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Peltier, James W., Amanda Hay, and William Drago. "The Reflective Learning Continuum: Reflecting on Reflection." Journal of Marketing Education 27, no. 3 (December 2005): 250–63. http://dx.doi.org/10.1177/0273475305279657.
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Hickson, Helen. "Critical reflection: reflecting on learning to be reflective." Reflective Practice 12, no. 6 (December 2011): 829–39. http://dx.doi.org/10.1080/14623943.2011.616687.
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Flynn, Sandra E., and Fiona Levie. "Towards reflective project management." Irish Journal of Technology Enhanced Learning 6, no. 1 (December 11, 2021): 118–30. http://dx.doi.org/10.22554/ijtel.v6i1.94.
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This qualitative study set out to explore the relationship between the practice of reflection in a project management MSc. programme and reflective practice in the workplace. We propose that students who learn and practice reflection in an academic programme can transfer these skills to reflection-in-action (Schön, 1983) in their project management roles, thereby contributing to the development of reflective project managers. Reflection in the context of post-project reviews forms an essential element in project management. Research has shown that this element is often the exception or omitted altogether due to time constraints (Anbari et al., 2008; Fuller et al., 2011; Nicolaisen & Driscoll, 2016). This study proposes that students who learn and practice reflection in an academic programme can transfer these skills to the project management workplace. Guided by the principles of phenomenography, online survey data were collected from 30 students and postgraduates along with 10 faculty members. The study found that despite initial apprehension students considered the reflective learning process to be useful and three quarters felt they could apply the reflective learnings to their practice after the first module of use. Towards the end of the programme almost half indicated their intention to continue with reflective writing practice post-graduation. Instilling the practice of reflecting on an education programme has two goals. Firstly, to reflect on the learnings of the programme work, at and across modules. Secondly, to bring those learnings forward to a real-world environment, encouraging not just our own development as reflective practitioners, but also the development of reflective project teams. To support these goals, we propose a new model: the reflective learning portfolio-in-practice.
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Matsuo, Makoto. "Reflective leadership and team learning: an exploratory study." Journal of Workplace Learning 28, no. 5 (July 11, 2016): 307–21. http://dx.doi.org/10.1108/jwl-12-2015-0089.
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Purpose Although the relationship between leadership behaviors and team reflexivity has been investigated in prior research, little is known about the dimensions of reflective leadership or leadership behaviors that facilitate reflection in a group or organization. This paper aims to examine the interrelated characteristics of reflective leadership behaviors that promote team learning using survey data. Design/methodology/approach Because this research was exploratory in nature, a research model was developed based on the preliminary research. The research model was tested using a quantitative study of 507 employees in 98 teams. Findings Results of regression analyses of a group-level study revealed three types of reflective leadership – open reflection, problem-based reflection and goal-based reflection – and found that only the open reflection and goal-based reflection were positively related to team learning. Research limitations/implications As reflective leadership has not been examined in previous studies, the research model and the measurement scales were developed based on preliminary research in the present research. Practical implications Team leaders need to understand that goal-based reflection plays a central role in reflecting on their work because it may provide members with criteria to recognize whether they are on the right track. Originality/value The present research revealed three dimensions of reflective leadership that had not been adequately investigated previously.
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Shaheen, Anjuman, and Panagiotis Fotaris. "Exploring Reflective Learning in Digital Game-Based Learning: A User Research." European Conference on Games Based Learning 17, no. 1 (September 29, 2023): 574–82. http://dx.doi.org/10.34190/ecgbl.17.1.1640.
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Reflective learning has gained popularity as an effective form of education that involves students reflecting on their past experiences to enhance their skills and learning. In recent years, it has been observed that games offer experiential learning and are reflective in nature, making them the ideal medium to integrate reflective learning. With digital games being popular among people of all ages, particularly young adults and children, this study explores the advantages of explicitly incorporating reflective learning into digital game-based learning (GBL) by investigating young adults' perceptions of reflective game design (RGD).
Research suggests that digital games implicitly promote reflective learning by encouraging critical thinking, self-awareness, problem-solving skills, and motivation. Additionally, reflective learning provides immediate feedback to students, promoting self-directed learning. Allowing students to reflect on their gaming experiences can make digital games more immersive, leading to deeper learning.
The study was conducted in two phases. In the first phase, a survey was administered to 101 young adults between the ages of 18 and 24. The survey aimed to get participants' perceptions and acceptance of games exhibiting reflective features such as heads-up displays, screen maps, message prompts, and performance comparison charts. The results showed that 86.5% of participants accepted the idea of reflective game design, indicating a high level of interest in this approach to learning. In the second phase, fifteen in-depth interviews were conducted to explore further participants' perceptions and acceptance of reflection in games. The thematic analysis of the interviews revealed common trends in using reflective game practices to design a new GBL approach. Participants noted that reflective game design can foster deeper learning, promote problem-solving skills, and enhance learning motivation.
This study contributes to developing principles and guidelines for RGD that can assist researchers, educators, and game designers in creating effective educational games. By explicitly incorporating reflective learning into digital GBL, educational games can become more engaging, immersive, and effective in promoting critical thinking, STEM literacy, self-awareness, problem-solving skills, and motivation among students.
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Jacobs, Steven. "Reflective learning, reflective practice." Nursing 46, no. 5 (May 2016): 62–64. http://dx.doi.org/10.1097/01.nurse.0000482278.79660.f2.
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Balcerak, Alicja. "Reflective learning facilitators." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (September 29, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.6503.
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In social constructivist approaches to learning reflection is considered as a critical component of this process. There are many reasons why disposition to reflect cannot be considered as a natural state, especially in the work settings. Overcoming reflection barriers is important as reflective behaviour is an essential factor of organizational learning. It is also difficult, and therefore needs education and facilitation. As highly effective reflective learning facilitators are considered techniques that assume social interactions and dialogue, e.g simulation games, behavioural simulations, storytelling techniques. Specific features of these facilitators may imply difference in their effectiveness in concrete didactic or developmental contexts. The main aims of this paper are to demonstrate the importance of reflection as a crucial element of individual and organizational learning and to compare some of the most effectual techniques that can serve as facilitators of this process. The comparison is made according to the kind of experience that given technique provides, reflection triggers, and reflection forms.
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McKinney, Pamela, and Barbara A. Sen. "Reflection for learning: understanding the value of reflective writing for information literacy development." Journal of Information Literacy 6, no. 2 (November 26, 2012): 110. http://dx.doi.org/10.11645/6.2.1747.
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Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.
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Young, Kristen L. "Learning Through Reflective Writing: A Teaching Strategy." Evidence Based Library and Information Practice 5, no. 4 (December 17, 2010): 96. http://dx.doi.org/10.18438/b8pd1g.
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Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes.
Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis.
Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.”
Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%), allowed their reflections to be used for the purposes of research. Of these, 7 students identified themselves as male, and 15 were female. All students included were over 21 years of age and had previous library experience, with varying degrees of management experience in supervisory roles. Not all supervisory experience was gathered within the library domain.
Methods –A total of 116 reflective journal entries were submitted by the participating students during the eight month period from October 2008 to May 2009. In order to identify themes, qualitative analysis was applied to the reflective writing responses. Descriptive statistics were also applied to test the hypothesis, illustrate the relationships between reflective writing and outcomes, and locate identifiable outcomes.
Main Results – Practising reflection demonstrated benefits for individuals and groups both in and outside of the workplace. On the whole, individuals gained the most from reflection and saw it in the most positive light when it was practised as a daily activity. Quantitatively, when students began to master the practice of reflection, they demonstrated an increase in their ability to learn and an overall improvement of self-development and critical thinking skills, and gained a defined awareness of personal mental function. When decision making became easier, students understood they had begun to master the art of reflective practice and analytical reflective writing. Qualitatively, when the students’ reflections were assessed, ten different themes emerged:
(1) Nature of reflection
(2) Reflection seen as useful in providing support for a career and professional development
(3) Reflective writing – benefits
(4) Reflective writing – potential in future employment and workplace
(5) Encouraging others to use reflective practice
(6) Reflecting positively
(7) Reflection applicable to both individuals and groups
(8) Reflection in support of personal awareness
(9) Exploration of different methods of reflection
(10) Difficulties in focusing enough to be able to reflect deeply
Conclusion – Reflection is a skill that can be practised and developed. Initially, not all students enrolled in the class and participating in the study knew what reflective writing was or what it entailed. Students were given support to educate them in this area. Support included academic reading, lectures, reflective writing workshops and an overall opportunity to develop their skills further.
Reflective writing was demonstrated to have a very positive relationship with several key outcomes. The areas impacted include academic learning, self-development, and critical review, with key outcomes including an increased awareness of personal mental function and increased support for decision making, as well as empowerment and emancipation. The clearest benefit was represented when students wrote about their analytical reflections.
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Ball, Sarah S. "Reflective learning." Nursing Children and Young People 29, no. 6 (July 10, 2017): 13. http://dx.doi.org/10.7748/ncyp.29.6.13.s15.
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Morales, Stephen. "Reflective learning." Management in Education 25, no. 4 (October 2011): 146–48. http://dx.doi.org/10.1177/0892020611420634.
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Hedberg, Patricia R. "Guiding Moral Behavior Through a Reflective Learning Practice." Journal of Management Education 41, no. 4 (February 1, 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. Moreover, by critically and openly reflecting with others, they better understand how to manage the cultural and social complexities needed to act with moral courage. Suggestions for using reflective learning practice to support moral action are offered, and I outline examples of how to add both personal and collective ethical reflection to a management course. The challenges and implications of creating a moral reflective learning practice are discussed.
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Wahyuni, Luh Gede Eka. "The Employment of EFL English Teachers’ Reflective Teaching: Types and Tools for Assessing Oneself." Jurnal Penelitian dan Pengembangan Pendidikan 7, no. 1 (April 12, 2023): 67–78. http://dx.doi.org/10.23887/jppp.v7i1.59460.
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Reflecting on the teaching and learning process has been carried out as an important way of assessing oneself to improve teachers’ competence and professionalism. During blended learning in EFL classroom context, the results of the reflective teaching should be informative for teachers to know their teaching quality as well as to understand the students’ need and expectation in their learning. Thus, various reflective teaching strategies have been employed to enhance teachers’ reflective practice. This descriptive study is aimed to analyze the reflective teaching types and the strategies employed by the EFL English teachers in reflecting on their teaching. 17 secondary experienced English teachers were involved as the participants. Questionnaire and unstructured interview guide were administered to gather the data and the results were analyzed descriptively. The findings show that the English teachers tended to do reflection-in-action and reflection-on-action. They implemented various reflective teaching strategies such as students’ feedback, workshop or seminar, video recording, reflective journal writing, study-group, and class walk-through observation. Among those strategies, class walk-through observation done by the school supervisor was considered to be the least effective strategy. Portfolio, action-research, survey/questionnaire, and peer-observation were never conducted due to certain reasons. However, the discussion about the implementation of those reflective teaching strategies was limited in term of data collection in this study. Thus, several suggestions in relation to the limitation of the data findings are provided in this study.
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Li, Aiping, and Tianxiao Peng. "Observing “Myself” in the Video: Fostering Reflective Practice in Oral Presentation Training." Advances in Language and Literary Studies 9, no. 3 (June 30, 2018): 138. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.138.
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This paper proposes using video-supported reflection to facilitate EFL students’ reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students’ reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students’ reflective abilities and their perceived learning gains. Problems encountered by the students are identified and discussed in light of research and practice on how to support and enhance reflective learning.
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Kyung-Sun Park and Kilryoung Lee. "Levels of Reflection in Reflective EFL Learning." Journal of the Korea English Education Society 9, no. 2 (August 2010): 25–48. http://dx.doi.org/10.18649/jkees.2010.9.2.25.
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Fowler, John. "Reflection. Part 4: reflective management and learning." Dental Nursing 11, no. 6 (June 2, 2015): 354–56. http://dx.doi.org/10.12968/denn.2015.11.6.354.
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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 (September 29, 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 retry. Main game elements such as feedback in a user interface (UI), head-up displays (HUDs), maps, prompt messages, and social discourse are reflective in nature; therefore, by default, games are reflection machines and appropriate mediums for triggering and supporting reflective learning. However, despite reflective learning having the ability to improve teaching and learning experiences in a practical form, work dedicated to reflective design in GBL is still limited. Previous studies have incorporated reflective practices into a learning environment to improve the learning rate. These practices may vary over domains and yield different outcomes that are not converged yet. While current game design comprises all features that facilitate reflection "as a whole set", it misses individual reflection differences. However, getting maximum usage of the reflective nature of games with authentic learning content while maintaining the fun criteria can be challenging. Hence, a sound design methodology and guidelines are needed to assist the game designer in aiding effective learning with reflective practices. In this paper, our primary purpose is to align reflective learning practices with existing GBL approaches and then provide a framework to incorporate reflective learning practices into designing GBL. The intention is that this framework will help designers, educators, and researchers to design game-based learning experiences following reflective design practices.
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Cholifah, Anjar Nur, Abdul Asib, and Suparno Suparno. "In-Service EFL Teachers Engagement in Reflective Practice: What Tools do In-service Teachers Utilize to Reflect their Teaching?" Pedagogy : Journal of English Language Teaching 8, no. 1 (June 2, 2020): 24. http://dx.doi.org/10.32332/pedagogy.v8i1.1960.
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As long-life learners, teachers should not stop learning and evaluating their teaching-learning process. One of the ways to evaluate or reflect a teacher’s teaching is by conducting reflective practice. Reflective practice or sometimes called reflective teaching is not a new concept. In the education field, reflective teaching has been enforced as a means to develop teacher professionalism. This study aims at reviewing some reflective practice tools utilized by in-service teachers in reflecting their classroom performance as an attempt to improve their teaching. Two in-service teachers with teaching experience ranging from 3-10 years are concerned with this research. Data gained through interviews. The data collected are compiled by applying Miles, Huberman, & Saldana’s (2014) interactive model data analysis. The results of data analysis reveal the individual differences among in-service teachers’ preference in doing reflection toward their teaching. The finding of this study leads in-service teachers to know kinds of tools used in reflective practice in their teaching-learning process to improve their teaching quality and learning outcomes.
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&NA;. "Reflective Learning, Reflective Practice, and Metacognition." Journal for Nurses in Professional Development 29, no. 1 (2013): 46–48. http://dx.doi.org/10.1097/nnd.0b013e31827e2f27.
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Colomer, Jordi, Teresa Serra, Dolors Cañabate, and Remigijus Bubnys. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices." Sustainability 12, no. 9 (May 8, 2020): 3827. http://dx.doi.org/10.3390/su12093827.
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In this Special Issue, Reflective Learning in Higher Education explores on tertiary education and its practices. It looks at in-house and external individuals, and collective initiatives and activities that centre on generating and reflecting on knowledge. It also explores the transformation output of learning communities, the communities themselves and their reflective practices, and discusses how reflective learning and developing one’s professional identity through reflection are linked. The connections between the theoretical and applied research on reflective practices, knowledge generation in all areas, professional practice and identity through theoretical definition, situated and grounded practice and transformative knowledge are also considered. The nine manuscripts in this Special Issue manifest that reflective learning is likely to (i) help forge students’ professional identity and ensure sustainable competences are effectively developed, (ii) transform students’ preconceived perspectives and social preferences to foster new reasoned action plans for decision-making, (iii) promote understanding one’s personal professional strengths and limitations and develop the ability to identify resources and ways to solve existing and/or future professional challenges and (iv) modify the students’ beliefs, attitudes, and daily behaviour to develop competences that will ultimately result in promoting sustainability.
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Yamuragiye, Assumpta, and Elizabeth Anne Kinsella. "Reflective Practice in Anesthesia Clinical Teaching." Rwanda Journal of Medicine and Health Sciences 4, no. 3 (December 30, 2021): 406–11. http://dx.doi.org/10.4314/rjmhs.v4i3.10.
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BackgroundReflective practice is an essential aspect of knowledge generation for professional practice. By reflecting on action, professionals learn to improve their practices. Through processes of reflection, practitioners participate in a dialogue between theory and practice. Even though reflective practice is an important approach for learning from experience, its place remains unclear in anesthesia clinical education as well as anesthesia practice in a broad sense.AimThe aim of this paper was to examine the affordances of reflective practice in anesthesia clinical education.MethodsTwo cases, illustrating critical incidents in the anesthesia clinical teaching environment, were examined to consider how incorporating reflective practice into clinical education can advance knowledge generation in the field.FindingsThe two cases studies show how reflective practice can contribute to experiential learning, particularly through reflection on critical incidents.ConclusionReflective practice can help bridge the gap between theoretical knowledge and practice in anesthesia education and practice.Rwanda J Med Health Sci 2021;4(3):406-411
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Robben, Bernard, Bardo Herzig, Tilman-Mathies Klar, and Heidi Schelhowe. "Begreifbare Learning Environments." i-com 17, no. 3 (December 19, 2018): 211–18. http://dx.doi.org/10.1515/icom-2018-0019.
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AbstractWe propose a framework of Interaction Design for Reflective Experience (RED). “Begreifbare” (graspable, in the sense of tangible and comprehensible) learning environments embody a designed experience that combines abstraction and concreteness, perception and cognition, and thus emphasizes both the impact of tangible, embodied interactions and the importance of symbols and signs for reflective experience. Our framework is based on the categories of space and experience, model and reflection.
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Franken, Barbara, Jennifer Yates, Cynthia Russell, and Victoria Marsick. "Dominant actor and reflection within learning paths." Journal of Workplace Learning 30, no. 5 (July 9, 2018): 364–76. http://dx.doi.org/10.1108/jwl-01-2018-0022.
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Purpose This paper aims to explore the possible relationships between the dominant actor and levels of reflection within learning paths. Learning-network theory, the framework of individual learning paths (Poell and Van der Krogt, 2013), suggests that organizational actors create different learning processes through their interactions. The second theoretical perspective emphasizes the influence of interactions on the depth of the reflective process of an individual (Kemper et al., 2000). Design/methodology/approach This paper examines a thesis that dominant actors within four ideal learning paths may influence one of four anticipated levels of reflection for individuals. Two prior qualitative, interview-based data sets were reanalyzed and coded for pattern matching. Findings Reflection levels were higher than anticipated for several ideal learning paths and lower in others. Findings indicate that contextual variables impact the level of reflection, importantly the role of coaches, mentors, feedback and reflective learning programs. Research limitations/implications Data sets were reanalyzed from prior studies with relatively small numbers of participants. Further research is necessary to draw conclusions about the relationships between the two constructs. Practical implications This research shows the impact of incorporating reflective practices in workplace learning programs to increase levels of reflection. This study did not find fixed relationships, but rather discovered more fluid, dynamic relationships. Those responsible for creating learning programs might consider the potential of including reflective practices even in highly structured learning arrangements. Social implications In the complex, rapidly changing organizational environment, where employees need to adapt and change, reflective practices seem to influence desired behavioral change and learning. Originality/value This study sheds new light on the potential impact of reflective practices in workplace learning arrangements.
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Bourner, Tom. "Assessing reflective learning." Education + Training 45, no. 5 (August 2003): 267–72. http://dx.doi.org/10.1108/00400910310484321.
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Mestika Sekarwinahyu, Amalia Sapriati, and Ucu Rahayu. "Reflection Habituation on The Online Tutorial." Jurnal Pendidikan Terbuka Dan Jarak Jauh 23, no. 2 (December 22, 2022): 33–47. http://dx.doi.org/10.33830/ptjj.v23i2.4256.2022.
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This study aims to produce a reflective learning program that can be applied to the online tutorial for the final project to improve students' reflective thinking skills. Through a series of phased activities, a reflective learning program using discussion as the core of activities followed by reflection activities using the Gibbs’ reflective cycle has produced a reflective learning program in an online tutorial that is ready to be tested. The test was conducted to measure the students' reflective thinking level before and after using the program using the Kember reflective thinking level instrument. The study show that the program has the main characteristic of sharpening students' reflective thinking skills. After using the program, students' reflective thinking skills showed an increase in the highest score at the critical reflection level. The program has the advantage that students will get used to doing reflection and can practice higher-order thinking skills through discussion activities. Program limitations occurred because of the effect of program characteristics, namely, students must have high motivation, discipline, and independent learning, students must have sufficient computer and IT skill. The program has the potential to increase the ability of reflection to support a change/shift towards a higher level of reflective thinking.
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Yeoh, Khar Kheng. "Entrepreneurship students distilled their learning experience through reflective learning log." Journal of Research in Innovative Teaching & Learning 10, no. 2 (July 3, 2017): 126–42. http://dx.doi.org/10.1108/jrit-06-2017-0012.
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Purpose This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year students undertaking BPME 3073 Entrepreneurship module in University Utara Malaysia (UUM). The paper aims to discuss these issues. Design/methodology/approach The data collection techniques are researcher-directed textual data through reflective learning log, taken from 140 students from three classes. A thematic approach was utilized to present the reflections of the students and all data were recorded in a verbatim format. Findings The findings show that most students have never written a reflective log or essay in the formative assessment. As a consequence, they had difficulty in writing the reflection when being requested to do so. A total 75 (approximately 55 percent) of the reflective logs were identified as level 1 (from 1 to 5 percent) in which reflections were simply written in a descriptive manner, resulted in a balance of 61 learning logs being utilized for further analysis. The students’ reflections on their entrepreneurship’s experience systematically categorize into four different themes comprised of: the nature of entrepreneurship module, entrepreneurial characteristics, opportunity recognition, and creativity and innovation. Research limitations/implications As for the limitation of the study, it is important to not to underestimate the challenges of introducing a grade assessment that most of them are not familiar with in their university academic journey. Students need guidance, assurance and confidence writing something that require personal opinion, own thinking, sensitive and personal nature of narration. For most students as found out in this study, self-confessional writing is hard to come by (they dare not attempt it in the first place), only a handful appreciating the writing start with “I,” “me” as first person. More research in this study should be conducted across the university to gauge the response from the students to see if the result of this study is only applicable to this group of students or to this discipline of studies. The researchers would also like to recommend for future studies which take the form of a longitudinal study of similar kind to examine the problems and challenges with regards to promoting learning reflection at the undergraduate level. Practical implications Based on the result of the 61 students who had demonstrated an ability in reflective writing, it is suggested that perhaps the university should consider offering coursework that contains a component of reflective writing as part of the assessment. As such, if this is implemented, students of such ability like the one in this sample group would have been benefitted from such assessment which look at reflective ability (Greene, 2014) and which they were allowed to form a broader perspective in relation to the module undertaken. This in turns will foster the growth of reflective ability which is recognized as a learned behavior (Gustafson and Bennett, 1999). In addition, for the future exercise of this reflective learning log, the researcher opined that we should encourage our students to engage with another student (e.g. close friend) in a way that encourages talking with, questioning, or confronting, helped the reflective process by placing the learner in a safe environment in which self-revelation can take place. In addition, students were able to distance themselves from their actions, ideas and beliefs, by holding them up for scrutiny in the company of a peer with whom they are willing to take such risks (Hatton and Smith, 1995). Originality/value The results of this research have strongly suggested the need to urgently develop among the students the skills in writing reflectively as they go through the process of higher education which is useful in molding their future professional and entrepreneurial behavior as when they entered the job market which requires a critical reasoning ability.
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Roessger, Kevin M. "The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting." Adult Education Quarterly 64, no. 4 (June 25, 2014): 323–44. http://dx.doi.org/10.1177/0741713614539992.
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In work-related instrumental learning contexts, the role of reflective activities is unclear. Kolb’s experiential learning theory and Mezirow’s transformative learning theory predict skill adaptation as an outcome. This prediction was tested by manipulating reflective activities and assessing participants’ response and error rates during novel applications of an instrumentally learned skill (skill adaptation). Participants were randomly assigned to three conditions (interference, reflection, or critical reflection) according to blocking variables: gender, age, and reflective propensity. Participants then completed behavioral skills training with embedded reflective activities. Afterward, participants completed a novel application task. Analyses of variance did not reveal differences in response or error rates among conditions or an interaction between reflective activity and reflective propensity on response rate. An interaction was found between reflective activity and reflective propensity on error rate: In the critical reflection condition, nonreflective learners had higher error rates than reflective learners. Potential explanations and implications for research and practice are offered.
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Bennett, Dawn, Anne Power, Chris Thomson, Bonita Mason, and Brydie-Leigh Bartleet. "Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education." Journal of University Teaching and Learning Practice 13, no. 2 (April 1, 2016): 99–118. http://dx.doi.org/10.53761/1.13.2.7.
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Reflection is an essential part of students’ critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and pre-service teachers worked with Aboriginal people in urban and rural areas of Australia. The paper uses Ryan and Ryan’s (2010) 4Rs model of reflective thinking for reflective learning and assessment in higher education to ascertain the effectiveness of the project work toward engendering a reflective mindset. The paper discusses how students learned to engage in critical self-monitoring as they attended to their learning experiences, and it describes how they “wrote” their experiences and shaped their professional identities as they developed and refined the philosophy that related to their developing careers. Examples taken from the narratives of students, community partners and academic team members illustrate the principal finding, which is that through a process of guided reflection, students learned to reflect in three stages: a preliminary drawing out of existing attitudes and expectations; a midway focus on learning from and relating to past experiences; and a final focus on reciprocal learning, change and future practice. The three stages were apparent regardless of program duration. Thus, program phase rather than academic year level emerged as the most important consideration when designing the supports that promote and scaffold reflection.
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O'neil, Judy, and Victoria J. Marsick. "Becoming critically reflective through action reflection learning™." New Directions for Adult and Continuing Education 1994, no. 63 (1994): 17–30. http://dx.doi.org/10.1002/ace.36719946304.
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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 (December 30, 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 in health and nursing students. This literature review is conducted by searching articles associated with the reflective learning method in health and nursing students. The database used to prepare the literature review was Google Scholar, ScienceDirect, and Proquest. The search technique was use specific keywords from the research question: reflective learning OR reflective practice OR reflection AND critical thinking AND problem solving AND nursing students OR medical students OR health profession students OR undergraduate nursing students. Inclusion criteria used for data collection were full text, journal publishing from 2015 to 2020, using English and Indonesian.Result: The literature review results show that reflective learning is very effective in improving some aspects in health and nursing students, where students learn through their experiences in clinics.Conclusion: Reflective learning can be used to reference learning models for health and nursing students.
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Tosriadi, Tosriadi, Abdul Asib, and Sri Marmanto. "REFLECTING TO LEARN: THE ASPECTS OF REFLECTION AS REFLECTED BY ENGLISH TEACHERS IN THEIR REFLECTIVE PRACTICE." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 7, no. 2 (November 24, 2018): 205–13. http://dx.doi.org/10.26618/exposure.v7i2.1423.
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Reflective practice has become central issue in teacher professional development. Through reflective practice, it is expected teachers can improve their teaching quality and develop their professionalism as well. As a tool of professional development, reflective practice offers opportunities to teachers to reflect on their teaching. There are some aspects that can be included in teachers’ reflection. This qualitative case study was aimed at investigating some aspects of English teachers reflected in their reflective practice. 4 in-service English teachers were involved as respondents of the study. Data were collected through interview and documentation. Then, they were analyzed by using interactive model analysis for qualitative study. The results of data analysis were elaborated by using narration. There were four major findings emerged as the aspects of teachers’ reflection in their reflective practice; classroom management, teaching strategy, teaching and learning material, and students difficulties in learning
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Ranglund, Ole Jørgen, Hanne Marit Haave, and Tone Vold. "Academic development through course enhancements – becoming reflective practitioners." European Conference on Knowledge Management 24, no. 2 (September 5, 2023): 1099–105. http://dx.doi.org/10.34190/eckm.24.2.1767.
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Working in Communities of Practice (CoP) when developing student support in courses, may also have an impact on the academic learning. In CoP’s scholars can meet up to discuss, solve issues and develop new solutions. It is an arena for reflection on action, retrospective reflection and for meta-learning. In this paper we will present how two lecturers have co-developed knowledge through knowledge sharing, discussions and projects with students. The two lecturers have different background regarding education teaches within the same main area; organizational theory and development, and Knowledge Management. By sharing tacit and explicit knowledge when co-developing support for students learning, their own reflections support our learning process. Through reflection before action when developing the initiatives that we want to test out on students, reflecting in action when we deploy the initiatives, reflect on action when we evaluate the initiatives and reflect retrospectively together longer after deploying the initiative, we learn and develop not only as academics but also as reflective practitioners. This is also what we want for our students. Through several years we have developed the courses in the study programme of Knowledge Management at the Inland Norway University of Applied Sciences, Norway. The development has exclusively been to support students learning outcome and work relevance of the different courses. The latest initiative is about video-feedback and how this can support the students enhanced learning outcome. We are investigating what the students claim will provide them with yet another tool for learning and that will improve their academic skills. Through the process of working with this project and utilizing our knowledge of the different ways of reflection, knowledge sharing, cooperation and collaboration, we have learned from the project and our process. Hence, our meta-learning may also benefit our students as we as reflective practitioners can help our students become reflective practitioners, too.
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Chan, Yee Cheun, Chi Hsien Tan, and Jeroen Donkers. "Impact of reflective writings on learning of core competencies in medical residents." Asia Pacific Scholar 6, no. 4 (October 5, 2021): 65–79. http://dx.doi.org/10.29060/taps.2021-6-4/oa2447.
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Introduction: Reflection is a critical component of learning and improvement. It remains unclear as to how it can be effectively developed. We studied the impact of reflective writing in promoting deep reflection in the context of learning Accreditation Council for Graduate Medical Education (ACGME) competencies among residents in an Internal Medicine Residency programme. Methods: We used a convergent parallel mixed-methods design for this study in 2018. We analysed reflective writings for categories and frequencies of ACGME competencies covered and graded them for levels of reflection. We collected recently graduated residents’ perceptions of the value of reflective writings via individual semi-structured interviews. Results: We interviewed nine (out of 27) (33%) participants and analysed 35 reflective writings. 30 (86%) of the writings showed a deep level (grade A or B) of reflection. Participants reflected on all six ACGME competencies, especially ‘patient care’. Participants were reluctant to write but found benefits of increased understanding, self-awareness and ability to deal with similar future situations, facilitation of self-evaluation and emotional regulation. Supervisors’ guidance and feedback were lacking. Conclusion: We found that a reflective writing programme within an Internal Medicine Residency programme promoted deep reflection. Participants especially used self-reflection to enhance their skills in patient care. We recognised the important role of mentor guidance and feedback in enhancing reflective learning.
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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 (June 16, 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 (HRD) practitioner’s approach to reflection and present several studies looking at reflection and reflective practices. The Stakeholders This article should help HRD practitioners and others engaged in supporting workplace learning to gain clarity about how to conceptualize reflection and reflective practices and become familiar with the different ways reflection is understood by authors of upcoming articles.
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Savicki, Victor, and Michele V. Price. "Reflection in Transformative Learning: The Challenge of Measurement." Journal of Transformative Education 19, no. 4 (October 2021): 366–82. http://dx.doi.org/10.1177/15413446211045161.
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Reflection is a key component of the transformative learning process. In this study, we take steps to define components of reflection and link them to a computer-based, quantitative method of content analysis called Linguistic Inquiry and Word Count (LIWC). This method can be used to evaluate common forms of reflective writing such as journals, reflective essays, and blog posts. It has several advantages over more common qualitative approaches for measuring reflection. We test the efficacy of this quantitative measurement approach with data from 98 study abroad university students. The results indicate strong explanatory power that tracks well with theory and observation of the reflective process. Our approach follows procedures for construct validation of the measurement method. As an early step to use quantitative methods with reflection, the LIWC shows promise. However, much more research must be done to extend these initial findings both in measurement and theory development.
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Naumeri, Fatima. "Reflective Practice and Factors Affecting it: Perceptions of Pediatric Surgery Residents." Annals of King Edward Medical University 28, no. 4 (February 25, 2023): 417–22. http://dx.doi.org/10.21649/akemu.v28i4.5250.
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Background: There is scarcity of literature about factors affecting reflective practices in local context. By focusing on these factors, we can help promote engagement in reflective practices in our culture. Objective of this study was to explore the barriers to and facilitators of reflective practice by post graduate surgical residents. Methods: Using action research study design, qualitative research was conducted in the department of Pediatric Surgery, Mayo Hospital to explore different factors affecting reflective practice in postgraduate surgical residents in their daily practice. A workshop on reflective practices was conducted, followed by weekly morbidity/mortality meetings and case-based discussions deliberating using Gibbs' reflective cycle. After a year, focus group discussion using a heterogenous group of nine residents was conducted to explore the factors affecting reflective practice. It was transcribed and analyzed thematically. Results: Reflective practice was perceived to improve critical appraisal, deeper learning, self-monitoring, and patients' outcomes. There was resistance towards reflective writing. Themes related to factors affecting reflective practice were organization, time allocation, communication, workplace environment, interpersonal relations, guided reflection, and feedback. Involvement of multiple disciplines in 'reflection before action' was identified for future implementation. Conclusion: Provision of guided reflection and constructive feedback were the main facilitators of reflective practice. Generally, improving organization, workplace environment, interpersonal relations, and accommodating individual learning styles can enhance reflective practice in our context, and help developing habit of lifelong learning.
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Essa, Hatem. "Reflective Diaries as a Tool for Promoting Learning and Teaching in Higher Education." World Journal of English Language 14, no. 6 (July 10, 2024): 217. http://dx.doi.org/10.5430/wjel.v14n6p217.
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The concept of reflection has become increasingly prevalent in higher education over recent decades, particularly in the domains of teaching and learning. Being a reflective learner means that students can critically evaluate their learning, determine areas of their learning that need further development and make themselves more independent learners. This paper discusses a case study where reflective diaries were used to facilitate and assess both learning and teaching methods. As an assessment method, reflective diaries can assess students’ comprehension of the course content and can also promote critical self-reflection and enhance self-awareness (Biggs, 1999; O’Rourke, 1998). The data were collected through individual interviews and reflective diaries written by undergraduate students at the University of Dhofar. Data analysis indicates that the use of reflective diaries proved beneficial for enhancing both teaching and learning experiences. This is because the process of writing the diaries requires students to reflect on the learning activities that have taken place in class, analyze their own learning and express it in a personal way. Reflective diaries can also enable teachers to evaluate their teaching methods and generate feedback for improving their classroom practices.
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Adamis, D., and G. McCarthy. "“Reflective Learning” In Psychiatric Education: Does It Have Any Merit?" European Psychiatry 33, S1 (March 2016): S433. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1568.
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IntroductionNowadays “reflection” and “reflective practice” is nearly in every curriculum for psychiatric training. Trainees are asked to keep reflection diaries, journals, and participate in “reflection workshops”.AimsTo prove that reflection on or in action does not lead to learning.MethodsUsing epistemological notation.Results/proofsBecause sciences including psychiatry are approximate, evolving and inexact, the classical definition of propositional knowledge becomes: A knows that p if:– (a’) A believes that p is an approximate true;– (b’) p is approximate truth;– (c’) A has reason to claim that p is a better approximation than its rivals on available evidence.Condition (c’) implies that A is not possible at the same time to have two mutually contradictive approximate truths.In reflective learning we need to add two more conditions:– (d’) A knows the outcome of p;– (e’) A is satisfied in believing that p.In cases of reflection in-action, the (e’) remains even the outcome is not favourable. Similarly, in reflection on-action the condition (e’) remains unchanged since this happened in the past. This leads to controversy. Is p better or worse approximation of truth than its’ rival p’? However, p has passed rigorous and different scientific tests and has proved scientifically superior to its rival p’. Therefore subject A cannot change his knowledge despite the unfavourable outcome, but A can tests further the p. Within the former reflecting learning does not occur, within the latter “critical thinking” occurred.ConclusionsReflection does not lead to learning but critical thinking does.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Sudirman, Anselmus, Adria Vitalya Gemilang, Thadius Marhendra Adi Kristanto, Rr Hasti Robiasih, Isti’anatul Hikmah, Andhi Dwi Nugroho, J. C. Setyo Karjono, et al. "Reinforcing Reflective Practice through Reflective Writing in Higher Education: A Systematic Review." International Journal of Learning, Teaching and Educational Research 23, no. 5 (May 30, 2024): 454–74. http://dx.doi.org/10.26803/ijlter.23.5.24.
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Reflective practice provides positive reinforcements for students in higher education to develop reflective writing skills, allowing them to enhance academic performance, self-reflection, decision-making and problem-solving strategies. This systematic review aims to describe essential aspects of reinforcing reflective practice through reflective writing and the contributions of reflective practice to the praxis of the students’ reflective writing skills in higher education. Using 20 of 745 peer-reviewed articles published from 2018 to 2024 in Scopus and Web of Science-indexed journals, this research applied the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines to underpin the data search and identification criteria, data selection and data analysis procedures. The findings show that reflective practice embedded in reflective writing can enhance students' academic performance, particularly reflective writing skills, self-reflection and appreciation of diverse cultures, shared beliefs and values and other practices across disciplines. Such vital aspects contribute to the praxis of effortful reflective writing skills developed to implement the processes of writing essays reflectively while concentrating on collaboration, critical thinking skills, deep learning and feedback. This reflective practice assists students in reinforcing their enthusiasm to keep writing reflective essays regardless of challenges and hindrances they encounter. The more time they spend on reflective writing skills, the more they will likely appreciate reflective practice that cultivates the powerful values behind writing activities.
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Gathu, C. "Facilitators and Barriers of Reflective Learning in Postgraduate Medical Education: A Narrative Review." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052210961. http://dx.doi.org/10.1177/23821205221096106.
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Background Reflection in postgraduate medical education has been found to aid in the development of professional skills, improve clinical expertise, and problem solving with the aim of advancing lifelong learning skills and self-awareness, leading to good medical practice among postgraduate residents. Despite the evidenced benefits, reflection remains underused as a tool for teaching and learning, and few trainee physicians regularly engage in the process. Factors that affect the uptake of reflective learning in residency training have not yet been adequately explored. Objective The purpose of this review is to demonstrate the factors that influence the adoption of reflective learning for postgraduate students and their centrality to good clinical practice. Methods A review of the literature was performed using defined databases and the following search terms: ‘reflection’, ‘reflective learning’, ‘postgraduate medical education’, ‘barriers’ and ‘facilitators’. The search was limited to peer-reviewed published material in English between 2011 and 2020 and included research papers, reviews, and expert opinion pieces. Results Eleven relevant articles were included, which identified three main categories as facilitators and barriers to the adoption of reflective learning in postgraduate medical education. These included structure, assessment and relational factors. The structure of reflective practice is important, but it should not be too rigid. Assessments are paramount, but they should be multidimensional to accommodate the multicomponent nature of reflections. Relational factors such as motivation, coaching, and role modeling facilitate sustainable reflective practice. Conclusions This review suggests that the same factors that facilitate reflection can be a barrier if not used within the right epistemic. Educators should consider these factors to increase the acceptance and integration of reflective learning in curriculums by both teachers and learners.
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Roland, Karen. "Experiential Learning: Learning through Reflective Practice." International Journal for Cross-Disciplinary Subjects in Education 8, no. 1 (March 30, 2017): 2982–89. http://dx.doi.org/10.20533/ijcdse.2042.6364.2017.0405.
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Bubnys, Remigijus. "Latent Structure of Reflective Learning at the Higher Educational Institution: Mixed Methods Research Results." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 98. http://dx.doi.org/10.17770/sie2015vol1.307.
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<p><em>The article presents results of the research, conducted using mixed methods research strategy: the reflective learning model as a prerequisite for curriculum development and improvement in university studies. The qualitative study was implemented using unstructured reflections, written by 65 prospective special educators studying at the university. The phenomenological hermeneutical method of data analysis enabled to disclose students’ experiences as preconditions for reflective learning, continuing studies at the university, and reveal impact on changes in personal conceptions, based on reflection of experienced situations. The quantitative study, which was attended by 389 students, aimed to disclose general trends of students’ reflective learning in theoretical and practical studies. Primary and secondary factor analyses enabled to disclose the latent structure of the investigated phenomenon – reflective learning. The constructed reflective learning model, based on prospective special educators’ example, can be described by 7 key dimensions, which can be treated as main trends, seeking improvement of the curriculum, implementing reflective learning at the higher education institution, and development of students’ reflection competency during studies.</em></p><p> </p>
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Mantle, Melissa Jane Hannah. "How different reflective learning activities introduced into a postgraduate teacher training programme in England promote reflection and increase the capacity to learn." Research in Education 105, no. 1 (May 25, 2018): 60–73. http://dx.doi.org/10.1177/0034523718775436.
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Student teachers in England are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This study is a qualitative project studying whether and how different reflective learning activities introduced into a postgraduate teacher training programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the reflection of students and the most effective learning methods. The study took place over a one-year period in one teacher training institution. The data arose from Post Graduate Certificate of Education student teacher responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy. Of the four activities used to promote reflective learning (discussion groups, action learning sets, journals and interviews), the action learning sets had the most impact on the student teachers’ ability to reflect. The implication for initial teacher training programmes is that providers need to recognise the importance of oral reflection within a communal setting.
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Cobb, Paul, Ada Boufi, Kay McClain, and Joy Whitenack. "Reflective Discourse and Collective Reflection." Journal for Research in Mathematics Education 28, no. 3 (May 1997): 258–77. http://dx.doi.org/10.5951/jresematheduc.28.3.0258.
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The analysis in this paper focuses on the relationship between classroom discourse and mathematical development. We give particular attention to reflective discourse, in which mathematical activity is objectified and becomes an explicit topic of conversation. We differentiate between students' development of particular mathematical concepts and their development of a general orientation to mathematical activity. Specific issues addressed include both the teacher's role and the role of symbolization in supporting reflective shifts in the discourse. We subsequently contrast our analysis of reflective discourse with Vygotskian accounts of learning that also stress the importance of social interaction and semiotic mediation. We then relate the discussion to characterizations of classroom discourse derived from Lakatos' philosophical analysis.
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Reilly, Anne H. "Using Reflective Practice to Support Management Student Learning: Three Brief Assignments." Management Teaching Review 3, no. 2 (July 14, 2017): 129–47. http://dx.doi.org/10.1177/2379298117719686.
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Reflective practice supports critical thinking and assessment skills through analyzing one’s own life experiences, and the role of reflection in learning has been long recognized. However, drawbacks of many reflective practice assignments are their broad scope and lengthy written requirements. I propose that the reflection process is robust enough to support management student learning through short written tasks as well. Three examples of brief reflective assignments are presented suitable for management educators teaching undergraduate, graduate, or non-credit learners: (1) writing an organizational story, (2) a reflection about learning from adversity, and (3) a goal-oriented personal change. Learning outcomes and student responses have been positive, and the assignments have also been an insightful teaching experience for the instructor.
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Moon, Jenny. "Getting the measure of reflection: considering matters of definition and depth." Journal of Radiotherapy in Practice 6, no. 4 (December 2007): 191–200. http://dx.doi.org/10.1017/s1460396907006188.
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AbstractReflection, reflective learning, reflective writing and reflective practice are used increasingly in higher education and professional development–but we do not work to one definition and there are considerable differences in the views of educationists on issues of definition. Such discrepancies can exist between the staff working with the same student group. The situation can lead to difficulties in indicating to students how to reflect, and what reflective writing ‘should look like’. Once students do manage to represent their reflection broadly in the required manner (usually writing), there is frequently observed to be a further problem because their reflection is superficial and descriptive. A consequence is that their learning from the reflective process is restricted.This paper addresses the issue of definition of reflection initially through clarifying the different words used around the notion of reflection (e.g., reflection, reflective learning, reflective writing) and providing some suggested definitions. It then addresses the matters both of how we should help students to start with reflection, and with the problem of the superficiality of much of their work. The ‘depth’ of reflection is a concept that has not been much discussed in the literature of reflection and yet it seems to be closely related to the quality of reflective work. The paper discusses the concept of depth and then introduces a style of exercise in which a scenario is reproduced at progressively deeper levels of reflection. The exercise is related to a generic framework for reflective writing. The rationale and justification for the exercise and the framework are discussed and suggestions are made for its manner of use. The exercise and the generic framework for reflective writing are in Appendices 1 and 2.The use of reflection to enhance formal learning has become increasingly common in the past 7 years. From the principle beginnings of its use in the professional development of nurses and teachers, its use has spread through other professions. Now, in the form of personal development planning (PDP), there is an expectation that all students in higher education will be deliberately engaging in reflection in the next 2 years.1 In addition, there are examples of the use of reflective learning journals and other reflective techniques in most, if not all, disciplines.2Reflection is not, however, a clearly defined and enacted concept. People hold different views of its nature, which only become revealed at stages such as assessment. For example, what is it that differentiates reflective writing from simple description? There are difficulties not only with the definition itself but also in conveying to learners what it is that we require them to do in reflection and in encouraging reflection that is deeper than description. In this paper, we consider some issues of definition and then focus on the means of encouraging learners to produce a reflective output of good-enough quality for the task at hand. The latter is presented as an exercise for staff and learners (Appendix 1) with a framework that underpins it (Appendix 2).
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Kuswandono, Paulus. "Reflective Practices for Teacher Education." LLT Journal: A Journal on Language and Language Teaching 15, no. 1 (January 10, 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 connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection.DOI: https://doi.org/10.24071/llt.2012.150102
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Yaacob, Aizan, Ratnawati Mohd Asraf, Raja Maznah Raja Hussain, and Siti Noor Ismail. "Empowering Learners’ Reflective Thinking through Collaborative Reflective Learning." International Journal of Instruction 14, no. 1 (January 1, 2021): 709–26. http://dx.doi.org/10.29333/iji.2021.14143a.
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Griggs, Vivienne, Richard Holden, Aileen Lawless, and Jan Rae. "From reflective learning to reflective practice: assessing transfer." Studies in Higher Education 43, no. 7 (October 14, 2016): 1172–83. http://dx.doi.org/10.1080/03075079.2016.1232382.
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Clouder, Deanne Lynn. "Reflective Teaching and Learning." Physiotherapy 88, no. 2 (February 2002): 121. http://dx.doi.org/10.1016/s0031-9406(05)60948-0.
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