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Статті в журналах з теми "Reflective article"

Автор: Grafiati

Опубліковано: 7 червня 2025

Оновлено: 2 серпня 2025

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1

Spencer, Rachel. "Holding Up the Mirror: A theoretical and practical analysis of the role of reflection in Clinical Legal Education." International Journal of Clinical Legal Education 18 (July 8, 2014): 181. http://dx.doi.org/10.19164/ijcle.v18i0.6.

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Анотація:

<p>This article provides a summary of the broader literature on reflection that has been published over the last twenty years in a variety of disciplines. It then examines the literature from two major clinical legal education journals in relation to reflective writing as a component of clinical legal education courses. It attempts to provide answers to the questions: What do we mean when we say we ‘teach’ students to be ‘reflective’? How do we do that? How do we ‘teach’ students to write reflectively? The article looks at the problems we face in teaching ‘reflection’ in the clinical con

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2

Faller, Pierre, Henriette Lundgren, and Victoria Marsick. "Overview: Why and How Does Reflection Matter in Workplace Learning?" Advances in Developing Human Resources 22, no. 3 (2020): 248–63. http://dx.doi.org/10.1177/1523422320927295.

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The Problem While reflection is central to adult learning processes and theories, its meaning and definitions vary. Authors approach reflection from different perspectives and assumptions. The Solution This article is a conceptual map to guide the reader through key definitions and perspectives discussed in upcoming articles. We provide a compass for reflection, critical reflection, reflective practice, and how these terms apply to learning from experience, meaning-making, and action in the workplace. We also show how different perspectives or lenses can impact a human resource development (HR

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3

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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4

Russell, Tom. "Has Reflective Practice Done More Harm than Good in Teacher Education?" Phronesis 2, no. 1 (2013): 80–88. http://dx.doi.org/10.7202/1015641ar.

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Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with in

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5

Glynn, Simon. "From Reificatory Reflection, via Reflective Recognition of Consciousness to Reflective Choice of Identity." Chiasmi International 22 (2020): 119–33. http://dx.doi.org/10.5840/chiasmi20202216.

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Taking its point of departure from Husserl’s recognition that consciousness is intentional, and Sartre’s concomitant non-reificatory notion of consciousness, understood therefore as not a thing, or as nothingness, definitive of human identity, the article proceeds by asking how, if this is so, is it possible to become conscious of consciousness, which is to say reflectively self-conscious. Explicating the relationship between the reflective mirroring of the Self to the Self, as reflected in “the look of the Other,” and the self’s unmediated or immediate self-recognition, the article proceeds t

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6

Feruza Masharipova. "Fostering Reflective Practice: A Pathway to Effective Teaching and Professional Growth." Pubmedia Jurnal Pendidikan Bahasa Inggris 2, no. 3 (2025): 9. https://doi.org/10.47134/jpbi.v2i3.1537.

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This article explores the significance of reflective practice in English language teaching, emphasizing its role in fostering professional development and improving instructional effectiveness. The study discusses various models of reflection, particularly Gibbs’ Reflective Cycle, to analyze how teachers can critically assess and enhance their teaching strategies. By integrating reflection into lesson planning and classroom activities, educators can develop deeper insights into their pedagogical approaches. The article also highlights the importance of reflection in pre-service teacher educati

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7

Lawson, Hilary. "The role of the practice educator in helping students develop critical reflection." Journal of Practice Teaching and Learning 15, no. 2 (2018): 38–55. http://dx.doi.org/10.1921/jpts.v15i2.1142.

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This article offers advice to practice educators about the teaching of reflective and critically reflective practice to social work students on placement. It explains what is meant by critical reflection, it offers different tools and ways of teaching critical reflection to students, and it also strives to problematise the teaching of critical reflection- the meaning of which is itself contested and evolving- and to emphasise the need to subject all teaching tools to theoretical scrutiny and awareness of socially constructed context and assumptions. A critically reflective practice educator wi

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8

Rogers, Shane L., Lon Van Winkle, Nicole Michels, et al. "Further development of the reflective practice questionnaire." PeerJ 12 (February 8, 2024): e16879. http://dx.doi.org/10.7717/peerj.16879.

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Background This article provides an update of the Reflective Practice Questionnaire (RPQ). The original RPQ consisted of 40-items with 10-sub-scales. In this article, the RPQ is streamlined into a 10-item single reflective practice construct, and a 30-item extended version that includes additional sub-scales of confidence, uncertainty/stress, and work satisfaction. Methods A total of 501 university students filled out an online questionnaire that contained the original Reflective Practice Questionnaire, and two general measures of reflection: The Self-Reflection and Insight Scale, and the Rumi

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9

Dongre, Amol, Pradeep Deshmukh, and Himanshu Pandya. "Integrating reflective practice into public health postgraduate programs to develop professional capabilities." Education for Health 38, no. 2 (2025): 176–83. https://doi.org/10.62694/efh.2025.273.

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This review article explores the integration of reflective practice into public health postgraduate training programs to enhance the professional capabilities of students. It emphasizes the significance of experiential learning in authentic settings, followed by reflection that fosters professional identity formation. This article also discusses the benefits of reflective practice, such as enhanced self-awareness, empathy, and professional identity formation. Based on the existing literature, this review proposes eight steps to effectively utilize reflective practice, including faculty trainin

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10

Chen, Yi, and Runchu Chen. "Design thinking based on reflective level in emotional design." E3S Web of Conferences 179 (2020): 02082. http://dx.doi.org/10.1051/e3sconf/202017902082.

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This article discusses the connotation and value of reflective level design. By analyzing some products of the four angles of reflective level including self-image expression, reflection of implication and understanding, narrative interpretation and metaphor, this article gives deep reflections of the reflective level product design. Finally, this article proposes a creative product design method based on emotional design, develops and enriches the current design methodology, and provides a new idea and possibility for cultural product design.

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11

Stonehouse, David. "Reflection and you." British Journal of Healthcare Assistants 14, no. 11 (2020): 572–74. http://dx.doi.org/10.12968/bjha.2020.14.11.572.

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This article explores the important activity of reflection and reflective practice. Support workers and nursing associates, as well as all healthcare professionals, have a responsibility to reflect upon their own practice, identifying not only areas of good practice but also where improvements can be made. The article starts by defining what reflection and reflective practice are. The requirement to reflect is clearly laid down within the recently amended Nursing and Midwifery Council (NMC) code for nursing associates ( NMC, 2018 ) and is implied within the Code of Conduct for Healthcare Suppo

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Hudyma, Oleksandr, Ruslan Simko, Vira Kramchenkova, Nataliia Slavina, Iryna Uninets, and Svitlana Stavytska. "Reflective Psychological Counselling as a Special Type of Social and Interpersonal Influence Designed to Offer Psychological Support." Revista Romaneasca pentru Educatie Multidimensionala 16, no. 4 (2024): 560–74. https://doi.org/10.18662/rrem/16.4/929.

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This theoretical article discusses a new approach to psychological support known as reflective psychological counselling. In this approach, the primary focus is on reflection, while the main method is progressive reflection. This counselling method allows psychologists to use various successful solutions for client challenges, integrate approaches from other fields and foster a distinctive and impactful therapeutic practice. Also, this theoretical article describes specific methods within reflective psychological counselling. The primary method, progressive reflection, provides a pathway for p

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13

Lionenko, Mariia, and Olena Huzar. "Synergy of Reflection and Critical Thinking: a Catalyst for Students’ Intellectual Growth." Journal of Vasyl Stefanyk Precarpathian National University 10, no. 3 (2023): 75–82. http://dx.doi.org/10.15330/jpnu.10.3.75-82.

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The article is dedicated to exploring the interaction between reflection and critical thinking in the context of developing students' intellectual abilities. Special attention is given to studying the impact of reflective practices on stimulating critical thinking in younger students and their ability to analyze and perceive information critically and objectively. The article analyzes the fundamental aspects of reflective activities, including its role in developing students' consciousness, self-awareness, and internal processing of acquired information. The authors investigate various m

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14

Hedberg, Patricia R. "Guiding Moral Behavior Through a Reflective Learning Practice." Journal of Management Education 41, no. 4 (2017): 514–38. http://dx.doi.org/10.1177/1052562917695199.

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Reflective learning practice embedded across the business curriculum is a powerful way to equip students with intentionally formed moral habits of the mind and heart. This article explores why and how to apply reflective learning to the teaching of business ethics. To act with integrity in complicated work organizations, students need skills and practices that recognize emotional, intuitive, and social moral influences. Actively engaging in reflections designed to deepen self-awareness primes students to turn deliberately to the purpose they want to bring to their organizational lives. Moreove

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15

Baluchzada, Sadaf. "Effectiveness of Reflective Teaching on Professional Development of English as Foreign Language (EFL) Teachers." Mextesol Journal 47, no. 3 (2023): 1–9. http://dx.doi.org/10.61871/mj.v47n3-6.

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This paper provides a systematic review of the current literature regarding the effectiveness of reflection on the professional development of English as a foreign language (EFL) teachers. To meet the needs of students in the modern educational system, instructors need to think about their professional development. Reflecting on the teaching process helps instructors to become better teachers because it allows them to recognize what is not going well in their classrooms and in which area students have problems. The purpose of this study is to review the significance of reflective practices in

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16

Zhelanova, Victoriia. "Implementation of Couching Approach in the Professional Training of Future Teacher: Aspect of Reflexogenesis." Education and Pedagogical Sciences, no. 2 (180) (2022): 47–58. http://dx.doi.org/10.12958/2227-2747-2022-2(180)-47-58.

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The article examines the essence and structure of the coaching approach, which contains conceptual (related to the interpretation of the «coaching» phenomenon, its types and principles) and technological (implies the introduction of coaching techniques in the process of forming reflective competence of future teacher) components. The essence and structure of the reflexive competence of future teacher, which is the meta-competence of an individual, which contains motivational-value (a set of motives, attitudes, value attitudes towards reflective activity); cognitive (reflective knowledge, conce

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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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18

Kuswandono, Paulus. "Reflective Practices for Teacher Education." LLT Journal: A Journal on Language and Language Teaching 15, no. 1 (2017): 149–62. http://dx.doi.org/10.24071/llt.v15i1.313.

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Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it conn

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19

Roper, Victoria. "Reflecting on Reflective Practices in Clinical Legal Education." International Journal of Clinical Legal Education 26, no. 1 (2019): 216–36. http://dx.doi.org/10.19164/ijcle.v26i1.827.

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The annual International Journal of Clinical Legal Education conference took place on 28th- 30th November at Monash University in Melbourne, Australia. The day before the conference opened, a well-attended pre-conference workshop on ‘Reflective Practices in Clinical Legal Education’ was held at Monash University’s Clayton campus. This article provides a summary of the key highlights of the day.

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20

Rakhimova, Khumora. "Challenges in pre-service teachers’ reflective practice." Зарубежная лингвистика и лингводидактика 2, no. 5 (2024): 46–49. http://dx.doi.org/10.47689/2181-3701-vol2-iss5-pp46-49.

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Reflective practice is evident in how pre-service teachers plan, design, implement, and evaluate their teaching approaches. Engaging in reflection can help pre-service teachers appreciate the value and passion for teaching, which is reflected in their professional practice. However, students often encounter challenges when writing reflections. This article explores the difficulties associated with reflective activities and suggests ways to enhance reflective practices.

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Gee, Maggie. "Reflective practice." Journal of Practice Teaching and Learning 6, no. 1 (2012): 71–90. http://dx.doi.org/10.1921/jpts.v6i1.321.

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This article examines the ideas and opinions canvassed of 40 experienced practice teachers about the concept of reflective practice. There is a focus on how they define the concept but also how they develop and assess this area with social work students. Through analysing themes from their responses a composite definition of reflective practice is suggested. Central characteristics and processes of the concept of reflective practice are identified from responses. It is suggested that this concept can be identified, developed and assessed in practice. The need for clarity of thinking about refl

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Tremmel, Robert. "Zen and the Art of Reflective Practice in Teacher Education." Harvard Educational Review 63, no. 4 (1993): 434–59. http://dx.doi.org/10.17763/haer.63.4.m42704n778561176.

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In this article, Robert Tremmel explores the possibility of enriching reflective teaching and teacher education programs by transcending the limitations imposed by technical and analytic views of reflective practice through the incorporation of non-Western notions of reflection, particularly the Zen Buddhist tradition of "mindfulness." Tremmel discusses Donald Schön's notion of reflection-in-action as an alternative and broader approach to reflection, and connects this approach to central dimensions of Zen teachings. In contrast, the author points out how some teacher education programs commit

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Isaikina, Maria A., and Svetlana A. Shilova. "DEVELOPMENT OF THE TEACHER’S PROFESSIONALISM BY MEANS OF REFLECTIVE PRACTICE." Russian Journal of Education and Psychology 15, no. 6 (2024): 74–92. https://doi.org/10.12731/2658-4034-2024-15-6-580.

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Background. The importance of continuous improvement of professional competencies caused by scientific and technical development and socio-economic changes taking place in society has increased significantly in all spheres of human activity. Among the specialists capable of personal and professional growth, critical thinking, intellectual flexibility, as well as creative decision-making, a particular place is taken to those who are capable of reflection. Respectively, the need to develop professional reflection skills comes to the forefront. The article considers reflective practice as a means

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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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Knowles, Zöe, David Gilbourne, Victoria Tomlinson, and Ailsa G. Anderson. "Reflections on the Application of Reflective Practice for Supervision in Applied Sport Psychology." Sport Psychologist 21, no. 1 (2007): 109–22. http://dx.doi.org/10.1123/tsp.21.1.109.

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In the UK, sport psychologists are presently supervised under the auspices of the British Association of Sport and Exercise Sciences (BASES). In the present article, reflective practice is evaluated as a process that can facilitate the supervisory exercise in applied sport psychology (Anderson, Knowles, & Gilbourne, 2004). The material presented was collated via a 3-year longitudinal supervisory process based on the process of staged reflection (Knowles, Gilbourne, Borrie, & Nevill, 2001). The benefits of staged reflective development in the supervision process are highlighted, while d

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Boon, Andrew. "Facilitating reflective practice via Instant Messenger Cooperative Development." Indonesian JELT: Indonesian Journal of English Language Teaching 14, no. 1 (2019): 35–54. http://dx.doi.org/10.25170/ijelt.v14i1.1417.

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Reflective practice may be considered an important part of the teaching process. By reflecting on their action, teachers can continually examine their classroom teaching and embrace possibilities for professional growth and change. This article describes how teachers can utilize Instant Messenger Cooperative Development (IMCD) (Boon, 2005, 2007, 2011, 2015); an online framework for reflecting on pedagogical practice. To illustrate IMCD in action, it examines a session in which a teacher explores ways for her learners to recycle and review language learned in previous lessons. The article then

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Garbuzenko, Larysa, and Svitlana Omelianenko. "REFLECTIVE PORTFOLIO IN PROFESIONAL TRAINIGH OF FUTURE SPECIALITS." Academic Notes Series Pedagogical Science 1, no. 192 (2021): 48–53. http://dx.doi.org/10.36550/2415-7988-2021-1-192-48-53.

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The authors make actual the possibilities of a reflexive portfolio use in future specialists’ professional training. A reflexive portfolio provides an assessment and self-assessment of achieving goals, features of the course and quality of work with various sources of information, feelings, reflections, impressions and it also reflects both a problem of a study topic and a working process on it. An algorithm for creating a reflective portfolio is considered, which consists of three stages. The preparatory stage provides modelling of the structure and content of a reflexive portfolio. The searc

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Moayeri, Mahnaz, and Ramin Rahimiy. "The Significance of Promoting Teacher Reflection: A Review Article." Latin American Journal of Content & Language Integrated Learning 12, no. 1 (2019): 128–43. http://dx.doi.org/10.5294/laclil.2019.12.1.6.

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The present review article is intended to bring the significant issue of teachers’ reflective practice into the limelight by overviewing how this concept evolved through time and what it promises for successful teaching. The concept of teacher reflection, defined as teachers’ beliefs about their teaching practice, has been subjected to a number of criticisms regarding its instrumental nature, disregard of social justice, and a vague reinforcement of the existing ideologies instead of challenging beliefs. These critiques have been discussed in this article, and possible ways to overcome the cha

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Roessger, Kevin M. "Assessment Strategies for Reflective Learning in the Workplace: A Pragmatic Approach." Adult Learning 31, no. 4 (2020): 175–84. http://dx.doi.org/10.1177/1045159520941947.

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Practitioners often struggle to assess reflective learning in the workplace because of difficulties conceptualizing reflection and its effects in the workplace. This article addresses this problem by offering a pragmatic approach to assessment that asks practitioners to specify why they are using reflection, what they are hoping to gain from it, and how it manifests in practice. This article then discusses several ways that practitioners can assess the impact of reflective learning at work while accounting for the contextual nature of adult learning and practice. Methods are described that aim

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Savchenko, Maryna. "REFLECTIVE CULTURE OF FUTURE EDUCATORS AS APREREQUISITE FOR EFFECTIVE PROFESSIONAL ACTIVITY." Scientific Journals of the International Academy of Applied Sciences in Lomza 91, no. 3 (2024): 69–77. https://doi.org/10.58246/e632zp71.

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The article deals with the problem of forming reflection in teachers and pupils of preschool educational institutions, the peculiarities of professional training of future specialists in preschool education, substantiates the concepts of "reflection", "reflective culture", highlights the peculiarities of identifying and forming the reflective component of the priority pedagogical values of future teachers. The author analyzes the current state of the problem, specifies the content and methods of forming reflection. The relevance of the article is due to the importance attached to reflection in

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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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Анотація:

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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Krapivnyk, Ganna, Natalia Tuchyna, Olha Bashkir, Volodymyr Borysov, Olena Gonchar, and Viktoriya Plakhtyeyeva. "Modelling the Process of Reflection with Pre-Service Student Teachers." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (2021): 116–33. http://dx.doi.org/10.18662/rrem/13.3/443.

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The article traces the role of reflection in teacher education and explores the issue of the necessity of creating a system of developing student teachers reflective skills in the process of their university studies. The importance of reflection in linking theoretical knowledge with teaching and learning practices is emphasized. The model of guided reflection employed at the Department of Foreign Philology at H.S. Skovoroda Kharkiv National Pedagogical University is described in detail and examined through different research methods, including qualitative and quantitative analysis of various d

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Qingyun, Li. "The Role of Reflective Teaching for Continuing Professional Development of English Teachers." English Literature and Language Review, no. 57 (July 20, 2019): 123–33. http://dx.doi.org/10.32861/ellr.57.123.133.

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Reflective teaching is a relatively important issue in the field of teachers’ continue professional development. In this study, the author reviewed previous studies that investigated reflective teaching had positive influence for teachers’ progress in the long run. There were 13 different experiments analyzed in this article. Through a series analysis, five positive impact factors of reflective teaching were extracted: (a) Reflective teaching is correlated with the coefficient of the teacher’s CPD, (b) Teachers using reflective teaching will enhance teaching energy and confidence, (c) Teaching

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Barra, Alejandra Nocetti-de-la, Cristhian Pérez-Villalobos, and Andrew Philominraj. "Obstacles to a Favorable Attitude Towards Reflective Practices in Preservice Teachers in Training." European Journal of Educational Research me-13-2024, me-13-issue-1-january-2024 (2024): 145–57. http://dx.doi.org/10.12973/eu-jer.13.1.145.

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<p style="text-align: justify;">Reflective practices have been recognized as a predictor of professional development because they favor teaching changes that improve the students’ learning. The expressions reflection, practice, and reflective professionals are very present in training programs, but with a diversity of meanings and interpretations. The concept of reflection is linked to professional development and teaching identity. The goal of training reflective teachers is shared on an international level, however, the educational conditions that favor a positive attitude toward refle

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Petsilas, Phaedra, Jennifer Leigh, Nicole Brown, and Catriona Blackburn. "Embodied reflection ‐ exploring creative routes to teaching reflective practice within dance training." Journal of Dance & Somatic Practices 11, no. 2 (2019): 177–95. http://dx.doi.org/10.1386/jdsp_00004_1.

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Abstract This article draws from a collaboration between Rambert School of Dance, University of Kent, University College London Institute of Education and an anthropological filmmaker. Together we took a creative and embodied approach to teaching reflective practice within a conservatoire to second-year dance students. In this article, we explore where this somatically inspired pedagogy sits within dance training. We discuss the nature of reflection for dance training, and in particular consider embodied reflective practice. Finally we offer effective methodologies for drawing out and capturin

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Dilnoza, Raxmonova. "REFLECTIVE METHODS FOR DEVELOPING CONFLICT RESOLUTION COMPETENCE IN PRESCHOOL EDUCATION ORGANIZATION LEADERS." Current Research Journal of Pedagogics 5, no. 12 (2024): 87–91. https://doi.org/10.37547/pedagogics-crjp-05-12-18.

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This article explores the use of reflective methods as an effective approach to developing conflict resolution competence in leaders of preschool education organizations. Conflict resolution competence is a critical skill for leaders, enabling them to manage interpersonal disputes, foster collaboration, and maintain a positive organizational environment. Reflective methods, including self-assessment, peer feedback, and guided reflection exercises, are examined for their potential to enhance self-awareness, emotional intelligence, and problem-solving skills. The article emphasizes the significa

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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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Rosales, Lucía Ubilla, Andrea Cocio Seguel, and Olusiji Lasekan. "Attitudes towards Pedagogical Reflection among a Group of Pre-Service English Teachers." Journal of Curriculum and Teaching 12, no. 4 (2023): 20. http://dx.doi.org/10.5430/jct.v12n4p20.

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Reflective practice is an essential component of teacher training programs. Moreover, the experience of reflection in pedagogy students led to a deeper understanding of their teaching practices and increased confidence in their teaching skills. This article aimed to determine pre-service English teachers' attitudes towards reflective practice, focusing on their cognitive, affective, and behavioral components. The population of the study was 88 pre-service English pedagogy students, and the study used a quantitative methodology. A validated questionnaire was used to gather the data and treat it

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Knowles, Zoe, and David Gilbourne. "Aspiration, Inspiration and Illustration: Initiating Debate on Reflective Practice Writing." Sport Psychologist 24, no. 4 (2010): 504–20. http://dx.doi.org/10.1123/tsp.24.4.504.

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The present article contemplates the future of reflective practice in the domain of applied sport psychology and, in so doing, seeks to engender further critical debate and comment. More specifically, the discussion to follow revisits the topic of ‘reflective-levels’ and builds a case for ‘critical reflection’ as an aspiration for those engaged in pedagogy or applied sport psychology training regimens. Assumptions and commentators associated with critical social science (e.g., Habermas, 1974; Carr & Kemmis, 1986), action research (e.g., Carr & Kemmis, 1986; Leitch & Day, 2000), and

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Jorwekar, Gokul J. "Reflective practice as a method of learning in medical education: history and review of literature." International Journal of Research in Medical Sciences 5, no. 4 (2017): 1188. http://dx.doi.org/10.18203/2320-6012.ijrms20171223.

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Modern medical education and profession needs innovative methods to improve learning among the students. Reflective practice is one of the time-tested tool to improve students’ learning following a teaching encounter. Reflective practice is an analytical practice in which an individual adds a personal reflection about the action, incident, situation or thought. Purpose of this article is to review the literature to find out history, various models, genesis and application of reflective practice in medical education. Through the present paper, attempt has been made to focus on role of reflectiv

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Tukhtamisheva, Ainur, and Dinarr Adilova. "STUDY OF PROPERTIES OF MULTILAYER REFLECTIVE THERMAL INSULATION MATERIALS FOR IMPROVING ENERGY EFFICIENCY OF BUILDINGS." Bulletin of Kazakh Leading Academy of Architecture and Construction 95, no. 1 (2025): 222–35. https://doi.org/10.51488/1680-080x/2025.1-15.

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The article examines the characteristics of multilayer reflective thermal insulation materials, which are increasingly used in the construction of energy-efficient buildings. These materials include highly reflective layers capable of reflecting up to 97% of thermal radiation and spacer elements that prevent dust accumulation and create stable air gaps, significantly improving their thermal insulation properties. The study investigates their ability to reduce heat transfer through a combination of reflection, convection, and conduction mechanisms, as well as their role in preventing condensati

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Prokhorov, A., Albert Chernov, and Mark Yusupov. "The Interaction of Reflection, Regulatory Abilities and Mental States in the Educational Activities of Students." ARPHA Proceedings 1 (November 5, 2019): 1443–50. https://doi.org/10.3897/ap.1.e1370.

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The article is devoted to the study of reflective regulation of mental states. Students of the Kazan Federal University of various specialties at the age of 18-20 years participated in this study, in total – 93 people. Various methods of diagnosing reflection, regulatory abilities and mental states of a person were used. The state of optimal intensity is typical for students with medium reflection and high level of self-control, as well as for "low-reflective" students with average self-control indicators. At the same time, the least intense states (depression, sadness) are characteristics of

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O’Sullivan, Kevin, and Réiseal Ní Chéilleachair. "Past Practice into Future Policy." Journal of Humanitarian Affairs 1, no. 2 (2019): 51–55. http://dx.doi.org/10.7227/jha.018.

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Abstract This article describes the results of a pilot project on using historical reflection as a tool for policy-making in the humanitarian sector. It begins by establishing the rationale for integrating reflection into humanitarian practice. It then looks at the growing interest in humanitarian history among practitioners and academics over the past decade and sets out the arguments for why a more formalised discussion about humanitarianism’s past could result in a better understanding of the contemporary aid environment. The main body of the article focuses on our efforts to translate that

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

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

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Burton, Kelley. "Using A Reflective Court Report To Integrate And Assess Reflective Practice In Law." Journal of Learning Design 9, no. 2 (2016): 56. http://dx.doi.org/10.5204/jld.v9i2.217.

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<p class="JLDAbstract">In an Australian legal education context, there is minimal research on designing and implementing a court report as a summative assessment task. This journal article attempts to fill this gap by reflecting on the journey of a legal educator who pioneered a court report for a core final year course in a Bachelor of Laws program with large cohorts and improved it over 13 semesters in six years. Integrating reflective practice into the court report enhanced its level of authenticity. Notably, this journal article disseminates an example of a court report template and

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Ravshanova, Nargiza Norboyevna. "MAIN WAYS AND METHODS OF FORMING STUDENTS' REFLECTIVE SKILLS IN THE PROCESS OF PROFESSIONAL AND PEDAGOGICAL TRAINING." Maktabgacha va maktab ta'limi jurnali 3, no. 1 (2025): 9–11. https://doi.org/10.5281/zenodo.14865893.

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This article describes the main ways and methods of developing students’ reflective skills in the process of professionaland pedagogical training. Modern education sets the task for teachers to develop reflective skills that are crucialfor students’ professional and personal growth. Reflection serves as the foundation for understanding one’s professionand fostering interactions with others. This aspect is particularly important in the professional and pedagogical training offuture teachers. The article holds practical significance for education professionals, teachers, and re

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Stupak. "IMPLEMENTATION OF REFLECTIVE MODEL OF EDUCATIONAL PRACTICE IN THE MODERN FINNISH SCHOOL." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 159–72. http://dx.doi.org/10.37835/2410-2075-2020-13-12.

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The article considers the example of a country whose educational system has absorbed the ideas of philosophical concepts of critical thinking of I. Kant and M. Lipman. After all, thanks to the dynamic integration processes in the world, we pay attention to reflective models of education, which lead us to the question: What is more relevant today – memorization of information or its critical analysis? The article attempts to investigate the organization of education in Finnish schools through the prism of I. Kant's reflexive model and M. Lipman's reflexive model of educational practice. I. Kant

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Koya-Rawlinson, Christine. "Pain Management: An Adolescent Scoliosis Patient." Journal of Perioperative Practice 19, no. 7 (2009): 205–12. http://dx.doi.org/10.1177/175045890901900701.

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Recovery units can be busy environments not often conducive to reflective practice. Reflection is, however, an important aspect of high quality care. Using Gibbs model of reflection (see Figure 1), applied to the experience of caring for a 15 year old patient who had undergone surgery to correct a scoliosis deformity, this article illustrates how a deeper understanding of holistic pain management and assessment can be achieved and high standards of care maintained through careful reflective practice.

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Namonje, Elizabeth, and Hikabasa Halwiindi. "Dynamics of Reflective Practice for Public Health Teaching and Learning Process, a Theoretical and Empirical Review." International Journal of Research and Scientific Innovation XII, no. XV (2025): 295–301. https://doi.org/10.51244/ijrsi.2025.121500029p.

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This article investigated dynamics of reflective practice for public health teaching and learning process. This empirical and theoretical review specifically focused on unearthing benchmarks of reflective practice and their importance to public health teaching and learning process. Data was generation through a theoretical and empirical review on the existing literature. Delving into literature, findings have shown that reflection in action and reflection on action are the two major benchmarks of reflection that lecturers for public health can utilize to maximize optimum results as they teach

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Starovoytenko, Elena. "Realizing the Potentials of Reflection in the Construction Reflective Practices." Психология. Журнал Высшей школы экономики 21, no. 2 (2024): 340–65. http://dx.doi.org/10.17323/1813-8918-2024-2-340-365.

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In the early 1990s, the author published a book where she theoretically, phenomenologically and empirically substantiated the role of reflection in the formation of professional, creative, and ethical attitudes of a scientist. The book developed a methodology for converting the conceptual model of attitudes and their reflexive mediation into various practices of reflection oriented to the adult developing personality. This article highlights the results of the author’s new research focused on the problem of developing theoretically grounded reflective practices in the field of general personol

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