Journal articles on the topic 'Reflective ONU'
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Lopez, Eduardo Tommy, J. A. Lazaro, C. Arellano, V. Polo, and J. Prat. "Optimization of Rayleigh-Limited WDM-PONs With Reflective ONU by MUX Positioning and Optimal ONU Gain." IEEE Photonics Technology Letters 22, no. 2 (January 2010): 97–99. http://dx.doi.org/10.1109/lpt.2009.2035326.
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Choudhury, P. K. "Adaptive OFDM for chirped reflective ONU based high speed passive optical networks." Journal of Optics 43, no. 3 (July 10, 2014): 239–46. http://dx.doi.org/10.1007/s12596-014-0200-2.
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Lazaro, Jose A., Carlos Bock, Victor Polo, Reynaldo I. Martinez, and Josep Prat. "Remotely amplified combined ring-tree dense access network architecture using reflective RSOA-based ONU." Journal of Optical Networking 6, no. 6 (2007): 801. http://dx.doi.org/10.1364/jon.6.000801.
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Yang, Jiang Nan, Li Qun Huang, and Xue Li Tang. "Simulation Research on 40Gbit/s Hybrid WDM/TDM PON System." Applied Mechanics and Materials 602-605 (August 2014): 3035–38. http://dx.doi.org/10.4028/www.scientific.net/amm.602-605.3035.
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Recently, wavelength division mulplexing (WDM) technology has been extensively studied, and various WDM-PON architectures have been proposed for next-generation passive optical network (PON). In this paper, we combine the TDM with WDM architecture to achieve high-speed, long-distance transmission. To reduce the cost of ONU, we achive the colorless ONU by placing a Reflective Semiconductor Optical Amplifier (RSOA) in the uplink transmission. We build the whole architecture to simulate the Hybrid WDM/TDM PON System in Optisystem and the experimental results prove that the architecture is feasible and reasonable.
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Straullu, Stefano, Paolo Savio, Giuseppe Franco, Roberto Gaudino, Valter Ferrero, Stephane Bernabe, Maryse Fournier, et al. "Demonstration of a Partially Integrated Silicon Photonics ONU in a Self-Coherent Reflective FDMA PON." Journal of Lightwave Technology 35, no. 7 (April 1, 2017): 1307–12. http://dx.doi.org/10.1109/jlt.2016.2647279.
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Santamaría-Cárdaba, Noelia, and Angel Carrasco-Campos. "Los diarios de aula: una herramienta critico-reflexiva para aprender cuestiones de género." Revista Fuentes 3, no. 23 (2021): 269–305. http://dx.doi.org/10.12795/revistafuentes.2021.11389.
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Este artículo analiza una experiencia didáctica en la que se emplean como herramienta didáctico-reflexiva los diarios de aula sobre una cuestión tan relevante en la actualidad como es el quinto Objetivo del Desarrollo Sostenible incluido en la Agenda 2030 promovida por la ONU: el género. Específicamente, este estudio trabaja la desigualdad de género para despertar conciencias crítico-reflexivas en el alumnado. La formación de una ciudadanía global concienciada con las desigualdades y que actúe a favor de la justicia social es imprescindible en la sociedad actual; al igual, que formar, desde los centros educativos, estudiantes que posean una adecuada alfabetización mediática que les haga valorar de forma crítica las noticias provenientes de los medios de comunicación. La investigación empleó un enfoque cualitativo mediante el análisis de los discursos del alumnado y de la maestra generados en los diarios de aula. Los resultados desvelan no solo que la experiencia didáctica resulta exitosa, sino que el empleo del diario en el aula resulta eficaz para formar una ciudadanía global que piense críticamente y comprenda la importancia de actuar contra las desigualdades. En conclusión, emplear como recurso didáctico el diario y las noticias publicadas en medios de comunicación son unas herramientas útiles y eficaces que los docentes pueden aplicar en el aula de forma exitosa, pues de este modo se promueve tanto la formación de ciudadanos globales críticos como la alfabetización mediática
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Simatupang, Joni Welman, and Puspa Devi Pukhrambam. "THEORETICAL ANALYSIS OF SINGLE-FIBER TRANSMISSION OVER WDM-PON SYSTEMS." Teknologi Indonesia 40, no. 2 (April 10, 2018): 87. http://dx.doi.org/10.14203/jti.v40i2.420.
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In this paper, a rigorous theoretical analysis on optical beat interferometric (OBI) noises caused by the Rayleigh backscattering (RB) and Fresnel reflection (FR) effects on the performance of a single-fiber single-wavelength WDM-PON (wavelength division multiplexing-passive optical network) transmission system has been presented. Two categories of PON are evaluated: a conventional and a long-reach WDM-PON system. The conventional WDM-PON took place in an access network for a typical transmission distance of 20 km without any optical amplification at the remote node (RN). In this case, the gain of the optimal reflective optical network unit (ONU) will depend on the relative RB power and also the FRs magnitudes and locations along the optical fiber channel/transmission link. However, in the cases of the long-reach WDM-PON deployed at a transmission distance of 100 km or further, the optical amplifiers are indispensable to enhance the optical power budget and to prevent the effect of fiber nonlinearities that may occur at high power injection levels. Although the presence of an optical amplifier (OA) in a long-reach WDM-PON will actually give some additional gain to the whole system, as a result it also produces the worse RB and FR effects to the system itself. A crosstalk to signal (C/S) ratio is used as a key performance indicator of whether the transmission system is in good working order or not. Therefore, this study may provide insight and relevant information in terms of transmission optimization for WDM-PON systems and developments in the future. To educate on the current technologies and developments surrounding conventional and long-reach WDM-PON, a brief overview is provided in the background part of the introduction.
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Kimberley, Anna. "Reflexivity as a Vital Skill for Future Researchers and Professionals." Electronic Journal of Business Research Methods 19, no. 1 (March 24, 2021): 14–26. http://dx.doi.org/10.34190/ejbrm.19.1.2124.
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The emergence of a reflective paradigm in higher education in the last two decades, has been emphasised as a necessary skill both for future business professionals and researchers. The development of these skills should therefore be included in business school curricula. The ability to critically reflect has been identified as a crucial part of employability. This calls for developing pedagogical approaches that will stimulate students’ critical thinking skills, encourage self-review as well as convey practice realities. This paper presents an application of such pedagogical methods applied in a set of course activities aimed specifically at developing reflexivity and self-efficacy of undergraduate business students, within the context of a university of applied sciences. It also demonstrates that the pedagogical solutions applied not only resulted in the desired learning outcomes, but also produced additional benefits to the students. A pedagogical approach was created and incorporated into one semester International Business Communication course taught to undergraduate international business students. It aimed at developing critical thinking skills, and reflexivity. It was incorporated in three activities: (1) introducing the students to the concept of reflexivity (reflecting on reflection), (2) writing reflectively about own cultural identity (reflection in action), (3) story writing and storytelling (reflecting on action). The methodological approach used was qualitative interpretation, and the method applied was narrative analysis of the data generated by reflective narratives created by the students. The findings showed that reflexivity was identified as a new concept, both necessary and helpful in self-development. Reflecting on one’s own cultural identity created different types of awareness, which contributed to developing deeper knowledge about one’s own cultural identity. Reflecting on story writing and storytelling showed the following learning benefits: discovering creative potential, as well as developing confidence in dealing with new, unexpected, and challenging situations. Moreover, the following additional learning benefits were identified: enhanced openness towards the immediate environment, improved understanding of otherness, and the applicability of the above skills for business professionals and researchers.
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Fowler, John. "Reflection and mental health nursing. Part one: is reflection important?" British Journal of Mental Health Nursing 8, no. 2 (May 2, 2019): 68–69. http://dx.doi.org/10.12968/bjmh.2019.0004.
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In this new series, John Fowler, a noted nursing author, will explore the use of reflection in mental health nursing. Over the next eight issues, John will be examining some of the techniques that mental health nurses can use to aid their own reflection and how reflection can be applied to clinical practice and management. The series will cover portfolios, reflective learning, reflective evidence, the use of feedback and reflection in all aspects of life.
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Musio, Alessio. "Differentemente. Per un’etica dell’accomodamento ragionevole / Differently. For a reasonable accommodation ethics." Medicina e Morale 67, no. 6 (January 25, 2019): 641–52. http://dx.doi.org/10.4081/mem.2018.560.
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Nel testo della Convenzione Onu sui Diritti delle persone con disabilità (2007) l’espressione “accomodamento ragionevole” è decisiva. Se lo scopo è quello di promuovere «il pieno e uguale godimento di tutti i diritti umani e di tutte le libertà fondamentali da parte delle persone con disabilità» (così l’art. 1), la categoria di “accomodamento ragionevole” emerge sin da subito come il mezzo riflessivo di tale finalità. Scopo del presente saggio è riflettere sul significato etico dell’accomodamento ragionevole, alla luce di una riflessione sul rapporto tra uguaglianza e differenza umane. L’uguaglianza come equità, infatti, non ha nulla a che vedere con l’egualitarismo. L’ideale morale dell’uguaglianza richiede, al contrario, un’etica che sappia valutare il tema delle differenze, andando oltre il tema della sola diversità di genere (maschile/femminile), per pensare direttamente i temi della disabilità. Ne deriva la possibilità di rispondere a quell’indifferenza che nell’epoca delle tecno-scienze tende a diventare, da semplice fatto, una vera e propria cultura antitetica alle logiche della giustizia sociale e dell’amore. ---------- “Reasonable accommodation” is a fundamental term for The United Nations Convention on the Rights of Persons with Disabilities (2007). If the aim is to promote “the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities” (Article 1), the category of “reasonable accommodation” emerges immediately as the reflective means of this purpose. The aim of the present article is to reflect on the ethical meaning of reasonable accommodation, in the light of a reflection around the relationship between equality and human difference. In fact, equality as fairness, has nothing to do with egalitarianism. The moral ideal of equality requires, on the contrary, an ethic able to evaluate the topic of differences, going beyond the theme of gender diversity (male/female), in order to think directly about the issues of disability. The result is the possibility of responding to the indifference that in the age of techno-sciences tends to become, from a simple fact, a true antithetical culture to the logic of social justice and love.
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Song, Junyi, Baoshan Li, Ling Zeng, Zonghuang Ye, Wenjian Wu, and Biru Hu. "A Mini-Review on Reflectins, from Biochemical Properties to Bio-Inspired Applications." International Journal of Molecular Sciences 23, no. 24 (December 10, 2022): 15679. http://dx.doi.org/10.3390/ijms232415679.
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Some cephalopods (squids, octopuses, and cuttlefishes) produce dynamic structural colors, for camouflage or communication. The key to this remarkable capability is one group of specialized cells called iridocytes, which contain aligned membrane-enclosed platelets of high-reflective reflectins and work as intracellular Bragg reflectors. These reflectins have unusual amino acid compositions and sequential properties, which endows them with functional characteristics: an extremely high reflective index among natural proteins and the ability to answer various environmental stimuli. Based on their unique material composition and responsive self-organization properties, the material community has developed an impressive array of reflectin- or iridocyte-inspired optical systems with distinct tunable reflectance according to a series of internal and external factors. More recently, scientists have made creative attempts to engineer mammalian cells to explore the function potentials of reflectin proteins as well as their working mechanism in the cellular environment. Progress in wide scientific areas (biophysics, genomics, gene editing, etc.) brings in new opportunities to better understand reflectins and new approaches to fully utilize them. The work introduced the composition features, biochemical properties, the latest developments, future considerations of reflectins, and their inspiration applications to give newcomers a comprehensive understanding and mutually exchanged knowledge from different communities (e.g., biology and material).
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Riyanti, Dwi. "Students’ reflections in teaching practicum: A case study of EFL pre-service teachers." Journal on English as a Foreign Language 10, no. 2 (September 9, 2020): 268–89. http://dx.doi.org/10.23971/jefl.v10i2.2041.
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The importance of reflection in enhancing teachers’ professional development has been widely acknowledged. Yet, little is known about how EFL pre-service teachers do reflection and how they perceive reflective practice as one of the tools to improve their professional development. The current study attempts to address this gap by investigating how EFL pre-service teachers reflect on their teaching performances and perceive their reflective practices. Employing a qualitative case study, the study involved six teacher candidates who were taking microteaching. The data were gathered from an open-ended questionnaire made by the author, journal writing, participants' analysis on the videos of their teaching performances, and an interview with each participant. To triangulate the data, classroom observations and document analysis were also conducted. The obtained data were analyzed thematically based on emerging themes. The findings show that the participants did reflections in different stages of their teaching performances, reflecting on the surface level. In terms of how they view a reflection, the research participants perceive a reflection as a good practice because it gives them opportunities to look back and scrutinize what they did during their teaching practicum.
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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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Fowler, John. "Reflection and mental health nursing. Part 6: the importance of reflective evidence." British Journal of Mental Health Nursing 9, no. 4 (November 2, 2020): 1–3. http://dx.doi.org/10.12968/bjmh.2020.0038.
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One of the most important ways that a mental health nurse develops their clinical expertise is by reflecting on their professional experiences. Previous articles in this series have examined some of the key elements of reflection and how these can be developed and incorporated into routine clinical practice for ongoing development. This formative approach to reflective practice helps build clinical expertise as a nurse moves from novice student to expert practitioner. While post-registration degrees and courses can help a nurse gain new ideas and knowledge, it is the learning gained from self-reflection on lived clinical and professional experiences, termed ‘experiential learning’ that will enable a nurse to move along the novice to expert continuum.
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Zuo, Chengliang, and Xun Li. "Polarization-Discriminated RSOA–EAM for Colorless Transmitter in WDM–PON." Applied Sciences 10, no. 24 (December 18, 2020): 9049. http://dx.doi.org/10.3390/app10249049.
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The integrated reflective semiconductor optical amplifier (RSOA) and electro-absorption modulator (EAM) is viewed as an appealing solution to the colorless transmitter on the optical network unit (ONU) side of wavelength-division multiplexed (WDM) passive optical networks (PONs), for its broad modulation bandwidth and high optical gain. However, the conventional RSOA–EAM usually exhibits a poor upstream signal eye-diagram because it can hardly simultaneously saturate the downstream signal and boost the upstream signal as required. By exploiting the polarization-depended RSOA gain, we propose a polarization-discriminated RSOA–EAM to improve the quality of the upstream signal eye-diagram. In this device, the transverse electric polarized downstream signal is saturated by the high gain in the RSOA active region made of compressively strained multiple quantum wells, whereas the upstream signal is linearly amplified after polarization rotation. We find that, as the quality of the upstream signal eye-diagram improves with an increased polarization rotation angle, its power drops, which indicates that there exists an optimized rotation angle to reach a compromise between the upstream signal integrity and power. Simulation results show that the dynamic extinction ratio and output power of the upstream signal can reach 8.3 dB and 11 dBm, respectively, through the proposed device with its rotation angle set at an optimum value (80°), which exceeds the specification (6 dB and 4 dBm) of the upstream transmitter as required by the next-generation PON stage two. The quality of the upstream signal eye-diagram measured in Q-factor is improved by 10 dB compared to the conventional RSOA–EAM design without polarization rotation introduced.
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Ramanuj, Parashar P. "Bearing the cost of the American dream: reflecting on street homelessness in America." BJPsych International 16, no. 1 (April 18, 2018): 11–13. http://dx.doi.org/10.1192/bji.2017.32.
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This paper is a British psychiatrist's personal reflection of the treatment of homeless people in American societies. Drawing upon theories of social distance, exclusion, discrimination and internalised stigma, this reflective piece suggests that homelessness is one price that certain societies pay to invest in the notion of individualised success and self-sufficiency. In reflecting on his own dissonance, the author argues that these societal processes exert a powerful influence on us as individuals, even if we as psychiatrists might think that our understanding confers on us a certain level of understanding.
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Bion, Julian, Olivia Brookes, Celia Brown, Carolyn Tarrant, Julian Archer, Duncan Buckley, Lisa-Marie Buckley, et al. "A framework and toolkit of interventions to enhance reflective learning among health-care professionals: the PEARL mixed-methods study." Health Services and Delivery Research 8, no. 32 (August 2020): 1–82. http://dx.doi.org/10.3310/hsdr08320.
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Background Although most health care is high quality, many patients and members of staff can recall episodes of a lack of empathy, respect or effective communication from health-care staff. In extreme form, this contributes to high-profile organisational failures. Reflective learning is a universally promoted technique for stimulating insight, constructive self-appraisal and empathy; however, its efficacy tends to be assumed rather than proven. The Patient Experience And Reflective Learning (PEARL) project has used patient and staff experience to co-design a novel reflective learning framework that is based on theories of behaviour and learning. Objective To create a toolkit to help health-care staff obtain meaningful feedback to stimulate effective reflective learning that will promote optimal patient-, family- and colleague-focused behaviours. Design A 3-year developmental mixed-methods study with four interlinked workstreams and 12 facilitated co-design meetings. The Capability, Opportunity, Motivation – Behaviour framework was used to describe factors influencing the behaviour of reflection. Setting This took place at five acute medical units and three intensive care units in three urban acute hospital trusts in England. Participants Patients and relatives, medical and nursing staff, managers and researchers took part. Data sources Two anonymous surveys, one for patients and one for staff, were developed from existing UK-validated instruments, administered locally and analysed centrally. Ethnographers undertook interviews and observed clinical care and reflective learning activities in the workplace, as well as in the co-design meetings, and fed back their observations in plenary workshops. Main outcome measures Preliminary instruments were rated by participants for effectiveness and feasibility to derive a final set of tools. These are presented in an attractively designed toolbox with multiple sections, including the theoretical background of reflection, mini guides for obtaining meaningful feedback and for reflecting effectively, guides for reflecting ‘in-action’ during daily activities, and a set of resources. Results Local project teams (physicians, nurses, patients, relatives and managers) chaired by a non-executive director found the quarterly reports of feedback from the patient and staff surveys insightful and impactful. Patient satisfaction with care was higher for intensive care units than for acute medical units, which reflects contextual differences, but in both settings quality of communication was the main driver of satisfaction. Ethnographers identified many additional forms of experiential feedback. Those that generated an emotional response were particularly effective as a stimulus for reflection. These sources of data were used to supplement individual participant experiences in the nine local co-design meetings and four workshops to identify barriers to and facilitators of effective reflection, focusing on capability, opportunity and motivation. A logic model was developed combining the Capability, Opportunity, Motivation – Behaviour framework for reflection and theories of learning to link patient and staff experience to changes in downstream behaviours. Participants proposed practical tools and activities to enhance reflection ‘in-action’ and ‘on-action’. These tools were developed iteratively by the local and central project teams. Limitations Paper-based surveys were burdensome to administer and analyse. Conclusions Patients and health-care staff collaborated to produce a novel reflective learning toolkit. Future work The toolkit requires evaluating in a cluster randomised controlled trial. Funding This project was funded by the National Institute for Health Research (NIHR) Health Services and Delivery Research programme and will be published in full in Health Services and Delivery Research; Vol. 8, No. 32. See the NIHR Journals Library website for further project information.
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Ono, Aya, and Reina Ichii. "Business students’ reflection on reflective writing assessments." Journal of International Education in Business 12, no. 2 (November 4, 2019): 247–60. http://dx.doi.org/10.1108/jieb-08-2018-0036.
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Purpose This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon’s map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first semester of 2017. Design/methodology/approach With 200 enrolments, the authors taught a core business course, Asian culture in the business context, in the first semester in 2017. The value of the assessments is analysed based on two data sources: written course feedback via a course survey and a combination of semi-structured interviews and focus groups. The written course feedback was collected by the university during the semester. Approximately, one-third of the students (n = 63) participated in the survey. The other data were collected through semi-structured interviews and focus groups for nine students. Ethical approval for the collection of data was obtained from the university ethics committee. Findings The study confirms that reflective writing enables students to make meaning of their learning and transfer it to the cultural context of business practice. In addition, the assessments help the students develop logical thinking and academic writing skills. To increase the use of reflective assignments in business programmes, further research and teaching practice is required. Research limitations/implications A limitation of this research was the relatively small sample size. Even though written survey feedback (n = 63) was used to complement the number of interviewees (n = 9), the findings of the data analysis may not represent the experiences of all students in the course. However, the data are valuable to bridge a gap between the existing research and teaching practice on the use of reflective writing in other disciplines and business education. Practical implications Although the transfer of academic knowledge to business practice is a core capability of the business programmes, business students may not obtain this during their study in the programme. Several students mentioned a lack of opportunity to apply reflective writing skills to other courses in their business degree, except one core course using a reflective essay as an assessment. This implies that the majority of the students in the degree are not exposed to situations that require them to critically evaluate, consolidate and consider what has been taught in relation to future practice. Social implications Further research and practice will increase the popularity of reflective writing assessments in business programmes. As Hedberg suggests, reflective practice should be integrated into all classrooms in business education. Together with analysis and action, reflection should be a core capability for managers (Hedberg 2009). In addition, the business faculty needs to work in a reflective manner that encourages students to be familiar with the reflective practice. Originality/value This paper analyses the pedagogical aspects of reflection based on the experience of undergraduate business students undertaking reflective writing assessments.
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Jobst, B., K. Thoring, and P. Badke-Schaub. "INTRODUCING A TOOL TO SUPPORT REFLECTION THROUGH SKETCHING AND PROTOTYPING DURING THE DESIGN PROCESS." Proceedings of the Design Society: DESIGN Conference 1 (May 2020): 207–14. http://dx.doi.org/10.1017/dsd.2020.263.
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AbstractSketching and prototyping are parts of a ‘reflective conversation with materials of a design situation’ (Schön, 1992). To support this conversation, we developed a reflective tool -the Reflection Canvas- that facilitates reflection activities through sketching and prototyping on the one hand and verbalisation on the other. We introduced the reflective tool to design students. Based on observation and answers from a questionnaire data reveal that guided reflection structured the process in a helpful way. It also turned out students had difficulties to switch from visualisation to verbalisation.
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Aldahmash, Abdulwali H., Saeed M. Alshmrani, and Abdo N. Almufti. "Secondary School Science Teachers’ Views about Their Reflective Practices." Journal of Teacher Education for Sustainability 19, no. 1 (June 27, 2017): 43–53. http://dx.doi.org/10.1515/jtes-2017-0003.
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AbstractThe importance of reflection in teaching and learning lies in encouraging one to view problems from different perspectives. Reflective practice can be useful in designing teacher education and sustainable professional development. Conscious reflection is an important element for helping teachers and learners in problem-solving and decision-making processes and fostering their critical-thinking abilities. The aim of the present research was to investigate teachers’ views about the nature of their experiences with reflective practices and reflective teaching. A survey consisted of three dimensions used to collect the data. It was distributed to 458 (237 male and 221 female) science teachers working at high schools in Saudi Arabia. The results have indicated that teacher practices of almost all reflective activities included in the three dimensions “the extent of practicing reflection”, “areas of practicing reflection”, and “ways of practicing reflection” are at “high” level from their point of view. The results have also shown that there are no significant differences in the teachers’ views about their practices of reflective activities related to their gender, or experiences in the teaching profession.
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Findlay, Naomi, Shane E. Dempsey, and Helen M. Warren-Forward. "Development and validation of reflective inventories: assisting radiation therapists with reflective practice." Journal of Radiotherapy in Practice 10, no. 1 (November 12, 2010): 3–12. http://dx.doi.org/10.1017/s1460396910000142.
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AbstractObjective:Freeform reflective writing is one way that radiation therapists can document their development. Barriers to this form of writing include the fact that some radiation therapists do not know what to write or how to begin this writing process. This paper outlines the development and validation of guided inventories called the Newcastle Reflective Inventories and the validation of the Newcastle Reflective Analysis Tool as an effective tool for assessing short-form guided reflective writing.Method:The Newcastle Reflective Inventories consist of a series of questions that guides the user through the reflective writing process. Validation of the Newcastle Reflective Inventories involved comparing the evidence of reflection in 14 freeform journals to that of 14 inventories completed on the same topic. Validation of the Newcastle Reflective Analysis Tool included the assessment of 30 Newcastle Reflective Inventories.Results:There was a highly statistically significant difference (p< 0.001) in the high levels of reflection evident in the inventories when compared to the lower levels of reflection in the freeform journals. Good levels of agreement were achieved between the coders.Discussion:These results show that the Newcastle Reflective Inventories are effective tools in promoting reflective writing when compared with freeform journaling.
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Cote Parra, Gabriel. "The role of reflection during the first teaching experience of foreign languag pre-service teachers: an exploratory-case study." Colombian Applied Linguistics Journal 14, no. 2 (December 20, 2012): 24. http://dx.doi.org/10.14483/udistrital.jour.calj.2012.2.a02.
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This qualitative study engaged four foreign language student teachers in a reflective practice while completing their practicum. The classroomsof four educational institutions comprised the study sites: two public high schools, one private primary school and one public university, alllocated in a northwestern Colombian town. The researchers gathered data through student teachers’ reflective journals, one-on-one interviewsand classroom observations. Findings revealed that reflection on action and reflections in action (Schön, 1987) enabled participants to redirectteaching processes. In regards to Van Manen’s (1977) three levels of reflection, this study found that although all the student teachers reachedthe first and second level of reflection, only two participants reached the third level, critical reflection.
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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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Helyer, Ruth. "Learning through reflection: the critical role of reflection in work-based learning (WBL)." Journal of Work-Applied Management 7, no. 1 (October 6, 2015): 15–27. http://dx.doi.org/10.1108/jwam-10-2015-003.
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Purpose The purpose of this paper is to analyse the critical role reflection plays in work-based learning (WBL). Design/methodology/approach This paper presents an contextualist examination of reflection in the WBL environment. Findings People consciously reflect in order to understand events in their lives and as a consequence hopefully add and enhance meaning. Research limitations/implications Reflection is associated therefore with “looking back” and examining the past in order to learn from what happened and perhaps not repeat mistakes. However, it is also increasingly associated with reflecting on action (Schon, 1983) and encourages an exploring of thoughts and feelings; looking for insights; and maximizing on self-awareness which all tie the process closely to identity formation (Lacan, 1977). Practical implications If used effectively and purposefully reflection facilitates ongoing personal and professional learning, and creates and develops practitioners capable of demonstrating their progression towards learning outcomes and required standards. Reflection can also provide a structure in which to make sense of learning, so that concepts and theories become embedded in practice, and constant thought and innovation are simultaneously fostered. Social implications By actively considering the thoughts and actions one becomes aware of the power of reflective thinking as a tool for continuous improvement, and one that has implications beyond the personal. Originality/value This paper represents the first study which examines the role reflection plays in WBL.
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deBettencourt, Laurie U., and Sarah A. Nagro. "Tracking Special Education Teacher Candidates’ Reflective Practices Over Time." Remedial and Special Education 40, no. 5 (May 13, 2018): 277–88. http://dx.doi.org/10.1177/0741932518762573.
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Clinical teacher preparation programs often incorporate reflective practices to promote critical thinking and professional growth. The purpose of this study was to determine whether special education teacher candidates’ reflective abilities changed from repeated exposure to reflective practice as they completed two field experiences. We sought to analyze patterns in candidates’ reflective practices by investigating both types of and topics for reflection. Six initial certification candidates completed two clinical experiences and wrote 30 reflection journal entries. Entries were sampled and reviewed to determine both a reflective ability score and reflective practice patterns over time. Results from a one-way repeated measures analysis of variance indicated no change in special education candidates’ reflective ability over time. Candidates’ reflections were descriptive and focused mostly on themselves. Results suggest professional growth in reflective ability does not occur through maturation. Teacher educators need to consider supplementing reflective practices with learning supports to see substantive growth.
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Knowles, Zoe, and David Gilbourne. "Aspiration, Inspiration and Illustration: Initiating Debate on Reflective Practice Writing." Sport Psychologist 24, no. 4 (December 2010): 504–20. http://dx.doi.org/10.1123/tsp.24.4.504.
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The present article contemplates the future of reflective practice in the domain of applied sport psychology and, in so doing, seeks to engender further critical debate and comment. More specifically, the discussion to follow revisits the topic of ‘reflective-levels’ and builds a case for ‘critical reflection’ as an aspiration for those engaged in pedagogy or applied sport psychology training regimens. Assumptions and commentators associated with critical social science (e.g., Habermas, 1974; Carr & Kemmis, 1986), action research (e.g., Carr & Kemmis, 1986; Leitch & Day, 2000), and critical reflection (e.g., Morgan, 2007) suggest a number of foundation points from which critical reflection might be better understood. Finally, writing about ones-self via the processes of critical reflection and through reflective practice more generally are briefly considered in cautionary terms (Bleakley, 2000; du Preez, 2008). Auto-ethnography in sport (Gilbourne, 2002; Stone, 2009) is finally proposed as one potential source of illustration and inspiration for reflective practitioners in terms of both content and style.
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Denha, Nataliia, Olha Lilik, Tatiana Boyko, and Vitaliy Yudenok. "Psychological and Pedagogical Conditions and Means of Development of Professional Reflection of Teachers in the System of Methodical Work." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 1 (March 29, 2021): 67–87. http://dx.doi.org/10.18662/brain/12.1/171.
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The article considers general psychological and methodical patterns of mathematics teachers’ professional reflection in the system of methodical work. It proves the hypothesis that one can model and implement specific psychological and pedagogical conditions, thus promoting the development of professional reflection. Besides, the article shows that the specified pedagogical conditions for the successful development of professional reflection of teachers of mathematical disciplines in the system of methodical work are: ensuring awareness of the teacher of mathematical disciplines of the content, structure and means of development of professional reflection; formation of an objective self-assessment of the personality and own professional activity of teachers of mathematical disciplines; introduction of individual and group means of development of professional reflection in the system of methodical work of pedagogical college; creation of a reflective environment in the system of methodical work of a pedagogical institution. Psychological and pedagogical means for the development of professional reflection of teachers of mathematical disciplines in the system of methodological work of a pedagogical college are: means of individual reflection (repetition technique, counselling, individual reflection games, solving reflective problems, keeping a reflection diary); collective means of developing professional reflection of the teacher (reflective debates, reflex interviews, reflective classes, consultation, tutorial, group reflection games, development of programs for monitoring their (or colleagues) actions in professionally significant situations with subsequent analysis of the received materials, training on the development of professional pedagogical reflection); introduction of a special training course "Development of professional reflection of teachers of mathematical disciplines in the system of methodical work of the pedagogical college".
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Warman, Sheena M. "Experiences of recent graduates: reframing reflection as purposeful, social activity." Veterinary Record 186, no. 11 (December 11, 2019): 347. http://dx.doi.org/10.1136/vr.105573.
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BackgroundDuring the Royal College of Veterinary Surgeons’ (RCVS) Professional Development Phase, graduates are required to reflect on their progress. Reflection is often conceptualised as a solitary activity, which may contrast with day-to-day reflective activities in the workplace. This study drew on cultural-historical activity theory to understand how recently graduated veterinary surgeons engage in reflective activity.MethodsData comprised RCVS documentation and semistructured interviews with 15 recent graduates from one veterinary school. Thematic analysis was used to describe a collective system of reflective activity and to identify contradictions in the system with the potential to limit outcomes of reflective activity.ResultsTwo overarching themes of contradictions were identified: ‘social reflection’ and ‘formalising the informal’. Graduates need opportunities for talking and/or writing to progress worries into purposeful reflection, underpinned by a shared understanding of reflective activity with colleagues, and by working practices which prioritise and normalise reflective interaction.ConclusionThese findings identify potential avenues to better support veterinary graduates as they negotiate the transition to working life, and suggest that reconsideration of the formal expectations of new veterinary graduates and their employers is timely.
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Sanchez Adorno, Sandra. "Guiding and Evaluating Reflection: A Music Teacher’s Guide." Music Educators Journal 107, no. 3 (March 2021): 54–62. http://dx.doi.org/10.1177/0027432121998480.
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The more critically one reflects on their teaching, the more conscious they becomes of the whys and hows associated with an experience. However, reflection and critical analysis are no easy feats. The structure provided by reflective frameworks can offer music educators guidance in understanding reflection, evaluating reflective thinking, and measuring growth in conjunction with or in the absence of a mentor.
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Mahon, Paul, and Mary O'Neill. "Through the looking glass: the rabbit hole of reflective practice." British Journal of Nursing 29, no. 13 (July 9, 2020): 777–83. http://dx.doi.org/10.12968/bjon.2020.29.13.777.
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Reflective practice is a common feature of nurse education. Indeed, the development of nursing practice is associated with being a ‘reflective practitioner’. However, how we see ourselves or interpret past events is often influenced by our own unconscious biases. While it is reasonable to hold favourable views of one's ability, biased or lack of self-insight might mean that one is actually unskilled and unaware of it. In the ambiguous clinical context where an act or omission can have potentially devastating consequences, the implications of this are significant. The questions of whether and how reflection addresses unconscious biases are relatively unexplored in the nursing literature. Given that accurate self-assessment is integral to reflective practice, this article attempts to explore the potential impact of unconscious bias on reflection. The authors conclude that while biases may limit our ability to learn from reflection, this is not a reason to dispense with reflective practice, but rather, is even more reason to critically engage with the process. Nurses of all levels must be encouraged to reflect on both their practice, and their reflection.
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Coulter, Maura, Fintina Kealey, Sarah Louise Langan, John McGarvey, and Serena Padden. "Seeing is believing: Primary generalist pre-service teachers’ observations of physical education lessons in Ireland and Switzerland." European Physical Education Review 26, no. 1 (April 8, 2019): 159–78. http://dx.doi.org/10.1177/1356336x19839412.
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Primary generalist pre-service teachers (PSTs) rarely have the opportunity to observe teachers teaching authentic physical education (PE) lessons let alone reflect with the teachers, their lecturer or their peers following the lesson. Observation of, and reflection on, quality lessons can have a powerful influence on shaping the PSTs’ soon-to-be-teachers professional identities and can also help them to develop reflective and critical thinking skills. A qualitative framework utilising critical incidents, described as ‘events identified by student teachers as significant in making progress toward becoming a better teacher’ guided the PSTs’ observations in this study. One primary PE initial teacher educator and four PSTs, from Ireland, participated in the study and data comprised of a planning discussion, 40 critical incident observations of 10 lessons in two European countries and two reflective discussions. Each set of observations was followed by a group discussion to provide opportunities for reflection-on-action. Examination of the data showed that PSTs extended their understanding of professional practice in: (a) questioning and demonstrating; (b) inclusion; (c) organisation and management; and (d) feedback and were surprised that practice in both countries was more similar than different. Critical incidents were a useful method of focusing reflections for the PSTs and the opportunity to engage in the process of observing, and reflecting on, quality lessons impacted the PSTs’ perceptions towards becoming better teachers.
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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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Knowles, Zoe, Jonathan Katz, and David Gilbourne. "Reflective Practice Within Elite Consultancy: Diary Extracts and Further Discussion on a Personal and Elusive Process." Sport Psychologist 26, no. 3 (September 2012): 454–69. http://dx.doi.org/10.1123/tsp.26.3.454.
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This paper examines reflective practice by illustrating and commenting upon aspects of an elite sport psychology practitioner’s reflective processes. Extracts from a practitioner’s reflective diary, maintained during attendance at a major sporting event, focused upon issues that relate to on-going relationships and communication with fellow practitioners and athletes. Authors one and three offered subsequent comment on these accounts to facilitate movement toward critical reflection via an intrapersonal process creating considerations for the practitioners with regard to skills and personal development. These issues are discussed in relation to pragmatic topics such as “staged” and “layered” reflection encouraged by author collaboration and shared writing within the present paper. We argue these outcomes against more philosophical/opaque considerations such as the progression of critical reflection and critical social science.
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Clarke, Amber, and Darryl Bautista. "CRITICAL REFLECTION AND ARTS-BASED ACTION RESEARCH FOR THE EDUCATOR SELF." Canadian Journal of Action Research 18, no. 1 (October 4, 2017): 52–70. http://dx.doi.org/10.33524/cjar.v18i1.321.
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Research suggests many educators are challenged to incorporate self-reflection into daily routines. Most often, self-reflection is practiced as a cognitive and text-based activity. This first-person action research project explores if alternative methods used for self-reflection achieves a more reflexive practice. In phase one, arts-based approaches, specifically photography and unstructured narrative, were employed as self-reflective tools on the first author’s practice. In phase two, principles of autoethnography were used to reflect on and to share the experiences from phase one. The research concludes with recommendations for building a better reflective process and a stronger reflexive practice for adult educators.
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Lai, Yan-Ling. "Critical emancipatory reflection on establishing an equal, trusting relationship among surgery participants in clinical practice in China." Frontiers of Nursing 6, no. 1 (May 20, 2019): 47–52. http://dx.doi.org/10.2478/fon-2019-0009.
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AbstractObjectiveReflection is considered to be one of the important ways to learn from one’s experience, and one should be encouraged to apply the skill of reflection in lifelong learning. The author used the critical emancipatory reflection theory to reflect on a practice issue, which was related to the relationship between doctors and nurses, and tries to become a lifelong reflective practitioner in clinical work.MethodsSmyth’s reflective framework, which includes the steps describe, inform, confront, and reconstruct, will be used in this article to help the author to understand the process of reflection and improve the skill of reflection. Utilizing Smyth’s reflective framework to reflect on an issue in practice allows the author to break the routine way of thinking and learn from experience, as well as providing a higher quality of service for patients.ResultsThe theory of emancipatory reflection along with the critical reflection theory will be used to determine the beliefs and values that rule the author’s action and derive how these are distinct from what the author is supposed to achieve. Besides, critical emancipatory reflection theory will be used to discover the dominant power structures in clinical practice; symbolic interaction and hegemony will be utilized to discover the factors that prevent the author from achieving the desired goals; socialization theory will be applied to facilitate the author in improving the professional identity.ConclusionsUsing the critical emancipatory reflection on the issue in practice helps the author to find out the constraints in practice, bridge the espoused value and enacted value, and thereafter undertake transformative changes in practice. Eventually, the author can improve the skill of critical emancipatory reflection and become a lifelong reflective practitioner, and the quality of clinical practice can be improved as a result.
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Milewski, Steven D., and Jeanine M. Williamson. "For Your Enrichment: Developing a Reflective Practice Template for Citation Management Software Instruction." Reference & User Services Quarterly 57, no. 1 (October 9, 2017): 6. http://dx.doi.org/10.5860/rusq.57.1.6435.
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One of the essential characteristics of successful librarians is the ability to use their experiences to build their skills. Donald Schön defined this concept as “reflectve practice” in his 1983 book The Reflective Practitioner. Here, Milewski and Williamson take on the role of reflective practitioners in examining their work in teaching citation management software. Their experience offers a model for librarians in all sorts of instructional positions to engage in reflective practice.—Editor
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Nurfaidah, Sitti, Nenden Sri Lengkanawati, and Didi Sukyadi. "LEVELS OF REFLECTION IN EFL PRE-SERVICE TEACHERS’ TEACHING JOURNAL." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 80. http://dx.doi.org/10.17509/ijal.v7i1.6861.
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This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching. Data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. The findings indicated that regarding framework of level of reflection, the EFL pre-service teachers’ level of reflectivity is mostly in the range of dialogic reflection Level 3 and dialogic reflection Level 4. Within the range of dialogic reflection, the pre-service teachers revealed the ability to further describe, analyse and evaluate their instructional practices. No one, however, indicated the quality of critical reflection since it requires more experiences as invested in time and field teaching exposure.
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Galimov, E. R., T. N. Vagizov, and A. V. Belyaev. "Method for Synthesis of Retro-Reflective Coatings with Specified Optical Properties." Solid State Phenomena 284 (October 2018): 1205–9. http://dx.doi.org/10.4028/www.scientific.net/ssp.284.1205.
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One of the main trends shaping the industry today is the development of application methods for various special coatings. Among a large number of coatings, retro-reflective coatings stand out: they are used in a variety of applications throughout the industry. The processes of retro-reflective surface forming have been studied rather thoroughly. The retro-reflective performance depends mainly on structural and optical properties, as well as properties of the radiation source itself. A method was developed to synthesize retro-reflective coatings with specified optical properties using the reflectors in the form of glass microspheres. Retro-reflective performance of the coatings was studied. The paper uses different approaches to microsphere packaging in the bonding layer. It was demonstrated that the half-widths of the scattering patterns of retro-reflective coatings with different structures were quite close, and the reflection maximum of the designed coatings approached the reflection maximum of the commercial “3M” film at the same allowable viewing angles.
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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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Yeo, Michelle, and Mark Lafave. "Play in Three Acts." Journal of Effective Teaching in Higher Education 4, no. 3 (January 4, 2022): 132–46. http://dx.doi.org/10.36021/jethe.v4i3.232.
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In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to facilitate competency-based curriculum requirements. This innovation to pedagogy required a reimagined approach to teaching, learning, and assessment. We describe one aspect of a larger SoTL study on this transformation, inquiring into the development of reflective practice through reflective writing. Students were asked to regularly reflect on their experiences in the clinic or field as part of their program. In this qualitative component of the study, we were able to gain insight into how students perceived the reflective process, how that evolved over their program, what were enablers and barriers to their reflection, and what was the role of feedback in their learning. The characteristics of student perceptions in each year, which followed a learning arc which we describe sequentially as “confused, conflicted, and convinced,” is explored, along with implications for pedagogy in assisting students to develope reflective professional practice.
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Podkhodova, Natalia, Helen Fefilova, and Natalia Mikusheva. "REFLECTIVE ABILITIES OF STUDENTS: WAYS AND MEANS OF DEVELOPMENT WHILE STUDYING GEOMETRY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 493. http://dx.doi.org/10.17770/sie2020vol3.4879.
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A reflective ability as an ability to comprehend one’s experience, knowledge, evaluations is a psychological condition of thinking activity. But in researches, reflection is mainly considered as an indicator of a high level of thinking, creativity, the ability to analyze, types of reflection are not distinguished. For teaching mathematics, the development of intellectual reflection is especially important. In our study, the problem of the development of intellectual reflection is identified as an independent one. As a means of its development, we proposed geometric "many-valued" problems in which a situation of choice is organized. Three levels of development of reflective abilities in teaching geometry, in accordance with certain types of reflection are distinguished. The purpose of the study is to find out whether the level of development of students' reflection will change if "many-valued" problems are used in geometry. Is there a correlation of the manifestation of reflection on the geometric content and the content of another object? The experiment involved 375 students. The Pearson criterion was used in processing the results. The inclusion of "many-valued" problems in teaching geometry showed an increase in the level of formation of reflective skills of students and the transfer of these skills to another subject.
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Sheikhbanui, Milad. "An Investigation of Iranian EFL Teachers’ Enthusiasm to Teaching: The Case of the Level of their Reflective Practice." Language Teaching Research Quarterly 22 (November 2021): 78–90. http://dx.doi.org/10.32038/ltrq.2021.22.06.
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The current study is an endeavour to explore Iranian EFL (English as Foreign Language) teachers’ enthusiasm for teaching and their level of reflection. This study investigates the relationship between Iranian EFL teachers’ enthusiasm for teaching and their reflective practices during teaching in the classroom. The other aim of the study was to find out whether EFL teachers’ level of enthusiasm is a significant predictor of the degree of their reflective practice. The participants consisted of 170 Iranian male and female EFL teachers. The researcher used The Reflective Teaching Instrument and Teachers Enthusiasm Scale to gather the required data. The first questionnaire was used to assess the participants’ level of reflection, and the second one was used to investigate their teaching enthusiasm. The results of data analysis using the Pearson Correlation test indicate that there was a significant correlation between the Iranian EFL teachers’ reflection and their teaching enthusiasm. The findings showed that the two variables of the study had a significant effect on each other and, accordingly, marking teachers’ enthusiasm as a predictor for their reflective practice.
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Ellison, Maria. "Identifying and supporting reflection in pre-service teacher education a rubric fit for purpose." Linguarum Arena 12 (2021): 45–62. http://dx.doi.org/10.21747/1647-8770/are12a3.
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It is widely accepted that reflection and reflective practices are necessary components of teacher education programmes. However, these are not always explored or even fully understood by the very people who are expected to reflect – the student-teachers themselves. Support for these practices is therefore required so that students may understand what reflection is and helped to become reflective practitioners. This article describes the construction and use of a rubric to identify and support reflection in pre-service foreign language teacher education. It begins by reviewing key literature on reflection before moving on to a study of types of reflection and conceptual frameworks in the literature. Four types of reflection were identified and attributed labels: Type 0. Descriptive/behavioural; Type 1. Descriptive/analytical; Type 2. Dialogic/interpretative; and Type 3. Critical/transformatory. These were then used to construct the rubric which incorporated a matrix of five categories: discourse; rationale; level of inquiry; orientation to self; and views of teaching. Examples of how the rubric has been used to both capture and support reflection are provided. It is not a stand-alone tool, but one which is situated within a reflective practice model of teacher education which requires reflexive teacher educators, tools and practices which provide opportunities for reflection. It is flexible enough to allow teacher educators (and students) to identify types of reflection in spoken or written accounts, which may help when self-assessing, giving feedback, and supporting the momentum of reflection during a course or practicum.
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Cañabate, Dolors, Teresa Serra, Remigijus Bubnys, and Jordi Colomer. "Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction." Sustainability 11, no. 21 (October 27, 2019): 5970. http://dx.doi.org/10.3390/su11215970.
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This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students’ reflections were scored using two rubrics. The first elements scored from the pre-service teacher’s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing on possible actions through questions and hypotheses, and arguing for concrete learning objectives. The second rubric scored elements of the pre-service teachers’ professional identity, including self-esteem, task perception, job motivation, and expectations about future jobs. The results from the instructional cooperative approaches based on the reflections on the in-practice at a primary school disclosed the differences between them, with the non-structured approach scoring higher than the structured one. The cooperative challenges, when embedded in the reflection process, profoundly helped pre-service teachers to identify aspects of their professional identity that would ensure an effective intake of sustainable competences.
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Sen, Barbara Anne, and Pamela McKinney. "The SEA-change Model in Information Literacy: Assessing Information Literacy Development with Reflective Writing." Nordic Journal of Information Literacy in Higher Education 6, no. 1 (July 3, 2014): 23–38. http://dx.doi.org/10.15845/noril.v6i1.172.
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Reflective writing is a key professional skill, and the University of Sheffield Information School seeks to develop this skill in our students through the use of reflective assessments. Reflection has been used as a means of supporting Information Literacy development in the Higher Education context and recent pedagogical IL frameworks highlight the important role of reflection. This paper presents an analysis of Undergraduate students’ reflective writing on one module. The writing is mapped against two models of reflection to understand the nature and depth of the students’ reflection and through this understand their Information literacy development, with the overall aim of improving the teaching and learning experience for the future. Key findings are that students did reflect deeply and identified a number of ways in which they felt their IL had developed (e.g. developing a knowledge of specialist sources), ways they could have improved their information literacy practices (e.g. through storing information in a more organised fashion), and ways that we could improve our teaching (e.g. by providing appropriate scaffolding for the activities).
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Hidayat, Asep, Erliany Syaodih, Puji Budilestari, and Popon Mariam. "Pengembangan Kemampuan Menulis Best-Practice Report Guru MTs. Miftahulfalah Bandung." Jurnal Pengabdian Tri Bhakti 2, no. 1 (June 27, 2020): 60–66. http://dx.doi.org/10.36555/tribhakti.v2i1.1442.
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The problem faced by MTs Miftahulfalah teachers is the difficulty of implementing reflective actions to improve the quality of learning. The solution to the problem using assistance with the design thinking approach in (1) reflecting on the learning that has been carried out; (2) utilizing the results of reflection to improve and develop learning in the subjects being taught; and (3) conducting classroom action research to improve the quality of learning in the subjects being taught. The method used in the form of mentoring groups of two-three teachers by one lecturer, carried out using the Design Thinking Approach with three blocks of input-process- output activities. The results achieved in the form of increasing teacher knowledge and skills in (1) taking reflective action, starting from analyzing the difficulties and learning problems, finding the actions needed to overcome them, making an action plan as outlined in the lesson plan; (2) implementing class actions in accordance with the RPP made; and (3) compiling a best-practice report that contains the best experiences of teachers overcoming learning difficulties, and scientific articles as a means of sharing experiences with other teacher peers.
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Pianpeng, Teeraphon, and Prakob Koraneekij. "Development of a Model of Reflection Using Video Based on Gibbs’s Cycle in Electronic Portfolio to Enhance Level of Reflective Thinking of Teacher Students." International Journal of Social Science and Humanity 6, no. 1 (January 2016): 26–31. http://dx.doi.org/10.7763/ijssh.2016.v6.612.
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Alemayehu Dheressa, Moti. "Reflective Teaching of EFL Instructors at Shambu College of Teacher Education." Journal of Languages and Language Teaching 10, no. 3 (July 25, 2022): 356. http://dx.doi.org/10.33394/jollt.v10i3.5186.
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Being reflective is one of the most paramount capabilities that instructors need to be ready with post-method technology for their professional growth and development. The present study aimed to discover reflective teaching from extraordinary views in phrases of a) determinants that simulate instructors to reflect, b) outcomes that instructors revel in due to their reflective teaching, and c) boundaries that can get up and prevent instructors from reflective teaching. A qualitative data approach was hired to accumulate records from 10 EFL instructors triangulating semi-structured interviews, diaries, journals, and observations. Data analysis through thematic analysis is used for this to take a study. The results revealed that tinstructors not only reflect to respond to a problem, but additionally they reflect on diminishing some negative elements like strain or tension on the part of each trainees and themselves in addition to improving, enhancing, or mending something in teaching or studying. The codes of determinants have been additionally conceptualized into three large categories of reflection-in-action, reflection-on-action, and reflection-for-action, with the reflection-for-action, used more regularly by using the instructors. In the case of effects, the codes were labeled into classes of inner and outside outcomes. It was also concluded that some of the results reinforce the reflective teaching and play the role of determinants motivating instructors to reflect again. Regarding the boundaries, after categorizing the codes into external and internal boundaries, it was observed that external factors are more robust.
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Tsangaridou, Niki, and Mary O’Sullivan. "Using Pedagogical Reflective Strategies to Enhance Reflection among Preservice Physical Education Teachers." Journal of Teaching in Physical Education 14, no. 1 (October 1994): 13–33. http://dx.doi.org/10.1123/jtpe.14.1.13.
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The ability to think about why and what one does is vital to intelligent practice, practice that is reflective rather than routine (Dewey, 1904/1965; Richert,1991; Zeichner, 1987). This study describes how specific reflective pedagogical strategies influence preservice teachers to reflect on practice. Six junior physical education major were assigned to one of two groups: the Level 1 reflective group (LI-RG) or the Level 2 reflective group (LII-RG). Participants in the LI-RG completed new reflective assignments while the participants in the LII-RG completed the course’s regular reflective assignments. Data were collected through interviews, logs, and video commentaries and were analyzed using inductive analysis techniques. The reflective framework for teaching in physical education (RFTPE) was developed to describe the focus and levels of reflection by physical education teachers. The findings supported the positive influence of new pedagogical reflective strategies in promoting the reflective abilities of preservice teachers.
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Graf, Anne Jumonville, and Benjamin R. Harris. "Reflective assessment: opportunities and challenges." Reference Services Review 44, no. 1 (February 8, 2016): 38–47. http://dx.doi.org/10.1108/rsr-06-2015-0027.
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Purpose – Librarians engage in assessment for several purposes, such as to improve teaching and learning, or to report institutional value. In turn, these assessments shape our perspectives and priorities. How can we participate critically in the assessment of information literacy instruction and library programming while broadening our view and making room for questions about what we do? This paper aims to explore self-reflection as a method for building on existing assessment practices with a critical consciousness. Design/methodology/approach – In tracing the trajectory of assessment and reflective practice in library literature, the authors conducted a selective literature review and analyzed the potential impact of incorporating librarian self-reflection into assessment practices, particularly for instructional services. The authors’ experiences with strategies informed by these conversations were also described. Findings – Self-reflection has typically been used to improve teaching or as a method of assessing student learning. However, it can also be used to develop a critical awareness of what one accomplishes through the act of assessing. The authors develop and present self-reflective strategies and discuss their benefits and limitations. Practical implications – An extensive list of strategies was developed to illustrate practical examples of a reflective approach to assessment. Originality/value – Although librarians have used reflection as a type of assessment strategy, self-reflection has not been viewed as a method for evaluating other assessment techniques. Librarians interested in exploring reflective practice and thinking critically about assessment will find strategies and suggestions for doing so.