, Alanna Mae. "Managing a writing center within a changing university." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1505.

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This report addresses how leaders at the Undergraduate Writing Center (UWC) at The University of Texas at Austin (UT) can respond to changes in administration, staff, and funding to promote awareness and recognition of the UWC and increase funding to both preserve and enhance UWC programs and services that will address the needs of UT’s dynamic student population. In doing so, I apply reflective and deliberative practitioner theories to writing center work, analyzing my work at the UWC from the perspective of a reflective practitioner and participatory planner. I first provide an overview of

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