Academic literature on the topic 'Biographical reflective and reflexive practice'
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Journal articles on the topic "Biographical reflective and reflexive practice"
López Secanell, Irene. ""To Be" as a Project: an Autoethnography of the Vital Project Construction Process for a Physical Education Teacher." Qualitative Research in Education 7, no. 1 (February 27, 2018): 36. http://dx.doi.org/10.17583/qre.2018.3051.
Full textPerez Vences, Mayte, Noelia Pacheco Arenas, Alin Jannet Mercado Mojica, and Adoración Barrales Villegas. "La práctica reflexiva en los jóvenes de posgrado / Reflective Practice in Young Graduate." Revista Internacional de Aprendizaje en la Educación Superior 3, no. 1 (April 4, 2016): 61–69. http://dx.doi.org/10.37467/gka-revedusup.v3.500.
Full textCantarelli, Camila, Bruno Milani, Sérgio Guilherme Schlender, and Andreia Inês Dillenburg. "A influência de um curso de formação de professores para a constituição docente / The influence of a teacher training course..." Cadernos CIMEAC 9, no. 2 (October 22, 2019): 284. http://dx.doi.org/10.18554/cimeac.v9i2.3701.
Full textWarin, Jo, Mandy Maddock, Anthony Pell, and Linda Hargreaves. "Resolving identity dissonance through reflective and reflexive practice in teaching." Reflective Practice 7, no. 2 (May 2006): 233–45. http://dx.doi.org/10.1080/14623940600688670.
Full textUştuk, Özgehan, and İrem Çomoğlu. "Reflexive professional development in reflective practice: what lesson study can offer." International Journal for Lesson & Learning Studies 10, no. 3 (April 29, 2021): 260–73. http://dx.doi.org/10.1108/ijlls-12-2020-0092.
Full textCunliffe, Ann L. "Republication of “On Becoming a Critically Reflexive Practitioner”." Journal of Management Education 40, no. 6 (October 24, 2016): 747–68. http://dx.doi.org/10.1177/1052562916674465.
Full textMADDOX, W. TODD, and BHARATH CHANDRASEKARAN. "Tests of a dual-system model of speech category learning." Bilingualism: Language and Cognition 17, no. 4 (January 17, 2014): 709–28. http://dx.doi.org/10.1017/s1366728913000783.
Full textRobles, Jeannette Valencia. "Developing observation and reflective skills through teaching practice." International Journal of Learning and Teaching 10, no. 1 (January 31, 2018): 22. http://dx.doi.org/10.18844/ijlt.v10i1.3142.
Full textRobson, Ian. "Educating the Virtuous Leader: Exploring the Reflexive Practicum." Journal of Business Ethics Education 17 (2020): 133–48. http://dx.doi.org/10.5840/jbee2020178.
Full textStupak. "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.
Full textDissertations / Theses on the topic "Biographical reflective and reflexive practice"
Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.
Full textThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
Dyke, Martin. "Reflective learning and reflexive modernity as theory practice and research in post-compulsory education." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/2732/.
Full textGraham, Margaret. "Being available, becoming student kind : a nurse educator's reflexive narrative." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/576352.
Full textNorsworthy, Beverley Elizabeth. "Being and Becoming Reflexive in Teacher Education." The University of Waikato, 2008. http://hdl.handle.net/10289/2658.
Full textDe, Cock Geneviève. "Le journal de bord, support de la réflexion sur la pratique professionnelle pour les futurs enseignants en stage." Université catholique de Louvain, 2007. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-06252007-234323/.
Full textLawler, John A., and A. Bilson. "Towards a more reflexive research aware practice: The influence and potential of professional and team culture." 2004. http://hdl.handle.net/10454/3479.
Full textThis article reflects on the debates about Evidence Based Practice and suggests a new approach to implementing a more reflexive and research aware social work practice in professional teams. We show that there has been a substantial focus on the responsibility of individual professionals for using best evidence to guide their practice and on the organisation to provide an environment and policies suited to EBP. We argue that there is a need to balance this by an increased focus on the professional and team culture in which social work takes place. We draw on the literature on organisational change and social work research to suggest a new direction for encouraging greater reflexivity and developing a more open participative approach to the use of evidence to shape new practices in social work at the local level.
Books on the topic "Biographical reflective and reflexive practice"
Viljoen, Martina, ed. A Passage of Nostalgia: The Life and Work of Jacobus Kloppers. SunBonani Scholar, 2020. http://dx.doi.org/10.18820/9781928424734.
Full textBook chapters on the topic "Biographical reflective and reflexive practice"
Kemmis, Stephen. "A Self-Reflective Practitioner and a New Definition of Critical Participatory Action Research." In Rethinking Educational Practice Through Reflexive Inquiry, 11–29. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0805-1_2.
Full text"In praise of reflective practice." In The Reflexive Teacher Educator in TESOL, 22–33. Routledge, 2011. http://dx.doi.org/10.4324/9780203832899-7.
Full textBrowne, Brendan Ciarán. "Writing the wrongs: Keeping diaries and reflective practice." In Experiences in Researching Conflict and Violence. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447337683.003.0014.
Full textMiller, Ines K., and Maria Isabel A. Cunha. "Exploratory Practice in Continuing Professional Development." In Facilitating In-Service Teacher Training for Professional Development, 61–85. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch004.
Full textBurchill, Kerri Pilling, and David Anderson. "The Role of Student Feedback in Building Reflexive Teachers." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 76–90. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch005.
Full textPinto, José Alexandre. "Using Multimodal Narratives in Teacher Education." In Multimodal Narratives in Research and Teaching Practices, 173–90. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8570-1.ch008.
Full textKurvinen, Heidi. "Towards Digital Histories of Women’s Suffrage Movements: A Feminist Historian’s Journey to the World of Digital Humanities." In Digital Histories: Emergent Approaches within the New Digital History, 149–63. Helsinki University Press, 2020. http://dx.doi.org/10.33134/hup-5-9.
Full textBeckett, Helen. "Moving beyond discourses of agency, gain and blame: reconceptualising young people’s experiences of sexual exploitation." In Child Sexual Exploitation: Why Theory Matters, 23–42. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447351412.003.0002.
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