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Articles de revues sur le sujet « Reflection as situated practice »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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Kushnir, Mikhail, Pavel Rabinovich, and Kirill Zavedenskiy. "Reflexive practices in the world of education." Educational Policy 94, no. 2 (2023): 66–77. https://doi.org/10.22394/2078–838Х-2023–2-66-77.

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The article reflects the results of a study of approaches to the implementation of reflective practices in Russia andabroad to confirm or refute the hypothesis that the observed unwillingness of teachers to conduct reflection with students in generaleducation, as well as resistance from students / students, is systemic, and search for the reasons for the observed phenomenon. Theconducted exploratory studies made it possible to generalize approaches to the implementation of reflective practices for the subsequentdevelopment of author’s methodological recommendations that minimize the psyc

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Dalsgaard, Christian. "Theory into practice: situated reflection in product-oriented courses." Education Inquiry 9, no. 3 (2017): 267–83. http://dx.doi.org/10.1080/20004508.2017.1390379.

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Doyle, Walter. "Situated Practice: A Reflection on Person-Centered Classroom Management." Theory Into Practice 48, no. 2 (2009): 156–59. http://dx.doi.org/10.1080/00405840902776525.

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Geerts, Walter M., Henderien W. Steenbeek, and Van Geert Paul L. C. "Visualising the Development of a Teacher-In-Training into a Beginning Expert." International Education Studies 10, no. 12 (2017): 1. http://dx.doi.org/10.5539/ies.v10n12p1.

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Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse character. Reflection concerns learning experiences with increasing complexity: single-loop (reflecting on a current action), double-loop (reflecting to gain new insights) and triple-loop (reflecting in order to adjust individual identity) learning. The k

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Malthouse, Richard, Jodi Roffey-Barentsen, and Mike Watts. "Reflectivity, reflexivity and situated reflective practice." Professional Development in Education 40, no. 4 (2014): 597–609. http://dx.doi.org/10.1080/19415257.2014.907195.

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Schedlitzki, Doris. "Developing apprentice leaders through critical reflection." Higher Education, Skills and Work-Based Learning 9, no. 2 (2019): 237–47. http://dx.doi.org/10.1108/heswbl-09-2018-0095.

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Purpose The purpose of this paper is to explore opportunities for delivering sustainable leadership education through critical reflection embedded in the framework of higher and degree apprenticeships. Design/methodology/approach This paper contributes to leadership development research that focusses on “leader becoming” as an ongoing process of situated learning (in the classroom and everyday work life). The approach to leadership development adopted in this paper proposes that sustainable leadership practices and decision making are developed when leadership learning is firmly embedded in wo

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Walker, Nancy T., Jennifer Wimmer, and Thomas Bean. "Multiple Texts, Teacher Craft Knowledge, and Principled Practices in High School Economics A Case Study of Kenneth." Social Studies Research and Practice 4, no. 3 (2009): 28–36. http://dx.doi.org/10.1108/ssrp-03-2009-b0003.

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This article considers the current state of teacher discourse and reflection, situated in daily practice, craft knowledge, multiliteracies and new literacies. Based on studies of content area teachers' use of multiple texts in social studies fields like economics, the authors profile Kenneth, an experienced teacher whose practice is grounded in craft knowledge and ideas about principled practices. In addition, Kenneth is an active proponent of new and digital literacy practices in his classroom simulations. The case example of Kenneth is then used to suggest how the process of practical argume

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Risku, Hanna. "Situated learning in translation research training: academic research as a reflection of practice." Interpreter and Translator Trainer 10, no. 1 (2016): 12–28. http://dx.doi.org/10.1080/1750399x.2016.1154340.

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Paterson, Helena, and Phil McAleer. "Sharing practice on framing feedback around student development." Open Scholarship of Teaching and Learning 2, no. 1 (2022): 123–34. http://dx.doi.org/10.56230/osotl.42.

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In this article we share practical and evidence-based advice on framing assessment feedback around student development. The practices that we share are centred on two aspects of framing feedback. The first is in how feedback is generated and how the teacher can author effective feedback by making it personal, situated within the student’s learning journey and by providing actionable points for the next assignment. The second aspect that we share is the framing of feedback in relation to student reflection and use of the feedback, scaffolding the development of a dialogue between student and te

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Quéré, Louis. "Cognition in Practice." Concepts and Transformation 1, no. 1 (1996): 79–101. http://dx.doi.org/10.1075/cat.1.1.07que.

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How may we conceive of cognition in practice? What kind of thinking and reflection animate the accomplishment of action? These problems are usually settled by an intellectualist argument: to perform an action is mainly to execute decisions, to carry out plans or intentions, or to follow instructions. According to that view, cognition produces action, but it does not take place in the accomplishment of action itself Such an intellectualist view has been taken up again and developed by recent trends in cognitive science. Why focus on such a view? Because, by its systematizing of current assumpti

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Jenkins, Mary, and Chris Brotherton. "In Search of a Theoretical Framework for Practice, Part 1." British Journal of Occupational Therapy 58, no. 7 (1995): 280–85. http://dx.doi.org/10.1177/030802269505800702.

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In this work, the position is taken that practice is a knowledge-rich domain where knowledge use and knowledge creation intertwine. This article presents a learning-in-practice model of occupational therapy which anchors occupational therapy theory within the reality of occupational therapy practice, identifying theory and practice as one entity. The model takes issue with the theory/practice paradigm of practical professions and suggests that, in occupational therapy, the real world situation of practice and clients' life-world contexts are the most fitting frames of reference for practitione

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Jenkins, Mary, and Chris Brotherton. "In Search of a Theoretical Framework for Practice, Part 2." British Journal of Occupational Therapy 58, no. 8 (1995): 332–36. http://dx.doi.org/10.1177/030802269505800803.

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In this work, the position is taken that practice is a knowledge-rich domain where knowledge use and knowledge creation intertwine. This article presents a learning-in-practice model of occupational therapy which anchors occupational therapy theory within the reality of occupational therapy practice, identifying theory and practice as one entity. The model takes issue with the theory/practice paradigm of practical professions and suggests that, in occupational therapy, the real world situation of practice and clients' life-world contexts are the most fitting frames of reference for practitione

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Ovens, Alan, and Richard Tinning. "Reflection as situated practice: A memory-work study of lived experience in teacher education." Teaching and Teacher Education 25, no. 8 (2009): 1125–31. http://dx.doi.org/10.1016/j.tate.2009.03.013.

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Malthouse, Richard, Mike Watts, and Jodi Roffey-Barentsen. "Reflective Questions, Self-Questioning and Managing Professionally Situated Practice." Research in Education 94, no. 1 (2015): 71–87. http://dx.doi.org/10.7227/rie.0024.

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Pedersen, Bodil. "Marginalization and Power in Living with and Researching Living with HIV." Outlines. Critical Practice Studies 7, no. 1 (2005): 70–90. http://dx.doi.org/10.7146/ocps.v7i1.2112.

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This article takes its point of departure in a research project studying the psychosocial problems of living with HIV. The project was intended to participate in changing practices dealing with these problems. It became a project including many differently situated and intersecting personal and generalized perspectives. The article researches the development of the HIV project as a contribution to discussions related to Participatory Action Research and Practice Research. In mainstream approaches methodological indications are often presented as rules to follow in order to ensure the quality o

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Ellison, Maria. "Identifying and supporting reflection in pre-service teacher education a rubric fit for purpose." Linguarum Arena 12 (2021): 45–62. http://dx.doi.org/10.21747/1647-8770/are12a3.

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It is widely accepted that reflection and reflective practices are necessary components of teacher education programmes. However, these are not always explored or even fully understood by the very people who are expected to reflect – the student-teachers themselves. Support for these practices is therefore required so that students may understand what reflection is and helped to become reflective practitioners. This article describes the construction and use of a rubric to identify and support reflection in pre-service foreign language teacher education. It begins by reviewing key literature o

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Slabbert, Mathilda. "Fractal Fragments: Reflections on Human and More-than-human Matter(s) in the Kogelberg Biosphere, South Africa." European Journal of Life Writing 14 (April 8, 2025): C1—C24. https://doi.org/10.21827/ejlw.14.42383.

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This critical ecoauto/biographical essay reflects on history, lived experience, personal and public perspectives of socio-environmental issues in the Kogelberg Biosphere, South Africa. The essay combines written and visual texts, varied in form and format, to present a situated reflection on human and more-than-human encounters and biosphere politics. In particular, the essay experiments with travel writing forms, blending academic and creative practice, and evolves into a perambulating journey through a local zone of the biosphere, inviting relational reflection on the planetary crisis.

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Kubberød, Elin, and Inger Beate Pettersen. "Exploring situated ambiguity in students’ entrepreneurial learning." Education + Training 59, no. 3 (2017): 265–79. http://dx.doi.org/10.1108/et-04-2016-0076.

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Purpose Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have realistic entrepreneurial learning experiences. This research addresses two specific questions: how situated ambiguity induced by a foreign culture may contribute to contextual entrepreneurial learning in education, and whether ambiguity induced by cross-cultural situated experience can stimulate critical reflection and important learning outcomes in entrepreneurship and increase entrepreneurial self-efficacy (ESE)

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Rowe, Aidan. "Participatory Action Research and design pedagogy: Perspectives for design education." Art, Design & Communication in Higher Education 19, no. 1 (2020): 51–64. http://dx.doi.org/10.1386/adch_00013_1.

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Design’s scope of practice has grown from one that was traditionally defined by materials and processes to one where designers are working on some of the most pressing challenges of our times. Once a reactive, artefact-based practice (e.g. poster, typeface, chair, etc.), design is now being situated as a proactive, social and participatory practice focused on outcomes as much as artefacts. Historically, as an academic subject, professional practice and research area, design has suffered from a lack of formal, established research frameworks and theoretical practices. By drawing on established

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Kowalski, Rita, and Cynthia Russell. "How We SEE Is How We Learn: Reflection in the Workplace." Advances in Developing Human Resources 22, no. 3 (2020): 239–47. http://dx.doi.org/10.1177/1523422320927294.

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The Problem Today’s workers face constant economic, social, scientific, and technological change — a challenging climate for learning. Learners need to integrate and balance acting, reflecting, thinking, and feeling as they negotiate within this everchanging environment. The Solution This Special Issue explores workplace learning’s power through the understanding and application of reflective practices which are often informal and incidental and occur as individuals engage and learn from the experience of their daily activities. The Stakeholders HRD scholars and practitioners will benefit from

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Sanliturk, Cagri. "Problematising the peacebuilding strategies through embedded and situated research in Pyla." Archnet-IJAR: International Journal of Architectural Research 13, no. 3 (2019): 683–97. http://dx.doi.org/10.1108/arch-05-2019-0126.

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Purpose The purpose of this paper is to use Foucault’s genealogical analysis to problematise the influence of political agreements and resolutions on Cypriots’ social life and to examine spatial practices. At the same time, this paper deals with the implications of the UN’s vision for Pyla in Cyprus as a prototype of integrity and bi-communality. Furthermore, it analyses and problematises the UN mandate system in order to challenge “peace-keeping” strategies. Design/methodology/approach This investigation has been achieved through the author’s experience of situating and being in the site as w

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Colomer, Jordi, Teresa Serra, Dolors Cañabate, and Remigijus Bubnys. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices." Sustainability 12, no. 9 (2020): 3827. http://dx.doi.org/10.3390/su12093827.

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In this Special Issue, Reflective Learning in Higher Education explores on tertiary education and its practices. It looks at in-house and external individuals, and collective initiatives and activities that centre on generating and reflecting on knowledge. It also explores the transformation output of learning communities, the communities themselves and their reflective practices, and discusses how reflective learning and developing one’s professional identity through reflection are linked. The connections between the theoretical and applied research on reflective practices, knowledge generati

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Ross, Jen. "The spectacle and the placeholder." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 260–65. http://dx.doi.org/10.54337/nlc.v8.9096.

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Discourses of reflective writing practices in higher education often demand an orientation towards writing which is highly individual and self-motivated, and which does not acknowledge the socially situated nature of reflective practice. At the same time, the reality of most reflective writing in an educational context, especially when it is produced for assessment purposes, is one of obligation, tacit and explicit criteria, and an audience in the form of a teacher or assessor which must be catered to. The tensions inherent in compulsory reflection have been addressed by some of the literature

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Mason, Katy. "Market sensing and situated dialogic action research (with a video camera)." Management Learning 43, no. 4 (2012): 405–25. http://dx.doi.org/10.1177/1350507612442047.

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This paper explores the practice of market sensing through situated dialogic action research. The paper discusses collaborative encounters with a manager who kept a video diary of his work. Through the analysis of five ‘generative moments’ that emerged from the market sensing dialogue between researching-practitioner and practising-researcher, four distinct bundles of market sensing practices are identified; sensing, sense making, framing and reflecting. Dialogue is found to be central to the entanglement and disentanglement of market sensing practices and emergent market frames. Dialogue allo

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Staempfli, Adi, Eva Tov, Regula Kunz, Domink Tschopp, and Stefan Eugster Stamm. "Improving professionalism through reflection and discourse in communities of practice: The key situations in social work model and project." Journal of Practice Teaching and Learning 14, no. 2 (2016): 6–26. http://dx.doi.org/10.1921/jpts.v14i2.940.

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Professional social work under conditions of uncertainty and complexity requires integration of various forms of knowledge, practice and values and entails managing emotions skilfully to make ethical professional judgements. The article discusses these challenges for social work(ers) and introduces the key situation in social work model. It consists of a systematic reflection process of typical, reoccurring practice situations in communities of practice (CoPs). Situated knowledge, memorised in relation to situations is dominant and is more easily accessed in practice. Situational knowledge, co

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Corchado Castillo, Ana Isabel, Marta Blanco Carrasco, and Aura M. Morales Cabrices. "Situated and Critical Learning for Mediation and a Culture of Peace in Higher Education: An Innovative experience in the Cañada Real Galiana (Madrid, Spain)." Alternativas. Cuadernos de Trabajo Social 32, no. 2 (2025): 427–54. https://doi.org/10.14198/altern.26485.

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Introduction. This article presents an innovative experience carried out by the Dispute Resolution Laboratory at the Universidad Complutense de Madrid (DRLab), aimed at promoting research-based and situated learning in the field of community mediation and conflict management. The academic objectives were to introduce students to a pedagogical approach combining Research-Based Learning (RBL), Situated Learning (SL), and reflective practice through Ken’s Book (BoK), enhancing critical thinking and autonomous learning. Additionally, the activity sought to introduce students to research processes

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Kawar, Leila. "Mapping the Judicialization of Politics: A Reflection on Methodological Issues in Writing a Social Science Review Paper." International Journal of Qualitative Methods 22 (January 2023): 160940692311609. http://dx.doi.org/10.1177/16094069231160981.

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The research process of authoring a review paper constitutes a uniquely important context for interrogating tacit premises and presuppositions, especially when the review aspires to synthesize a methodologically diverse field of research. This article presents a reflexive recounting of a research experience with mixed methods team-based review paper authorship, showing how the function of a review paper may be differently conceptualized by scholars situated in methodological traditions that place their emphasis on drawing-together knowledge about the social world versus those situated in metho

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Muthivhi, Azwihangwisi Edward. "Knowledge as a Tool for Identity Development and Social Transformation." Outlines. Critical Practice Studies 22, no. 1 (2021): 181–219. http://dx.doi.org/10.7146/ocps.v22i1.121444.

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Inspired by recent advances in research on transformative agency development, and applying relevant conceptual and analytical tools, the paper explores a teacher’s enactment of transformative pedagogy unfolding in the first decade of South Africa’s post-apartheid political transformation. The paper explores the teacher’s struggles for social transformation and self-realization, waged through classroom teaching and learning, blended with culturally situated knowledge practices. That is, the teacher creatively brings together two initially contradictory knowledge practices of schooling vis-à-vis

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Fasoli, Lyn. "Reflections on Doing Research with Young Children." Australasian Journal of Early Childhood 28, no. 1 (2003): 7–11. http://dx.doi.org/10.1177/183693910302800103.

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Drawing on a larger critical case study, the writer uses Wenger's (1998) communities of practice framework to reflect on some examples of research practice that involved young children. In Wenger's framework, the research context is viewed as a set of situated social practices that are continually being negotiated by all participants. Most of these practices contain implicit and unstated assumptions about the overall purposes and expectations of the research, thus providing participants with few resources for participating in collaborative ways. As young children move into the research context

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Colapietro, Vincent. "Quotidian Tasks: Habits, Routines, and Rituals." Journal of Speculative Philosophy 36, no. 4 (2022): 491–516. http://dx.doi.org/10.5325/jspecphil.36.4.0491.

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ABSTRACT The author frames his exploration in terms of Michel Foucault’s distinction between the practice of emancipation in the strict sense and practices of freedom. He proposes to treat rituals of attention as examples of practices of freedom. Before doing so, however, he considers the socioeconomic contexts in which such rituals must be situated. Then, he sketches what such rituals involve. In a sense, this article is a reflection on a claim put forth by one of the characters in Toni Morrison’s Beloved: “Freeing yourself was one thing; claiming ownership of that freed self was another.” In

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Tsoka, Maxwell, and Jeanne Kriek. "Introducing Digital Technology in a Rural Classroom: One Teacher’s Experience." Athens Journal of Education 12, no. 3 (2025): 423–42. https://doi.org/10.30958/aje.12-3-4.

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Digital technology (DT) does not come with a ‘menu’ of what teachers can select to transform their instructional practices; it is through use and reflection in/on practice that potential affordances are abstracted. Computer simulation (CS) as DT was explored through auto-ethnography, reflexivity, and action research. The findings of the study revealed that the use of DT when teaching is a sense-making process employed to respond to the contextual and situational demands of the concerned teacher. It is a dynamic and unpredictable situated practice that is focused on the emergent affordances res

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Long, Joseph J. "Reflective Practitioners and Participant Observers in Autism Services." Anthropology in Action 27, no. 1 (2020): 35–45. http://dx.doi.org/10.3167/aia.2020.270104.

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Situated practice research offers rich possibilities for recognising and developing practitioner knowledge in social care. In this article, I document the application of anthropological methods and thinking within a research programme in autism services. Drawing on Donald Schön’s model of the reflective practitioner, I argue that participant observation, aimed at the holistic documentation of autism services, provides a means to systematic reflection, comparison and learning in order to inform practice. This approach stands to broaden the field of autism research from unidirectional models of

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Butler, Martin. "On the Siting of Science: Laboratories, Scientific Practice, and Its Subjects in the U.S.-American Television Show Breaking Bad." Arbeiten aus Anglistik und Amerikanistik 47, no. 2 (2023): 209–23. http://dx.doi.org/10.24053/aaa-2022-0012.

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This contribution explores forms of representing laboratories, scientific practice, and their subjects in the U.S.-American television show Breaking Bad (AMC, 2008–2013). Starting from the idea that scientific practice is always embedded in, and shaped by, specific socio-material constellations and thus needs to be understood as situated, it argues that the series’ laboratories, as sites of science, articulate different conceptualisations of science and scientific practice while contributing to modelling the series’ main characters through their respective set-ups. By analysing this mutual int

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Ruiz, Mabela, Mónica Olaza, and Betty Weisz. "Experiencias de Enseñanza de investigación cualitativa en Psicología." Integración y Conocimiento 10, no. 1 (2021): 251–66. https://doi.org/10.61203/2347-0658.v10.n1.31978.

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The article addresses some of the transformations that have taken place in the didactic and pedagogical proposal of the course Qualitative Methodology from the BA in Psychology from Universidad de la República (Uruguay). The reflection and review processes that the interdisciplinary educational team has been carrying out on the teaching proposal, have tried to articulate instruction and research. By discussing teaching practices, the team reconfigures classroom instruction, in a context of large student numbers typical of public universities with free access. This implies rethinking teaching p

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Marczak, Mariusz. "Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition." Annales Universitatis Mariae Curie-Skłodowska, sectio FF – Philologiae 41, no. 2 (2023): 195–216. http://dx.doi.org/10.17951/ff.2023.41.2.195-216.

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Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultura

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Sergi, Viviane. "Bounded becoming: insights from understanding projects in situation." International Journal of Managing Projects in Business 5, no. 3 (2012): 345–63. http://dx.doi.org/10.1108/17538371211235263.

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PurposeThe purpose of this paper is to suggest a situated conception of projects, in order develop finer understanding of how these endeavors emerge and unfold over time. The author proposes that these understandings should be rooted in a process ontology, conceive action as situated and focus on actual practices as they are performed by all project actors. Taken together, these dimensions can renew how one views and approaches projects and their management.Design/methodology/approachThe paper is illustrated with examples taken out of a study of a software development project, conducted in the

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Gherardi, Silvia, Michela Cozza, and Barbara Poggio. "Organizational members as storywriters: on organizing practices of reflexivity." Learning Organization 25, no. 1 (2018): 51–62. http://dx.doi.org/10.1108/tlo-08-2017-0080.

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Purpose The purpose of this paper is to describe how organizational members became storywriters of an important process of organizational change. Writing became a practice designed to create a space, a time and a methodology with which to author the process of change and create a learning context. The written stories produced both the subjectivity of practical authors and reflexively created the con/text for their reproduction. Design/methodology/approach A storywriting workshop inspired by a processual and participatory practice-based approach to learning and knowing was held in a research or

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Tagare, Deepti, and William R. Watson. "Gamifying Computational Thinking Skills with a Community of Practice of Teachers." International Journal of Designs for Learning 15, no. 3 (2024): 109–25. https://doi.org/10.14434/ijdl.v15i3.36985.

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This design case describes an online synchronous teacher training on computational thinking (CT) skills for a community of practice (CoP) of in-service teachers in India. The training used gamification, reflection, and localization as instructional strategies. The purpose of this training was to help in-service K-12 teachers identify subject-specific examples of CT that they could then integrate into an online teaching context. The PRADA model of CT constructs was used as a framework for this training. The design decisions were guided by the instructional design theory of gamification and CoP

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Lau, Kung Wong, Pui Yuen Lee, and Min Ying He. "360 degree immersive videos: a way to improve organizational learning practices." Development and Learning in Organizations: An International Journal 32, no. 6 (2018): 8–11. http://dx.doi.org/10.1108/dlo-02-2018-0029.

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Purpose The purpose of this study is to explore the potential of immersive situated learning with adoption of 360-degree videos in organizational learning improvement. Design/methodology/approach A quasi-experimental research method was used to investigate employees’ learning achievement. A criterion-referenced assessment scale was chosen to exam their learning progress on Omni-channel retailing practices and knowledge after 12 h in four weeks, from four perspectives including professional knowledge, problem-solving, independent learning, and critical reflection. Findings The result shows us t

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Sereño Ahumada, Francisco. "La formación docente en la era digital: práctica reflexiva, aprendizaje situado e inteligencia artificial." Revista Ensayos Pedagógicos 19, no. 2 (2024): 1–15. http://dx.doi.org/10.15359/rep.19-2.7.

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Teacher training must adapt to prepare new generations in a constantly changing society. This essay proposes a humanistic approach, exploring how reflective practice, situated learning, and artificial intelligence (AI) can be integrated into teacher training, promoting a modern, effective, and human-centered education. Reflective practice is key to the professional development of teachers, enriching them through dialogue and collaboration. Artificial intelligence, despite its challenges, offers great potential for personalizing learning. Teachers must develop digital skills and a reflective at

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D’Cruz, Heather, and Philip Gillingham. "Participatory research ideals and practice experience: Reflections and analysis." Journal of Social Work 17, no. 4 (2016): 434–52. http://dx.doi.org/10.1177/1468017316644704.

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Summary Consumer participation in decision making and evaluation of services has been a significant theme in social work and other caring professions for over 20 years. This article reflects on a qualitative research study that was conceptualised within participatory principles. It critically examines key features that emerged as challenges to the ideals of participatory research with parents and grandparents about their experiences with child protection services in Victoria, Australia. Findings The features examined are differentiated between the visible and familiar and the invisible, often

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Aguilar-Valdés, Mirko, Alejandro Almonacid-Fierro, Karla Valdebenito, and Sergio Sepúlveda-Vallejos. "Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 767. http://dx.doi.org/10.11591/ijere.v13i2.26063.

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<span lang="EN-US">Teachers’ actions are grounded on their theoretical and disciplinary knowledge; however, their belief system, and in particular their epistemological beliefs, may be influencing their teaching practices. This study analyzes the scientific production between 2011 and 2021 regarding teachers’ epistemological beliefs and their relationship with teaching practice. The methodological design consists of a systematic literature review, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines in the Web of Science, Scopus, and ERIC d

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Aguilar-Valdés, Mirko, Alejandro Almonacid-Fierro, Karla Valdebenito, and Sergio Sepúlveda-Vallejos. "Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 767–73. https://doi.org/10.11591/ijere.v13i2.26063.

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Teachers’ actions are grounded on their theoretical and disciplinary knowledge; however, their belief system, and in particular their epistemological beliefs, may be influencing their teaching practices. This study analyzes the scientific production between 2011 and 2021 regarding teachers’ epistemological beliefs and their relationship with teaching practice. The methodological design consists of a systematic literature review, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines in the Web of Science, Scopus, and ERIC databases. The

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VENEDIKTOVA, TATIANA, and SERGEI ROMASHKO. "3D LETTER: AESTHETIC PRACTICE, HISTORY AND RESEARCH PROSPECTS." Lomonosov Journal of Philology, no. 1, 2024 (February 17, 2024): 186–200. http://dx.doi.org/10.55959/msu0130-0075-9-2024-47-01-15.

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As a language phenomenon, literature resists being described in terms of linguistic units and structures. Of key importance is the aesthetic experience of language and its uses in context. The experience is particularly dependent on the changing formats of communication, the development of the technologies of production and distribution of texts. This dependency, in turn, creates fresh stimuli for creative experimental work with word and letter. The nature of these processes being largely pre-reflexive invites and presupposes the effort of reflection. The potential for ‘self-problematization’

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Afolabi, Taiwo. "Theorizing ethical questioning for applied theatre practice." Applied Theatre Research 9, no. 2 (2021): 99–116. http://dx.doi.org/10.1386/atr_00051_1.

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This article examines ethical questioning as an inquiry process germane to making ethical choices in applied theatre research. Focusing on reflexivity through reflection before, in and on action, I consider ethical questioning as a framework to amplify resistance, promote participation and strengthen decolonization in the research process. I situate ethical questioning within critical pedagogy for applied theatre practice and construct an ethical questioning framework that rests on both individualism and collective processes. I conclude by briefly examining some processes in my doctoral resear

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Yorks, Lyle, Denise Rotatori, SeoYoon Sung, and Sean Justice. "Workplace Reflection in the Age of AI: Materiality, Technology, and Machines." Advances in Developing Human Resources 22, no. 3 (2020): 308–19. http://dx.doi.org/10.1177/1523422320927299.

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The Problem This article explores the nature of reflection within the workplace during the fourth industrial revolution (4IR), a period characterized by the proliferation of cognitive technologies—like artificial intelligence (AI)—which are changing the nature of work. This piece explores the manner in which individuals and teams learn through reflective practice as a result of increased human–machine collaboration in the 4IR since it has not been extensively researched. The Solution Through an analysis of Anand Rao’s three-tiered model of AI— assisted intelligence, augmented intelligence, and

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Rohmann, Anna, Hannah Kinsell, and Sarah Ramadhita. "Teaching Quantitative Methods For Social Anthropology: Reflections and recommendations from student experiences." Teaching Anthropology 13, no. 1 (2024): 94–105. http://dx.doi.org/10.22582/ta.v13i1.700.

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Training in quantitative methods is an essential part of postgraduate degree courses in social anthropology. However, the student experience with learning these methods is negative and it is not perceived useful to studies and future professional practice. That is why we ask how skills in quantitative methods serve social anthropologists and what challenges to teaching need to be addressed. We use autoethnographic reflections and self-narratives to illustrate how our recommendations are situated in the student experience. Our goal is to contribute to discussions around multimodal, interdiscipl

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Mitchell, Kim M. "Social Media Storytelling: Using Blogs and Twitter to Create a Community of Practice for Writing Scholarship." Canadian Journal for Studies in Discourse and Writing/Rédactologie 29 (May 21, 2019): 1–23. http://dx.doi.org/10.31468/cjsdwr.726.

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This paper argues that social media can function as an informal community of practice in writing scholarship where knowledge is absorbed into a user’s identity and practice through storytelling. Social media has increasingly attracted academics and educators as a method of trialing new research ideas and classroom strategies, seeking early peer review, and as a knowledge translation strategy for sharing research findings. Platforms such as Twitter and blogs work in tandem to provide exposure, encourage reflection, and build community. Storytelling becomes a form of persuasion, through use of l

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Bell, Amani, and Rosina Mladenovic. "Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development." Teaching in Higher Education 20, no. 1 (2014): 24–36. http://dx.doi.org/10.1080/13562517.2014.945163.

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Svendsen, Øyvind. "‘Practice time!’ Doxic futures in security and defence diplomacy after Brexit." Review of International Studies 46, no. 1 (2019): 3–19. http://dx.doi.org/10.1017/s0260210519000202.

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AbstractTime constitutes social life and time management is central to the everyday conduct of international politics. For some reason, however, the practice turn in International Relations (IR) has produced knowledge about how past practices constitute international politics but not about how the future is also a constitutive feature in and on social life. Introducing a novel perspective on practice and temporality, the article argues that intersubjectively situated representations of the future by practitioners in international politics contribute substantially to our understanding of politi

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