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Articles de revues sur le sujet « Reflective actions »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

Ünver, Gülsen, and Bünyamin Yurdakul. "Developing reflective thinking through theory-practice connection." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (2019): 77–102. http://dx.doi.org/10.14527/pegegog.2020.004.

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The present study aimed to improve reflective thinking skills of doctoral students from different fields taking the Instructional Planning and Evaluation course (IPE) during their studies in order to obtain findings that can contribute to enhance the quality of teaching at a state university. A total of 80 doctoral students in the spring (n= 47) and fall (n= 33) semesters of 2016 participated in the study which was conducted with the Technical/Scientific/Cooperative action research design and implemented two actions. Data were collected using the Reflective Thinking Scale and the Attitude Scal

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Sanfey, John. "Reflective practice and professional autonomy." InnovAiT: Education and inspiration for general practice 10, no. 2 (2016): 112–18. http://dx.doi.org/10.1177/1755738016672684.

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Reflective practice is the core competency required to retain a licence to practice under current medical revalidation regulations. The concept of reflection, however, is often misunderstood. Much of the confusion arises from context. In terms of professional regulation, doctors are considered safe when they demonstrate the ability to self-correct. Self-correction requires both reflection and action. In some contexts reflection without action is entirely appropriate, but in many professional contexts the quality of reflection is judged by the effectiveness of actions arising from it. This arti

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Hidayat, Asep, Erliany Syaodih, Puji Budilestari, and Popon Mariam. "Pengembangan Kemampuan Menulis Best-Practice Report Guru MTs. Miftahulfalah Bandung." Jurnal Pengabdian Tri Bhakti 2, no. 1 (2020): 60–66. http://dx.doi.org/10.36555/tribhakti.v2i1.1442.

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   The problem faced by MTs Miftahulfalah teachers is the difficulty of implementing reflective actions to improve the quality of learning. The solution to the problem using assistance with the design thinking approach in (1) reflecting on the learning that has been carried out; (2) utilizing the results of reflection to improve and develop learning in the subjects being taught; and (3) conducting classroom action research to improve the quality of learning in the subjects being taught. The method used in the form of mentoring groups of two-three teachers by one lecturer, car

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Busch, Jennifer, and Hendrik Lohse-Bossenz. "What Is in the Eye and Mind of Early Childhood Professionals? A Mixed-Methods Study Using Eye-Tracking and Written Reflections to Investigate the Congruence Between Visual and Reflective Focus." Education Sciences 15, no. 7 (2025): 800. https://doi.org/10.3390/educsci15070800.

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Professional reflection is key to the professionalization of pedagogical professionals. Using a mixed-methods design that combines eye-tracking methodology with retrospective written reflections, this study investigates the visual and reflective processes of early childhood professionals when interpreting video-recorded pedagogical situations. A remote eye-tracking device (Tobii Pro Fusion) was used to capture eye movements. Sixteen participants watched videos of pedagogical situations in a kindergarten while their eye movements were recorded to investigate their visual focus, followed by open

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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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Cañabate, Dolors, Teresa Serra, Remigijus Bubnys, and Jordi Colomer. "Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction." Sustainability 11, no. 21 (2019): 5970. http://dx.doi.org/10.3390/su11215970.

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This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students’ reflections were scored using two rubrics. The first elements scored from the pre-service teacher’s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing

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Jasiulewicz, Anna. "Refleksyjne myślenie w zawodzie pedagoga na przykładzie badań nad kreatywnością." Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, no. 1(17) (2022): 95–109. http://dx.doi.org/10.15290/parezja.2022.17.09.

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The aim of this paper is to present the essence of reflective thinking and reflection on one’s own practice as an educator. This is because it is the basis for understanding one’s own actions and making sense of pedagogical activity. The first part of the paper is a presentation of contemporary literature on self-improvement, critical thinking, and reflection. The second part presents research on children’s creativity as an example of reflecting on one’s own practice.

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Tlale-Mkhize, Moretlo, and Janet Liebenberg. "Reflective Practice to Foster Critical Thinking among Students." 2018 International Conference on Multidisciplinary Research 2024 (November 30, 2024): 305–13. https://doi.org/10.26803/myres.2024.21.

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A dynamic approach to fostering critical thinking skills has emerged in the arena of education through the integration of reflective practices. The purpose of this study was to explore the central role that reflective practice can play in promoting critical thinking. Critical thinking assists students to question and evaluate their actions. The research also emphasises the importance of reflective practice as a method of tapping into learners' experiences, challenging assumptions and critically analysing their actions. Reflective practice also provides learners with the opportunity to explore

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Titus, Anto, and Peter Varkey Muttungal. "Reflective thinking in school: a systematic review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 742. http://dx.doi.org/10.11591/ijere.v13i2.26573.

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<span lang="EN-US">Everything around us changes rapidly and to adapt to these constantly changing conditions and to understand the meaning of our life in the society in which we live, we must reflectively and consciously think about our actions in each given scenario. A school is a miniature form of society where learners are exposed to situations where they need to find solutions for every problem faced. No faultless solution and conclusions can be arrived at without a carefully employed reflective thinking process. In this context, the present study reviewed 19 intervention studies on

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Titus, Anto, and Peter Varkey Muttungal. "Reflective thinking in school: a systematic review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 742–51. https://doi.org/10.11591/ijere.v13i2.26573.

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Everything around us changes rapidly and to adapt to these constantly changing conditions and to understand the meaning of our life in the society in which we live, we must reflectively and consciously think about our actions in each given scenario. A school is a miniature form of society where learners are exposed to situations where they need to find solutions for every problem faced. No faultless solution and conclusions can be arrived at without a carefully employed reflective thinking process. In this context, the present study reviewed 19 intervention studies on reflective thinking in sc

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Logren, Aija, Johanna Ruusuvuori, and Jaana Laitinen. "Self-reflective talk in group counselling." Discourse Studies 19, no. 4 (2017): 422–40. http://dx.doi.org/10.1177/1461445617706771.

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Reflective processing is a joint social action that develops in interaction. Using conversation analysis and discursive psychology, this article focuses on self-reflective turns of talk in group counselling for adults at risk of type 2 diabetes. We show how reflective processing unfolds in patterns of interaction, wherein group members take an observing, evaluating or interpreting position towards their own actions and experiences. Self-reflective talk is neither exclusively dependent on counsellors’ actions nor limited to the niches the counselling programme structure offers. Self-reflective

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Shanmugavelu, Ganesan, Balakrishnan Parasuraman, Rajoo Arokiasamy, Baskaran Kannan, and Manimaran Vadivelu. "The Role of Teachers in Reflective Teaching in the Classroom." Shanlax International Journal of Education 8, no. 3 (2020): 30–33. http://dx.doi.org/10.34293/education.v8i3.2439.

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The aim of this study is to discuss the role of teachers in reflective teaching. The scope of this study is focused on explanations of reflective teaching from three experts. Reflective teaching is a holistic thought that enables a teacher to make choices and take alternative actions and allows teachers to think to improve teaching and learning decisions in the classroom. This study also discusses critical situations that can be created for good reflection practices such as strong support from the administration, reflection opportunities, collaboration with colleagues, storage of teaching port

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Keith, Julia. "Principles to Actions—A Reflective Journey." Mathematics Teacher: Learning and Teaching PK-12 117, no. 10 (2024): 772–75. http://dx.doi.org/10.5951/mtlt.2024.0005.

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Warmbier, Adriana. "Refleksja jako źródło autorytetu. Podmiotowość moralna w świetle argumentu konstytutywizmu Korsgaard." Argument: Biannual Philosophical Journal 10, no. 2 (2021): 373–92. http://dx.doi.org/10.24917/20841043.10.2.6.

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The authority of reflection. Moral agency in the light of Korsgaard’s constitutive arguments: In this paper I address the question as to whether Christine Korsgaard’s account of normative relations between the moral agent and the ends of her actions which constitutes her practical identity avoids falling into the trap of being just another abstract theory in moral philosophy. Proponents of constitutive arguments for the normative authority of reasons for action offer a promising approach to this meta‐ethical question by arguing that the normative authority of reasons is found within the practi

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Warmbier, Adriana. "Refleksja jako źródło autorytetu. Podmiotowość moralna w świetle argumentu konstytutywizmu Korsgaard." Argument: Biannual Philosophical Journal 10, no. 2 (2021): 373–92. http://dx.doi.org/10.24917/20841043.10.2.6.

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The authority of reflection. Moral agency in the light of Korsgaard’s constitutive arguments: In this paper I address the question as to whether Christine Korsgaard’s account of normative relations between the moral agent and the ends of her actions which constitutes her practical identity avoids falling into the trap of being just another abstract theory in moral philosophy. Proponents of constitutive arguments for the normative authority of reasons for action offer a promising approach to this meta‐ethical question by arguing that the normative authority of reasons is found within the practi

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Bubnys, Remigijus, and Aida Kairienė. "The Concept and Content of Teacher’s Reflective Practice: From Impulsiveness of Professional Activity towards Personal and Professional Development." Pedagogika 121, no. 1 (2016): 53–69. http://dx.doi.org/10.15823/p.2016.04.

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Reflective practice as one of the key factors determining changes in the teacher’s performance in a learning organization requires a careful study, focusing on aspects of creation of favourable learning environment at school. In order to analyse the concept of the teacher’s reflective practice, it is relevant to answer this problem question: How is the teacher’s reflective practice characterized and what is its content? The research aim is to analyse the concept of reflective practice in the pedagogical context, distinguishing essential characteristics of the concept: attributes, anteced

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Nazir, Nadia, Muhammad Ishaq, and Zafar Saleem. "REFLECTION: A REVIEW TO DEVELOP TEACHERS PROFESSIONALLY AND PERSONALLY." Pakistan Journal of Social Research 04, no. 04 (2022): 974–82. http://dx.doi.org/10.52567/pjsr.v4i04.581.

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Reflection enables us to make difference though inner thoughts. Our actions depend upon our reflection. It enhances the skills of the practitioner about how he can improve the existing situation. Reflection provides the opportunity to come out from traditional ways and explore diverse approaches systematically. This research is qualitative in nature and based on review of books and different research studies This paper provides the critical review of various researches about reflective practice The first objective of this review is to identify that reflective practices enhance practitioners pr

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Yu, Hong-Jing, Dong-Lan Ling, and Jia-Le Hu. "Advancing the quality of care and nursing practice through emancipatory reflection." Frontiers of Nursing 6, no. 1 (2019): 1–4. http://dx.doi.org/10.2478/fon-2019-0002.

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Abstract Reflection is a fundamental skill of health-care professionals and plays an important role in ensuring the quality of care in health-care practice. It is believed that undertaking reflection in practice can help nurses develop an awareness of a sense of personal power and agency, cultivate their critical thinking ability and help them promote their professional development. However, reflection has not been introduced widely as a nursing curriculum in China, and literature shows that some clinical nurses lack critical thinking skills and critical reflective practice skills by reason of

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Rahmani, Ataollah. "No reflective loss: The English approach reconsidered." Journal of Corporate and Commercial Law & Practice, The 6, no. 2 (2020): 1–48. http://dx.doi.org/10.47348/jccl/v6/i2a1.

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A company shareholder should have no difficulty in commencing a claim to recover the loss suffered due to a wrong done to their personal property. The right to the protection of property is a fundamental human right in English law. A wronged person whose property right is infringed will have the right to commence legal proceedings against wrongdoers. However, in the company context, the exercise of a shareholder’s right of action may conflict with the company’s right of action where the loss sought is reflective. The English company law’s arrangement has been that a shareholder’s action is exc

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G'ofurova, D., and G. Muxamedova. "FACTORS FOR DEVELOPMENT OF STUDENTS' REFLECTIVE SKILLS." Scientific heritage, no. 113 (May 22, 2023): 66–68. https://doi.org/10.5281/zenodo.7956142.

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The article explains the special role of the development of students' reflexive actions in improving the effectiveness of mathematical education, pedagogical factors that affect the development of reflexive actions are presented, and solutions that help to implement some of them are shown.

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Verbeek, Frank H. O., Elvira S. Nouwens, Marleen Hermien Lovink, et al. "Which actions contribute to the development of an interprofessional learning and working culture in nursing homes? A realist action study." BMJ Open 14, no. 9 (2024): e085096. http://dx.doi.org/10.1136/bmjopen-2024-085096.

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ObjectiveInsights about what actions contributed to the development of an interprofessional learning and working culture were lacking for nursing homes. This study aimed to provide insight into the context and actions that trigger mechanisms for the development of an interprofessional learning and working culture in nursing homes.Study designRealist evaluation action research was conducted from 2019 to 2023.Setting and participants11 teams in 6 Dutch nursing homes.Primary and secondary outcome measuresQuestionnaires, focus group interviews and observations were used to identify actions, contex

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Nguyen Huu Anh Vuong and Nguyen Thi Khanh Le. "USING REFLECTIVE JOURNALS FOR LEARNING ENGLISH AMONG PRIMARY SCHOOL STUDENTS VIA GOOGLE DRIVE." International Journal on E-Learning Practices (IJELP) 4 (October 12, 2021): 92–107. http://dx.doi.org/10.51200/ijelp.v4i.3430.

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Reflection is an important practice where teachers construct the meanings and knowledge that guide students‟ actions in the classroom. Reflective journal is advocated as a way to enhance teaching and learning. Most studies of reflective journals focus on its potential in promoting the process of teaching and learning, and the impacts of it on students‟ outcomes or motivation. The study used both quantitative and qualitative research approaches to examine the benefits of using reflective journals in teaching English to primary school students as well as their attitudes. It employed instruments

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Jimenez Garcia, Juan, Natalia Romero, David Keyson, and Paul Havinga. "Reflective Healthcare Systems: micro-Cycle of Self-Reflection to empower users." Interaction Design and Architecture(s), no. 23 (December 20, 2014): 173–90. http://dx.doi.org/10.55612/s-5002-023-011.

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Data collection and reflection are considered an integrated process in Personal Informatics to help users take action towards changing behaviour. Facilitating the collection and visualization of large data sets has been a major technical challenge to guarantee meaningful and effortless information to users. However this focus results in a passive involvement of users in these stages, creating distance between the user and their data, thus hindering proper understanding of people’s current behaviours. Designing for active participation may aid users in forming a closer bond to data. Going beyon

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Reichenberg, Jennifer Sharples. "A Model of Joint Action for Literacy Coaching: The Intersection of Consonance and Dissonance With Responsive and Directive Approaches." Literacy Research: Theory, Method, and Practice 67, no. 1 (2018): 109–30. http://dx.doi.org/10.1177/2381336918787195.

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This 7-month multiple case study investigated the nature of mediation through literacy coaching, a reflective framework, and video of classroom instruction and its impact on the development of four secondary-level teachers of English language learners. The participants and researcher/coach participated in a cycle of collaborative planning, enacting and videotaping lessons, and video reflection. Individual coaching sessions with video utilized a seven-step reflective framework. Data included coaching transcripts, classroom field notes, video, and interviews. Findings showed that the teachers an

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Shaheen, Anjuman, Frida Halvorsen, and Dr Panagiotis Fotaris. "A Reflective Game Design framework for Game-Based Learning." European Conference on Games Based Learning 16, no. 1 (2022): 758–65. http://dx.doi.org/10.34190/ecgbl.16.1.876.

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Reflective practice is the ability to revisit and reassess one's previous actions to engage intentionally in the process of learning. The concept of reflection leads from unconscious aspects of learning or experience to mindful awareness, giving an individual the power to absorb everyday experiences to make appropriate conscious choices. Digital games in game-based learning (GBL) offer interactive learning with authentic practice and a high retention rate. Digital games are also considered an immersive and safe medium of stealth learning with the freedom to identify, explore, fail, and then re

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Prokhorenko, Lesia, Ihor Popovych, Hanna Sokolova, Nataliia Yarmola, and Olga Forostian. "Research on reflective-evaluative competence in pupils with intellectual disabilities." Revista Amazonia Investiga 10, no. 46 (2021): 138–51. http://dx.doi.org/10.34069/ai/2021.46.10.13.

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The aim is to conduct empirical research on the formation of reflective-evaluative competence in primary pupils with intellectual disabilities and to determine effective methods to develop it. Methods: tests with standardized questionnaires, methods for checking the logic of motivating dialogue, comparative analysis, quantitative and qualitative content-analysis. We established that disorders in the functioning of reflection in primary pupils are observed in changeable or unfamiliar situations: rejection to solve a problem, desire to simplify a task, justification of their inability, avoidance

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Kolysheva, Tatyana A., and Tatyana I. Blaginina. "Professional and Personal Reflexion of a Teacher-Musician: An Operational Component." Musical Art and Education 8, no. 3 (2020): 82–102. http://dx.doi.org/10.31862//2309-1428-2020-8-3-82-102.

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The article deals with the specificity of professional reflection of the future music teacher in the light of the development of the ideas by E. B. Abdullin. The accumulation of one’s own experience of entering the world of music, the art of teaching, its comprehension and analysis allow a thoughtful student to look at the process of musical education through the eyes of students, their parents, that is, to take the reflective position of a teacher-researcher. The search for ways and means of solving professionally significant tasks requires a music teacher to think reflectively, understand th

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Uswahzulhasanah, Uswahzulhasanah, and Fitri Arofiati. "The effect of reflective learning in nursing and health students: a literature review." Bali Medical Journal 10, no. 3 (2021): 1235–38. http://dx.doi.org/10.15562/bmj.v10i3.2857.

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Background: Reflective learning can be defined as an activity or process that aims to recall the actions and methods of learning that have been carried out in the form of observations. Students mostly obtain and improve their knowledge and skills through experiential learning or reflection. This literature review aims to determine whether there is an effect of the reflective learning method in nursing students and health students, especially on critical thinking.Methods: This research is a type of literature review conducted by searching for articles related to the reflective learning method i

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Flores-Lueg, Carolina. "Reflective Processes Promoted in the Practicum Tutoring and Pedagogical Knowledge Obtained by Teachers in Initial Training." Education Sciences 12, no. 9 (2022): 583. http://dx.doi.org/10.3390/educsci12090583.

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This research focuses on the formative contributions made by tutor teachers in the university to the acquisition of pedagogical knowledge based on the reflective processes that they manage to implement, from the perspective of future teachers in professional practice or a practicum. A qualitative method was employed. Twenty practitioners of pedagogy programs who developed a practicum in the year 2020 or 2021 took part in this process, matriculated at three universities found in the Biobío and Ñuble regions in the central–south zones of Chile. A semi-structured interview was used as a technique

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Hartescu, Ioana. "Developing a reflective practice in instructional design." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 569–70. http://dx.doi.org/10.54337/nlc.v8.9266.

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It is generally accepted as true that nobody is an expert from the very first try. However, most people expect that an adequate amount of years of experience result in building expertise. They may be right, especially if those years were spent not only acting and experimenting, but also reflecting on the actions and learning from these reflections. This study, grounded in the author's everyday practice, is aiming to explore how instructional designers of online courses can be supported by using Web 2.0 tools to develop a reflective practice, and to form a community where they can exchange idea

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Oktama, M. Yoga, Endang Fauziati, and Dewi Rochsantiningsih. "Reflecting on Reflective Journals of Indonesian EFL Pre-Service Teachers to Examine Their Quality of Reflective Practice." AL-ISHLAH: Jurnal Pendidikan 15, no. 1 (2023): 565–74. http://dx.doi.org/10.35445/alishlah.v15i1.2601.

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Reflective practice is essential for teachers’ professional development. It leads teacher to shape and reshape their knowledge, and so forth a wide range of benefits can be achieved. However, to gain such benefits, teachers must have good quality of reflective practice. This qualitative case study aimed at investigating quality of reflective practice of four female EFL pre-service teachers in Indonesia. Framed with qualitative case study, this study employed online reflective journals as the main instrument to collect the data. The data were analysed deductively using content analysis. The res

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Abbott, Daisy, Sandy Louchart, and Olga Chatzifoti. "Provocative Games to Encourage Critical Reflection." European Conference on Games Based Learning 16, no. 1 (2022): 1–10. http://dx.doi.org/10.34190/ecgbl.16.1.486.

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The SECRIOUS project takes a game-based approach to improving knowledge and attitudes in cybersecurity practices. Our methodology includes interdisciplinary Serious Game co-design with coders and aims to produce critical reflection on participants’ own coding practice. To encourage this we created a series of Small Provoking Games (SPGs) about the project’s three overarching topics (Code Security; API Security; Security Lifecycle) and five co-produced themes (Coder Practices; Code Motivation; Morality; Resources; Communication). Games and play are well-suited for creating both reflection-in-ac

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Sun, Xiaoyu, Li Li, Tegawendé F. Bissyandé, Jacques Klein, Damien Octeau, and John Grundy. "Taming Reflection." ACM Transactions on Software Engineering and Methodology 30, no. 3 (2021): 1–36. http://dx.doi.org/10.1145/3440033.

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Android developers heavily use reflection in their apps for legitimate reasons. However, reflection is also significantly used for hiding malicious actions. Unfortunately, current state-of-the-art static analysis tools for Android are challenged by the presence of reflective calls, which they usually ignore. Thus, the results of their security analysis, e.g., for private data leaks, are incomplete, given the measures taken by malware writers to elude static detection. We propose a new instrumentation-based approach to address this issue in a non-invasive way. Specifically, we introduce to the

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Usheva, Tatyana F. "SPECIFICS OF DEVELOPING REFLECTIVE SKILLS OF STUDENTS MAJORING IN PEDAGOGICS." Russian Journal of Education and Psychology 15, no. 5SE (2024): 286–301. http://dx.doi.org/10.12731/2658-4034-2024-15-5se-644.

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Background. The article addresses the issue of developing reflective skills of future teachers during their university training. The object of the research is students' reflective skills determining their disposition to professional pedagogical activity. The purpose of the article is to examine the dynamics of reflective skills development of students majoring in pedagogics through their reflective activities during the learning process. Materials and methods. The methodological basis of the research is reflective, competence-based and system approaches. The author used the following methods:

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Denha, Nataliia, Olha Lilik, Tatiana Boyko, and Vitaliy Yudenok. "Psychological and Pedagogical Conditions and Means of Development of Professional Reflection of Teachers in the System of Methodical Work." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 1 (2021): 67–87. http://dx.doi.org/10.18662/brain/12.1/171.

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The article considers general psychological and methodical patterns of mathematics teachers’ professional reflection in the system of methodical work. It proves the hypothesis that one can model and implement specific psychological and pedagogical conditions, thus promoting the development of professional reflection. Besides, the article shows that the specified pedagogical conditions for the successful development of professional reflection of teachers of mathematical disciplines in the system of methodical work are: ensuring awareness of the teacher of mathematical disciplines of the content

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

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

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Castelli, Patricia Ann. "Reflective leadership review: a framework for improving organisational performance." Journal of Management Development 35, no. 2 (2016): 217–36. http://dx.doi.org/10.1108/jmd-08-2015-0112.

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Purpose – The purpose of this paper is to describe, examine and discuss scholarly literature on reflective leadership, a topic gaining momentum as a result of globalization. Despite the growing popularity of reflective leadership techniques, current and aspiring leaders are struggling to find ways in which to effectively practice reflection as a consequence of a lack of tangible available guidance. Design/methodology/approach – Scholarly literature on reflective leadership was examined and presented in this paper. Discussion on the potential efficacy of reflective leadership is also included a

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Yang, Hua. "A critical reflection on improving effective team communication." Frontiers of Nursing 6, no. 1 (2019): 13–18. http://dx.doi.org/10.2478/fon-2019-0004.

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Abstract Objective This paper aims at critically reflecting on the author’s personal experience in the context of communication within a nursing team and exploring relevant existing constraints with a view to improving practice and achieving more effective outcomes in team communication. Methods Critical emancipatory reflection is used to evaluate and interpret the author’s practice. Smyth’s model serves as a framework to guide critical reflection step by step in this paper. Relevant theoretical perspectives help to make sense of the author’s performance in terms of team communication. Results

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Tang, Hsien-Hui, Yuying Y. Lee, and Wenzhi Chen. "Reexamining the relationship between design performance and the design process using reflection in action." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 26, no. 2 (2012): 205–19. http://dx.doi.org/10.1017/s0890060412000078.

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AbstractReflective actions in collaborative design can potentially improve design performance and results. This paper quantitatively reexamines the relationships between reflective activities and design performance during the collaborative design process in terms of reflection in action. Twenty sets of protocol data were encoded by a modified version of Valkenburg and Dorst's coding scheme. Using statistical testing, the relationship between the design performance and the number of activities plus the transitions was examined. A significant statistical correlation was found between the percent

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Singhasiri, Wareesiri, and Atipat Boonmoh. "Training EFL Teacher Trainees through Reflective Learning." rEFLections 14 (December 30, 2011): 38–55. http://dx.doi.org/10.61508/refl.v14i0.114228.

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Reflection is regarded as an important aspect of and widely used in teacher training. According to Korthagen (1993), reflection in teaching basically refers to teachers learning to subject their own beliefs about teaching and learning to critical analysis. With this reflective stance, teachers thus take more responsibility for their actions. At KMUTT, MA students in ELT have been required to do teaching practicum at nearby schools for one semester. After teaching each session, the students have to write a journal reporting what happened in class, and then meet with their supervisors to discuss

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

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

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Anikina, V. G. "Reflection and Virtual Reality: From the Etymological Analysis of Concepts to the Understanding of Essential Relationships." Психологическая наука и образование 26, no. 1 (2021): 19–26. http://dx.doi.org/10.17759/pse.2021000002.

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The study of virtual reality in psychology and pedagogy requires an understanding of the essential connections and relationships of VR with various mental phenomena, and above all - reflection.The urgency of considering this problem is due to the search of VR developers and those who use virtual technologies in practice, including VR didactics, practical psychology, for a solution to the issue of self-management of systems with VR.Can VR exercise the reflective function of the mind represented in the processes of self-development, self-determination, self-management of the individual? The firs

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Buzdar, Muhammad Ayub, and Akhtar Ali. "Development of reflective thinking through distance teacher education programs at AIOU Pakistan." International Review of Research in Open and Distributed Learning 14, no. 3 (2013): 43. http://dx.doi.org/10.19173/irrodl.v14i3.1350.

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<span style="line-height: 150%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The current study aims to investigate the possibilities of developing reflective thinking among learners through distance education programs. The case of Allama Iqbal Open University (AIOU) Islamabad, Pakistan is examined to achieve this task. The stu

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Pekkola, Sanna, Sanna Hildén, and Johanna Rämö. "A maturity model for evaluating an organisation’s reflective practices." Measuring Business Excellence 19, no. 4 (2015): 17–29. http://dx.doi.org/10.1108/mbe-05-2014-0011.

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Purpose – This study aims to examine how to measure and evaluate the level at which the management control system of the organisation supports reflective practices. Though the literature on management control has recently recognised the value of reflection as a tool for organisational learning, there are few practical means of analysing the management control system alongside reflective activity. To improve and develop reflective practices for more comprehensive and systematic utilisation, the management control system has to support these practices. Design/methodology/approach – The study is

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Helyer, Ruth. "Learning through reflection: the critical role of reflection in work-based learning (WBL)." Journal of Work-Applied Management 7, no. 1 (2015): 15–27. http://dx.doi.org/10.1108/jwam-10-2015-003.

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Purpose The purpose of this paper is to analyse the critical role reflection plays in work-based learning (WBL). Design/methodology/approach This paper presents an contextualist examination of reflection in the WBL environment. Findings People consciously reflect in order to understand events in their lives and as a consequence hopefully add and enhance meaning. Research limitations/implications Reflection is associated therefore with “looking back” and examining the past in order to learn from what happened and perhaps not repeat mistakes. However, it is also increasingly associated with refl

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Dimova, Yordanka, and Kalina Kamarska. "REDISCOVERING JOHN DEWEY’S MODEL OF LEARNING THROUGH REFLECTIVE INQUIRY." Problems of Education in the 21st Century 63, no. 1 (2015): 29–39. http://dx.doi.org/10.33225/pec/15.63.29.

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During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it’s one of the most powerful mechanisms for developing students’ thinking and forming key competencies – learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey’s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The i

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Nataliia, DENHA, LILIK Olha, BOYKO Tatiana, and YUDENOK Vitaliy. "Psychological and Pedagogical Conditions and Means of Development of Professional Reflection of Teachers in the System of Methodical Work." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 1 (2025): 67–87. https://doi.org/10.18662/brain/12.1/171.

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 The article considers general psychological and methodical patterns of mathematics teachers’ professional reflection in the system of methodical work. It proves the hypothesis that one can model and implement specific psychological and pedagogical conditions, thus promoting the development of professional reflection. Besides, the article shows that the specified pedagogical conditions for the successful development of professional reflection of teachers of mathematical disciplines in the system of methodical work are: ensuring awareness of th

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Maulana, Gabriel Mulalia, and Sergio De Mello Arruda. "Teacher assessment action in mathematics classes: a study with teachers from the 2nd cycle of Mozambican general high school education." Acta Scientiae 22, no. 5 (2020): 102–21. http://dx.doi.org/10.17648/acta.scientiae.5976.

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Background: Assessment is one of the components and objects of research in Mathematics Education that, among various functions, ensures/promotes student learning. In this sense, the teachers’ assessment action, and the teaching ways of doing it in the classroom have implications for students' learning. Objectives: This paper intends to investigate what mathematics teachers do (say they do) when they assess students in their classes. Design: a descriptive qualitative study was carried out. Setting and Participants: Four mathematics teachers working in the 2nd Cycle of General High School Educat

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Saadah, Khilma Azis Wakhidatus. "Pengembangan Profesionalitas Guru Pendidikan Pancasila dan Kewarganegaraan Melalui Tindakan Reflektif." Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan 7, no. 2 (2022): 322. http://dx.doi.org/10.17977/um019v7i2p322-334.

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This study aimed to describe the process, the effort, and the benefits of reflective actions of Pancasila and Civic Education teachers in developing professional competencies. The research utilized a qualitative approach with phenomenology—the data was collected through observation, interviews, and documentation. Reflection activities should be carried out by the teacher continuously with learning. The benefits of reflection activities carried out by teachers were knowing problems when planning, implementing, assessing, guiding, and educating, as well as carrying out additional tasks. Efforts

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Buherko, Yaroslava. "REFLECTIVE CHARACTER OF EDUCATIONAL ACTIVITY AS A VALUABLE FACTOR IN THE PROFESSIONAL FORMATION OF A MODERN SPECIALIST." PSYCHOLOGICAL JOURNAL 8, no. 2 (2022): 39–54. http://dx.doi.org/10.31108/1.2022.8.2.4.

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The article examines the axiological aspects of the reflective activity of students of higher education institutions. It is shown that the formation of the future specialist's ability to reflective analyzes and make sense of his actions, deeds, qualities, and the desire for personal and professional self-improvement is a valuable reference point for higher education. The development of reflective abilities and competencies of students does not happen automatically but requires purposeful cultivation through the creation of a reflectively enriched environment in the educational space. It is sho

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