Journal articles: 'Reflection-in-action'

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Hart, Susan. "Action‐in‐Reflection." Educational Action Research 3, no. 2 (January 1995): 211–32. http://dx.doi.org/10.1080/0965079950030207.

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Webb, Louisa A., and Tami Scoular. "Reflection on reflection on reflection: collaboration in action research." Educational Action Research 19, no. 4 (December 2011): 469–87. http://dx.doi.org/10.1080/09650792.2011.625690.

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Moghaddam, Rokhsareh Ghorbani, Mohammad Davoudi, Seyyed Mohammad Reza Adel, and Seyyed Mohammad Reza Amirian. "Reflective Teaching Through Journal Writing: a Study on EFL Teachers’ Reflection-for-Action, Reflection-in-Action, and Reflection-on-Action." English Teaching & Learning 44, no. 3 (December 17, 2019): 277–96. http://dx.doi.org/10.1007/s42321-019-00041-2.

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Shand, Jessica C. "“Existential Fridays”-reflection in action." Pediatric Blood & Cancer 65, no. 6 (February 22, 2018): e27004. http://dx.doi.org/10.1002/pbc.27004.

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Wegener, Frithjof Eberhard, Milene Guerreiro Gonçalves, and Zoë Dankfort. "Reflection-in-Action When Designing Organizational Processes: Prototyping Workshops for Collective Reflection-in-Action." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 1255–64. http://dx.doi.org/10.1017/dsi.2019.131.

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AbstractIn this paper on designing organizational processes, we combine insight on reflection-in-action with the role of reflection and experimenting from the organizational routine dynamics literature. Illustrated through a case at a strategy consultancy, we show how a prototyped workshop can elicit reflection-in- action when designing organizational processes. The artifacts used in the prototyped workshop made previous implicit assumptions about the work more explicit. This led to on the spot reflection-in-action of how to improve the prototype. This shows how collective reflection-action can be created by creating a space for reflection, that simultaneously allows for experimentation. Future research between design science and organizational science would thus be fruitful when studying the role of collective reflection- in-action when prototyping organizational processes.

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Lavoué, Élise, Gaëlle Molinari, Yannick Prié, and Safè Khezami. "Reflection-in-action markers for reflection-on-action in Computer-Supported Collaborative Learning settings." Computers & Education 88 (October 2015): 129–42. http://dx.doi.org/10.1016/j.compedu.2015.05.001.

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Anand, Sonia, and Geeta Sharma. "Teacher as a Reflective Practitioner: Understanding the Reflection in Action and Reflection on Action." Shikshan Anveshika 4, no. 2 (2014): 73. http://dx.doi.org/10.5958/2348-7534.2014.01292.6.

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Stasi, Gianluca. "Physical sculptures as mental space for reflection: reflection-in-action." Journal of Mathematics and the Arts 14, no. 1-2 (April 2, 2020): 147–50. http://dx.doi.org/10.1080/17513472.2020.1734765.

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Simmons, Marlon, Mairi McDermott, Sarah Elaine Eaton, Barbara Brown, and Michele Jacobsen. "Reflection as pedagogy in action research." Educational Action Research 29, no. 2 (February 15, 2021): 245–58. http://dx.doi.org/10.1080/09650792.2021.1886960.

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Schrier, Leslie L., Gareth Harvard, and Phil Hodkinson. "Action and Reflection in Teacher Education." Modern Language Journal 80, no. 3 (1996): 400. http://dx.doi.org/10.2307/329449.

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Meyer, Susan. "Cultivating Reflection-in-Action in Trainer Development." Adult Learning 3, no. 4 (January 1992): 16–31. http://dx.doi.org/10.1177/104515959200300407.

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Todd, Liz, and Jo Rose. "Researching in COVID times: reflection and action." International Journal of Research & Method in Education 45, no. 1 (January 1, 2022): 1–2. http://dx.doi.org/10.1080/1743727x.2022.2043620.

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Convery, Andy. "A Teacher's Response to ‘Reflection‐in‐action’." Cambridge Journal of Education 28, no. 2 (June 1998): 197–205. http://dx.doi.org/10.1080/0305764980280205.

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Winterburn, Kathryn, Kath Aspinwall, Sue Smith, and Christine Abbott. "Art, reflection and transformation in action learning." Action Learning: Research and Practice 13, no. 3 (September 2016): 235–36. http://dx.doi.org/10.1080/14767333.2016.1220165.

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Vazir, Nilofar. "Reflection in action: constructing narratives of experience." Reflective Practice 7, no. 4 (November 2006): 445–54. http://dx.doi.org/10.1080/14623940600987015.

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Ong, Keith. "Reflection for action in the medical field." Reflective Practice 12, no. 1 (February 2011): 145–49. http://dx.doi.org/10.1080/14623943.2011.541102.

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Börjesson, Ulrika, Elisabet Cedersund, and Staffan Bengtsson. "Reflection in action: implications for care work." Reflective Practice 16, no. 2 (March 4, 2015): 285–95. http://dx.doi.org/10.1080/14623943.2015.1023275.

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Bubnys, Remigijus, and Ramunė Kiežaitė. "THE SOCIAL EDUCATOR’S ABILITIES OF REFLECTION ON PROFESSIONAL EXPERIENCE IN DIFFERENT STAGES OF ACTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 260. http://dx.doi.org/10.17770/sie2016vol3.1448.

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The article presents tendencies of manifestation of skills forming social educators’ abilities of reflection on professional experience and trends of their adaptability in different stages of action: reflection for action, reflection in action and reflection on action. Empirical data were collected employing a written survey method (using a structured closed type questionnaire). The data are analysed on the basis of the results of questionnaires filled in by 218 social educators. Descriptive statistics and multidimensional statistical methods (factor analysis) were applied. Research results disclose social educators’ opinion about application of skills forming reflective abilities in professional activities in different stages of action (reflection for action, reflection in action and reflection on action), when the main element of the analysis is cognitive-evaluative aspect of reflection, evaluating possibilities and conditions of applying abilities in practical activities.

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Zhu, Xihe. "Student teachers’ reflection during practicum: plenty on action, few in action." Reflective Practice 12, no. 6 (December 2011): 763–75. http://dx.doi.org/10.1080/14623943.2011.601097.

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Piazzoli, Erika C. "Reflection-in-action in cross-language qualitative research." Qualitative Research Journal 15, no. 1 (February 2, 2015): 74–85. http://dx.doi.org/10.1108/qrj-10-2013-0059.

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Purpose – The purpose of this paper is to reflect on reflective practice as a qualitative methodology, and reflection-in-action as a modus operandi to engage with the artistry of cross-language qualitative research. Design/methodology/approach – The author draws on the doctoral research, a cross-language multiple case study aimed at investigating the author’s evolving understanding, as a reflective practitioner, of drama-based pedagogy for teaching Italian as a second language. Findings – A reflective analysis of the author’s tacit decision making during drama improvisation unveiled a clash between covert beliefs and overt attitudes in the author’s practice. In this paper, the author examine this process and highlight the value of translingual writing (writing in two languages) as a method of enquiry that allowed me to become aware of this clash. Research limitations/implications – A limitation of this research is that the nature of this clash of beliefs is confined to the idiosyncrasy of one practitioner. However, the methodological implications are relevant to cross-language qualitative researchers fluent in two (or more) languages. Frequently, translingual researchers focus all writing efforts in one language only, because of the absence of methodological guidelines bridging cross-language research, reflective practice and translingual studies. Practical implications – Strategies to investigate awareness of tacit beliefs in educational practice may help other second language/drama reflective practitioners to better understand their knowing in-action. Originality/value – This paper represents a first step in disseminating knowledge about translingual writing as method, and is of value to all those translingual researchers who are interested in reflective methodologies.

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Beck, Clive, and Clare Kosnik. "Reflection-in-Action: In Defence of Thoughtful Teaching." Curriculum Inquiry 31, no. 2 (January 2001): 217–27. http://dx.doi.org/10.1111/0362-6784.00193.

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Tracy, Marianne. "Reflection with executives." Development and Learning in Organizations: An International Journal 30, no. 2 (March 7, 2016): 3–6. http://dx.doi.org/10.1108/dlo-11-2015-0094.

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Purpose The purpose for this study is to publish the author’s dissertation research. Design/methodology/approach The qualitative study used stimulated recall (Gass and Mackey, 2000) of critical incidents (Flanagan, 1954) in a structured reflection interview (Johns, 1994) to study executives’ “reflection-in-action and on action” business practices. All of the participants (60 people from 10 organizations, aged from 38 to 68) were experienced executives. Each brought an average of over 15 years of leadership and industry experience to their understanding of and experience with these phenomena. The results were analyzed using Miles and Huberman (1994) qualitative data analysis methods. Findings Three research questions guided this study: How do executives describe, understand and utilize reflection-in-action in their work practices? The study participants were interviewed soon after an experience, meeting with subordinates and a discussion of two critical incidents representing their reflection-in-action to isolate and illuminate the instant and better understand this often subconscious process of reflection-in-action; How do executives describe, understand and use reflection-on-action in their working life? Here the study participants were asked to describe a recent change initiated by reflection-on-action to better understand that process and how it moves from reflection-on-action to action-on-reflection: the initiation of the new action or change; How do executives learn and develop their reflective practices? The participants were asked to describe how they learned, developed and sustained their reflective practices to better understand the nature and development of reflective practice on all levels: in-action, on-action and cyclically. The results of my research included four areas of analysis: reflection as emotional interaction, reflection as development, reflection as a system and reflection as a frame of knowing. Originality/value In this doctoral work, the author attempted to show that reflection contributes to improved performance. What the author also learned was that there is a positive relationship between reflection and building supervisor/employee relations, especially within teams. The author also learned that as you reflect, there are a lot of emotions involved. This is largely, in the author’s opinion, where there is a results focus and during performance conversations. The importance of this is that people grow and change when this happens. There is a definitive link. This was the author’s hypothesis and was proved.

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M. Burt,, Kathryn. "Reflection and Action — Promoting Harmony in Caring Environments." International Journal of Human Caring 9, no. 4 (June 2005): 64. http://dx.doi.org/10.20467/1091-5710.9.4.64.

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Lee, Nancy-Jane. "Using group reflection in an action research study." Nurse Researcher 16, no. 2 (January 2009): 30–42. http://dx.doi.org/10.7748/nr2009.01.16.2.30.c6760.

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Dinham, Adam, and Martha Shaw. "Measurement as reflection in faith-based social action." Community Development Journal 47, no. 1 (January 19, 2011): 126–41. http://dx.doi.org/10.1093/cdj/bsq062.

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Yanow, Dvora, and Haridimos Tsoukas. "What is Reflection-In-Action? A Phenomenological Account." Journal of Management Studies 46, no. 8 (December 2009): 1339–64. http://dx.doi.org/10.1111/j.1467-6486.2009.00859.x.

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Clarke, Margaret. "Action and reflection: practice and theory in nursing." Journal of Advanced Nursing 11, no. 1 (January 1986): 3–11. http://dx.doi.org/10.1111/j.1365-2648.1986.tb01214.x.

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Ait Saadi, Ismail, Heidi Ellise Collins, and D. P. Dash. "Researcher development in Malaysia: a reflection-on-action." Studies in Graduate and Postdoctoral Education 9, no. 2 (November 12, 2018): 259–73. http://dx.doi.org/10.1108/sgpe-d-18-00013.

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Cirkovic-Miladinovic, Ivana, and Maja Dimitrijevic. "Reflection in Action: Strategies for Teacher Self-evaluation." Technium Social Sciences Journal 11 (August 27, 2020): 46–58. http://dx.doi.org/10.47577/tssj.v11i1.1501.

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Given classroom complexity und uncertainty, teachers face with lots of challenges during their teaching repertoire. They face with specific problems they should respond to and manage so the world of the classroom demands that teachers have practical knowledge that enables them to negotiate the practical problems they face. The fact that reflection in action is a personal, spontaneous, tacit process it means that it limits teachers’ opportunity to seek or receive feedback from others or from the reflective episode itself. Moreover, reflections in action focus on events and situations that arise spontaneously und unplanned (Cochran-Smith & Lytle, 1990). In a real sense, reflection in action is reactive, not proactive. This kind of evaluation has one problematic characteristic: the teacher is both evaluator and evaluatee (Airasian & Gullickson, 1994). Having in mind mentioned challenges for the teacher in the classroom, it would be useful for a teacher to be familiar with some strategies for teacher self-evaluation. The paper presents a study of an online survey to examine teachers’: a) self-efficacy to work with multilingual students in the Serbian YLs classroom, b) received training in the area of teaching young learners, c) beliefs about knowledge, skills and resources needed to work with YLs, d) interest in receiving additional training. The research takes into consideration the specific aspects of students’ L1, i.e. the Serbian language. Findings suggest that while a majority of the teachers has not received specific training on working with YLs, most of the teachers feel somewhat confident about their ability to work with such student populations.

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Singh, Penny. "Reflection-in-and-on-Action in Participatory Action Research: Toward Assessment for Learning." Systemic Practice and Action Research 21, no. 3 (February 13, 2008): 241–51. http://dx.doi.org/10.1007/s11213-008-9094-8.

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Sellberg, Charlott, Oskar Lindwall, and Hans Rystedt. "The demonstration of reflection-in-action in maritime training." Reflective Practice 22, no. 3 (February 1, 2021): 319–30. http://dx.doi.org/10.1080/14623943.2021.1879771.

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Amble, Nina. "Reflection in action with care workers in emotion work." Action Research 10, no. 3 (April 23, 2012): 260–75. http://dx.doi.org/10.1177/1476750312443572.

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Stockhausen, Lynette. "Métier Artistry: Revealing reflection-in-action in everyday practice." Nurse Education Today 26, no. 1 (January 2006): 54–62. http://dx.doi.org/10.1016/j.nedt.2005.07.005.

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이신영 and KIM HEUI BAIK. "The Differences of Reflective Levels between Reflection-In-Action and Reflection-On-Action and Relevance to PCK Components in Biology Class." BIOLOGY EDUCATION 37, no. 3 (September 2009): 335–51. http://dx.doi.org/10.15717/bioedu.2009.37.3.335.

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Fowler, John. "Reflection and mental health nursing. Part two: reflection in everyday practice." British Journal of Mental Health Nursing 8, no. 3 (August 2, 2019): 122–23. http://dx.doi.org/10.12968/bjmh.2019.8.3.122.

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In the second part of this new series on reflection in mental health nursing, John Fowler examines two different perspectives of reflection that are used in everyday clinical practice. He explores how most nurses are aware of their use of reflection following a nursing action or an incident, but are less aware of their ability to use reflection during action. Further articles in the series will be available online and will examine the application of reflection to everyday clinical practice including making time, reflective techniques and reflective learning.

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Gramling,, Kathryn. "In The Name Of My Child: Reflection And Action." International Journal of Human Caring 9, no. 2 (March 2005): 101. http://dx.doi.org/10.20467/1091-5710.9.2.101.

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Flanagan,, Jane, Lowell,, and Brookline,. "Illuminating Nursing Practice Through Reflection In And On Action." International Journal of Human Caring 9, no. 2 (March 2005): 44. http://dx.doi.org/10.20467/1091-5710.9.2.44.

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Beaverford, Kelley. "Reflection: Experience, Provocative Thought, and Action in Architectural Education." International Journal of Design Education 10, no. 4 (2016): 25–34. http://dx.doi.org/10.18848/2325-128x/cgp/v10i04/25-34.

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Kwon, EunSook. "Reflection on Participatory Action Research in Industrial Design Studio." International Journal of Design Education 13, no. 1 (2018): 21–36. http://dx.doi.org/10.18848/2325-128x/cgp/v13i01/21-36.

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Luttenberg, Johan, Paulien Meijer, and Helma Oolbekkink-Marchand. "Understanding the complexity of teacher reflection in action research." Educational Action Research 25, no. 1 (February 12, 2016): 88–102. http://dx.doi.org/10.1080/09650792.2015.1136230.

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Castle, Joyce B., and Anthony Giblin. "Reflection‐for‐Action: A Collaborative Venture in Preservice Education." Teaching Education 4, no. 2 (January 1992): 21–34. http://dx.doi.org/10.1080/1047621920040204.

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Hubscher-Davidson, Séverine. "A Reflection on Action Research Processes in Translator Training." Interpreter and Translator Trainer 2, no. 1 (March 2008): 75–92. http://dx.doi.org/10.1080/1750399x.2008.10798767.

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Grey, Antonia, and Karen Fitzgibbon. "Reflection-in-Action and Business Undergraduates: What learning curve?" Reflective Practice 4, no. 1 (February 2003): 11–18. http://dx.doi.org/10.1080/1462394032000053530.

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Eraut, Michael. "Schon Shock: a case for refraining reflection‐in‐action?" Teachers and Teaching 1, no. 1 (March 1995): 9–22. http://dx.doi.org/10.1080/1354060950010102.

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Hayes, Catherine, and John A. Fulton. "Introducing dialogic feedback to HCA education: reflection in action." British Journal of Healthcare Assistants 11, no. 6 (June 2, 2017): 296–99. http://dx.doi.org/10.12968/bjha.2017.11.6.296.

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Comer, Moya. "Rethinking reflection-in-action: What did Schön really mean?" Nurse Education Today 36 (January 2016): 4–6. http://dx.doi.org/10.1016/j.nedt.2015.08.021.

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47

Mintz, Joseph. "Bion and Schön: Psychoanalytic Perspectives on Reflection in Action." British Journal of Educational Studies 64, no. 3 (January 22, 2016): 277–93. http://dx.doi.org/10.1080/00071005.2015.1136404.

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Zhou, Jun, and Katrina Yan Liu. "Development of action research in China: review and reflection." Asia Pacific Education Review 12, no. 2 (December 1, 2010): 271–77. http://dx.doi.org/10.1007/s12564-010-9137-6.

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Mackinnon, Allan M. "Detecting reflection-in-action among preservice elementary science teachers." Teaching and Teacher Education 3, no. 2 (January 1987): 135–45. http://dx.doi.org/10.1016/0742-051x(87)90014-x.

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Gilbert, Wade D., and Pierre Trudel. "Learning to Coach through Experience: Reflection in Model Youth Sport Coaches." Journal of Teaching in Physical Education 21, no. 1 (October 2001): 16–34. http://dx.doi.org/10.1123/jtpe.21.1.16.

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The present study examined how model youth sport coaches learn to coach through experience. Yin’s multiple-case study approach was used with six youth team sport coaches. Data were collected over an entire sport season through a series of semi-structured interviews, observations, and documents. All six case study coaches developed and refined coaching strategies through a process of reflection. Six components characterized reflection: coaching issues, role frame, issue setting, strategy generation, experimentation, and evaluation. A reflective conversation comprising the latter four components, triggered by coaching issues and bound by the coach’s role frame, was central to reflection. The selection of options at each stage in a reflective conversation was influenced by access to peers, a coach’s stage of learning, issue characteristics, and the environment. Furthermore, three types of reflection were evident: reflection-in-action, reflection-on-action, and retrospective reflection-on-action.

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Journal articles on the topic 'Reflection-in-action'

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