Relevant bibliographies by topics / Reflective practice

Academic literature on the topic 'Reflective practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Reflective practice"

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Leigh, Jennifer, and Richard Bailey. "Reflection, reflective practice and embodied reflective practice." Body, Movement and Dance in Psychotherapy 8, no. 3 (August 2013): 160–71. http://dx.doi.org/10.1080/17432979.2013.797498.

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GALEA, SIMONE. "Reflecting Reflective Practice." Educational Philosophy and Theory 44, no. 3 (January 2012): 245–58. http://dx.doi.org/10.1111/j.1469-5812.2010.00652.x.

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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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Bright, Barry. "Reflecting on ‘Reflective Practice’." Studies in the Education of Adults 28, no. 2 (October 1996): 162–84. http://dx.doi.org/10.1080/02660830.1996.11730638.

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Fowler, John. "Reflection. Part 3: reflective practice and reflective teaching." Dental Nursing 11, no. 5 (May 2, 2015): 294–95. http://dx.doi.org/10.12968/denn.2015.11.5.294.

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Fowler, John. "Reflection in practice. Part 4: Reflective practice." International Journal of Therapy and Rehabilitation 24, no. 2 (February 2, 2017): 89–90. http://dx.doi.org/10.12968/ijtr.2017.24.2.89.

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Gee, Maggie. "Reflective practice." Journal of Practice Teaching and Learning 6, no. 1 (December 20, 2012): 71–90. http://dx.doi.org/10.1921/jpts.v6i1.321.

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This article examines the ideas and opinions canvassed of 40 experienced practice teachers about the concept of reflective practice. There is a focus on how they define the concept but also how they develop and assess this area with social work students. Through analysing themes from their responses a composite definition of reflective practice is suggested. Central characteristics and processes of the concept of reflective practice are identified from responses. It is suggested that this concept can be identified, developed and assessed in practice. The need for clarity of thinking about reflection by practice teachers is underlined.
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Nazir, Nadia, Muhammad Ishaq, and Zafar Saleem. "REFLECTION: A REVIEW TO DEVELOP TEACHERS PROFESSIONALLY AND PERSONALLY." Pakistan Journal of Social Research 04, no. 04 (December 31, 2022): 974–82. http://dx.doi.org/10.52567/pjsr.v4i04.581.

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Reflection enables us to make difference though inner thoughts. Our actions depend upon our reflection. It enhances the skills of the practitioner about how he can improve the existing situation. Reflection provides the opportunity to come out from traditional ways and explore diverse approaches systematically. This research is qualitative in nature and based on review of books and different research studies This paper provides the critical review of various researches about reflective practice The first objective of this review is to identify that reflective practices enhance practitioners professionally and personally. The second objective of the study describe various models or theories related to reflection and third objective is to explain the role of reflective practice in personal and professional development of the teachers.. Recent researches have proved that creativity is required in professional development which is obtained through reflective practice. It brings professionalism and modernism in personal and professional life. In educational field reflective practice is utilized to improve teaching learning process. Reflective practice helps to manage the practices professionally. The studies about reflective practice recommend that reflective practice should be utilized for continuous professional development of the practitioners. It is also recommended that reflective practice should be the part of professional training of the practitioners.
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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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Russell, Tom. "Has Reflective Practice Done More Harm than Good in Teacher Education?" Phronesis 2, no. 1 (May 15, 2013): 80–88. http://dx.doi.org/10.7202/1015641ar.

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Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics. The question asked in the title captures my fear that the ways teacher educators have responded to and made use of the concepts of reflection and reflective practice may be doing more harm than good in pre-service teacher education. To begin, I consider teacher education practices before and after the arrival of the term reflective practice. I then consider elements of Schön’s (1983) work and review five articles about reflective practice in teacher education; this is not a formal literature review, but rather an effort to show how virtually every article about reflective practice seems to be driven by its author’s personal perspective. The article continues with personal interpretations and illustrations and concludes with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.
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Dissertations / Theses on the topic "Reflective practice"

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Yanuarti, Endah. "Developing Reflective Practice through Reflective Actions." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59678.

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The objective of this research was to understand Indonesian teachers’ applications of reflection in their daily practice by examining their reflective conversations, writing and videos in relation to the Teacher Competency Standards. This qualitative case study included two phases which revealed that teachers’ limited understanding of reflection was mostly on how to prepare, deliver and evaluate lessons. The study identified and developed a model of reflective practice to improve Indonesian teachers’ teaching practice.
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Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.

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Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider carefully the problems in their own teaching and think about how those problems are related to their educational or social context. They are aware of the consequences of their teaching and how their own assumptions or beliefs can influence their teaching. This main purpose of my research study was to explore the nature of mathematics teachers’ reflective practice in the context of lesson study. To achieve this aim, an in-depth exploration of five mathematics teachers’ reflection before, during and after teaching a lesson was conducted. The possible relationship between these teachers’ reflection and their classroom practice was also examined. The research also aimed to explore whether and how mathematics teachers’ reflections differ from the conceptualisations of reflection in classroom practice as found in the literature. Contextual factors that might influence the nature of mathematics teachers’ reflective practice were also investigated. My findings indicate that the mathematics teachers in my sample have a limited understanding of the concept of reflection. Furthermore, based on lesson plan analysis, there was no evidence that these teachers reflect-for-action. However, they all reflected on-action verbally and in writing, and three of the five teachers reflected-in-action while teaching. They all reflected on Level R1 (recall level of reflection) and Level R2 (rationalisation level of reflection) and three teachers reflected critically on their learners’ understanding of mathematics and their own teaching of concepts towards the end of the research project (Lee, 2005). Language and the lesson study group experience emerged as contextual factors that seemed to influence the teachers’ reflection. Although the research study’s results cannot be generalised due to the small sample, I believe that through engaging in the lesson study experience the five teachers of this study improved their reflective practice, reporting an increase in self-knowledge and finding new ways of teaching mathematics to learners.
Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Cherry, N. L., and n. cherry@netspace net au. "Developing reflective practice." RMIT University. Management, 1995. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090512.103243.

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This study explores how reflection upon oneself and one's own behaviour assists people - and, in particular, managers - to develop. Reflective techniques are examined in the context of action-learning (Revans, 1980 and Marsick, 1992) and are argued to be a powerful means of creating self-understanding, which in turn creates opportunities for self-directed personal change. Reflective techniques are also examined as a means of developing the personal craft or praxis of those who try to assist the development of managers, and as a technique for use in action research (Lewin, 1946) and the development of collective knowledge. Schon's (1987) concept of the 'reflective practitioner' provided a major theoretical foundation for this work. The study employed action research and action learning methodologies. The researcher spent six years honing her understanding and application of reflective techniques in assisting the development of managers. She also applied self-reflection to the development of her own praxis over that time. One result of the study has been the enhancement of the practical, reflection-based techniques used by the writer to facilitate the development of managers - and more importantly, offered to them to facilitate their own continuing development. Hopefully, these techniques will be of value to other practitioners in this field. A second outcome has been the review and refinement of some of the theoretical constructs used by this writer and other practitioners and theorists which help to describe and explain the phenomenon of reflection-based behavioural change. A third outcome has been the documentation of a case-study in the application of reflective techniques to the development of personal praxis, tracking the integration of conceptual understanding and technique. Chapter 1 provides an overview of the rationale, scope, methodology and outcomes of this study. Chapter 2 explores reflection as a technique for research and the development of collective knowledge, and incorporates a review of the relevant literature. Chapters 3 and 5 examine reflection as a tool for learning, drawing on the literature and tracking the development of the researcher's own understanding. Chapter 4 describes how the researcher learned to use reflective learning techniques when working with others and follows the gradual integration of her understanding with her practice. Chapter 6 summarises and reflects upon both the processes and the outcomes of the research.
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Wood, Joanne. "Methods of reflective practice." Thesis, City University London, 2007. http://openaccess.city.ac.uk/8573/.

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Background: Acknowledging that reflecting on experience is a necessary, but potentially difficult process for the neophyte professional, due to the need to disclose potentially complex issues and concerns, the reflection literatures argue that this process requires the trainee to reflect within a supportive environment. This study considerst his under-researchedc ondition of reflection within counsellor/therapist supervision. Utilising the model of reflectivity in supervision produced by Neufeldt, Kamo and Nelson (1996) and the wider reflection literature, the main aim of this study was to consider the impact of the perception of a supportive supervisory environment on the willingness to disclose issues and concerns in order to initiate the reflective process. Method/Analysis: Employing a mixed methodology, in Part 1 of the study 15 participants (consisting of counselling psychology trainees, newly qualified counselling psychologists and supervisors) were interviewed to ascertain the types of issues and concerns disclosed in supervision in order to begin the reflective process. These semi-structured interviews were transcribed and analysed using a content analysis methodology. Results of the coding exercise were subject to inter-rater reliability testing using Cohen's kappa. The themes validated in the study provided the basis for the development of the Disclosure in Supervision Questionnaire (DISQ). In Part 2 of the study, a cross-section of 123 counselling psychology trainees from seven counselling psychology programmes were asked to complete the Revised Relationship Inventory (Schacht, Howe and Berman, 1988), the Role Conflict and Role Ambiguity Inventory (Olk and Friedlander, 1992), the DISQ and a short demographics information sheet. In terms of the statistical analysis, the data was explored and transformed to provide normal or near-normal distributions. The validity and reliability of all the measures were tested using principal components analyses, Cronbach alphas and split-half reliabilities. Once validity and reliability had been ascertained, the study's hypotheses were tested using Pearson correlation coefficients, ANOVA and a series of standard multiple regressions. Results/Conclusion: The findings suggest that the perception of a supportive supervisory environment as defmed in the study does impact on the initiation of the reflective process. More specifically, a significant positive relationship was found between the perception of the supervisor demonstrating the facilitative conditions and a willingness to disclose and a significant negative relationship was found between this willingness to begin the reflective process and a perceived ambiguity and/or conflict involving the roles and expectations of supervision. The experience of the trainee had a negligible impact on these findings. In terms of the predictive nature of the different aspects of a supportive supervisory environment, the facilitative conditions provided the strongest predictor. However, it is evident that although a supportive supervisory environment is important, other elements of the supervisory environment may also impact on the reflective process. These elements and suggestions for further research are discussed.
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Butke, Marla A. "Reflection on practice: A study of five choral educators' reflective journeys." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360.

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Gray, Andrew Lee. "Embodied reflective practice : the embodied nature of reflection-in-action." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/946/.

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The purpose of this thesis is to examine the applicability of aspects of Schön’s (1983) theories of reflection-in-action in relation to visual art practice. Schön’s (1983) theories demonstrate that whilst they are written with design disciplines in mind, they do not extend to consider the appropriateness of its use in visual art practice. Scrivener (2000: 10) draws the distinction that whilst Schön’s (1983) use of scientific language in reflection-in-action is considered applicable for problem-solving projects in design, aspects of it are problematic for creative production research projects and recommends focusing reflection on the underlying experience of creative production. This thesis proposes that this and other issues, such as the emphasis on problem solving, and particularly, a reliance on a conversational metaphor, is likewise problematic for visual art practice. This thesis therefore moves to examine what is distinct about the application of reflective methods in visual art practice, in relation to design and research in the arts, through a series of text-based and documentary case studies. Analysis of the case studies suggest that there is an emphasis on embodiment essential to visual art processes, which is experiential in nature rather than problem-solving. A thorough examination of recent theories of embodied mind, which provide empirical evidence from a broad range of knowledge fields for the pervasive role of embodiment in shaping human experience, is presented. The primary research method is a review of two existing sets of theories and a synthesis of aspects of them in an original context, a process offered as an original contribution to knowledge. The context in question is the assessment of the applicability of the resulting synthesis to visual art practice, a domain for which neither theory was written. Knowing-in-action (Schön, 1983) describes the tacit knowing implicit in skillful performance when practice is going well, reflection-inaction (Schön, 1983) takes over, and describes the processes cycled through, only when problems are encountered in practice. Through an analysis of theories of embodied mind, and the documentary cases studies, the conclusion is drawn that in addition to these descriptions there is a rich layer of non-verbal embodied experience shaping action, conceptual meaning and verbal articulations of practice. This thesis therefore suggests modifications to theories of reflective practice in the visual arts, by incorporating theories of embodied mind in the development of additional reflective methods to supplement Schön’s theories (1983). Two methods are proposed as worthy of further study. The first researches Mark Johnson’s (1987) theory of metaphorical projection, which is presented as a means of mapping aspects of visual arts practitioners' verbal articulations of practice, back onto source domains in their embodied experiences of practice. The second explores a recommendation from within theories of embodied mind (Varela, Thompson and Rosch, 1993: 27) that mindfulness training could help develop a mindful, open-ended reflection. Taken together, this thesis proposes that an Embodied Reflective Practice could be developed to the benefit of visual art practitioners.
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Saylor, Laura L. "The Relationship Between Teacher Quality and Reflective Practice." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397235807.

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Ouko, Luke Odhiambo. "Documentation : a reflective practice approach." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/31175.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, June 2005.
Includes bibliographical references (leaves 107-112).
The Center for Reflective Community Practice in MIT's Department of Urban studies is involved in projects helping community organizers working on social change. In order to foster reflection, they are currently utilizing what they refer to as "Critical Moments Reflection". This method entails the identification and naming of key shifts or turning points (critical moments) in the process of the community organizers' work. To drive learning through reflection, they use stories relevant to the turning points, they then analyze those moments using a pre-specified genre of poignant questions. I have created an application, the CMReflector, that aids in the process of Critical Moments Reflection. It will facilitate the process of documentation by utilizing some of the rich computational tools that we now have access to. Since the learning that people acquire through their work stays largely under the surface, there is need to systematically examine the lessons learned and articulate the knowledge and questions that have come out of such work. The application provides an organizational structure and taxonomy around which to compile tacit knowledge and its representation, allowing for exploration of such knowledge in a richer fashion. In order to leverage the use of archived materials, tools such as TalkTV (an application that re-sequeces television content) have been used to augment my application allowing for a "low floor" entry to multiple media editing by the users. It is envisaged that these tools aid in bringing forth the intrinsic "ifs" and "thens," as well as generating the potential for serendipitous learning experiences. All this is very useful in bringing some form of rigor into the practice of reflective inquiry.
by Luke Odhiambo Ouko.
S.M.
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Jones, Indra. "Reflective practice and the learning of health care students." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.

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Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.
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Ebrahim, Zakiyah. "The Streetscapes Project : reflective paper." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24892.

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The Streetscapes Project is a photographic and journalistic documentation of ten street-based people's stories from Cape Town, South Africa. The subjects of the project are employed by Khulisa Social Solutions, a non-profit organisation (NPO) that adopts a systemic approach to breaking the cycle of crime and poverty. Streetscapes falls under two of the NPO's eleven programmes, i.e. the offender rehabilitation & reintegration programme and the diversion programme, and includes five social enterprises with the urban garden project in Roeland Street, Cape Town, being one of it. Through narratives and research this project shows how street-based people are highly motivated to work and rebuild their lives, and that having a job means more than simply earning an income to them – it provides them with self-worth, dignity and a source of hope. Beyond the documentation of their personal stories the project also explores the larger structural and systemic barriers surrounding the broader issue of homelessness in the city, including access to shelter services, among others. Ultimately, this project aims to debunk stereotypes about street-based people and enlighten the public about the challenges they face when living on the streets.
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Books on the topic "Reflective practice"

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Beginning reflective practice. Cheltenham: Nelson Thornes, 2003.

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Cathy, Diggins, ed. On reflection: Reflective practice for early childhood educators. Lower Hutt, N.Z: Open Mind Publishing, 2002.

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Pauline, Merrix, ed. Portfolios and reflective practice. Harlow, England: Pearson Education, 2012.

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Geng, Gretchen, Pamela Smith, Paul Black, Yoshi Budd, and Leigh Disney, eds. Reflective Practice in Teaching. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9475-1.

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Ingram, Richard, Jane Fenton, Ann Hodson, and Divya Jindal-Snape. Reflective Social Work Practice. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-30199-4.

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Howatson-Jones, Lioba. Reflective practice in nursing. Exeter: Learning Matters, 2010.

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Chris, Bulman, and Schutz Sue, eds. Reflective practice in nursing. 3rd ed. Oxford: Blackwell, 2004.

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Chris, Bulman, and Schutz Sue, eds. Reflective practice in nursing. 4th ed. Oxford, UK: Blackwell Pub., 2008.

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Reflective practice in the early years. Los Angeles: SAGE, 2009.

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Brook, Eileen. The reflective nurse practitioner. Tiverton: Fair Way Publications, 1992.

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Book chapters on the topic "Reflective practice"

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Thompson, Neil, and Jo Campling. "Reflective practice." In People Skills, 221–32. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13737-4_21.

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Bennett, Joanne. "Reflective Practice." In Mentorship in Community Nursing: Challenges and Opportunities, 50–61. Oxford, UK: Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470690536.ch5.

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Smith, Joyce, and Rachel Roberts. "Reflective Practice." In Vital Signs for Nurses, 222–30. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119139119.ch14.

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Quilligan, Sally. "Reflective Practice." In Clinical Communication in Medicine, 206–10. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118728130.ch32.

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Beverley, Audrey, and Aidan Worsley. "Reflective Practice." In Learning and Teaching in Social Work Practice, 104–26. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_7.

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Rodgers, Carol, and Vicki Kubler LaBoskey. "Reflective Practice." In International Handbook of Teacher Education, 71–104. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0369-1_3.

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Thompson, Neil, and Sue Thompson. "Reflective Practice." In The Social Work Companion, 148–60. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-50218-6_11.

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Passmore, Jonathan, and Tracy Sinclair. "Reflective Practice." In Becoming a Coach, 225–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53161-4_30.

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Coe, Abigail, Madhavi Natarajan, and Tharani Mahesan. "Reflective Practice." In Communication Skills for Surgeons, 133–40. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12213-2_17.

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Newstead, Shelly, and Emma Isles-Buck. "Reflective practice." In Essential Skills for Managers of Child-Centred Settings, 20–30. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315460451-3.

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Conference papers on the topic "Reflective practice"

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Ibrahim, Nor Hasniza, Marlina Ali, Johari Surif, Siti Anisha Samsudin, Abdul Halim Abdullah, and NorulHuda Ismail. "My reflection mobile app promotes critical reflective practice." In 2016 4th International Conference on Information and Communication Technology (ICoICT). IEEE, 2016. http://dx.doi.org/10.1109/icoict.2016.7571918.

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"Reflective Practice in Teaching: Assessing Suitable Strategies for Reflective Practice in Large Classes." In Nov. 18-19, 2019 Johannesburg (South Africa). Eminent Association of Pioneers, 2019. http://dx.doi.org/10.17758/eares8.eap1119283.

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Fitzsimons, Jeanette. "Becoming reflective practitioners through community based planning projects." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.23.

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Inspired by the influential ‘reflective practitioner’ ideas of Donald Schön (1983), there is an established pedagogical tradition in the University College Cork, Centre for Planning Education & Research, in active learning, and using real projects with real clients as a teaching methodology. In semester two 2019, the first year Masters in Planning students engaged with the Glounthaune community to identify the community’s values and aspirations. Concurrently, the second year students prepared a masterplan for a new town centre, drawing on field work, research and findings from the aforementioned community engagement process. Personal reflection was formally embedded in both processes: students considered their professional and personal skills including working together, dealing with communities; active listening and thinking creatively. These reflections deepened the students’ learning through revisiting the experiences guided by a framework of prompted questions. In her discussion of the challenges in developing excellence in planners, Reeves (2009) insists that ‘Planners need to demonstrate their ability to transform understanding into practical and achievable outcomes… Employers want to see more than credentials; they want to see people demonstrating competence. One’s ability to do a job depends on knowledge, skills and qualities.’ Working on real projects with local communities while using reflection-on-action (Schön, 1983) to revisit the experience further develops their competencies.
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Ishii, Norio, and Kazuhisa Miwa. "Supporting reflective practice in creativity education." In the 5th conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1056224.1056246.

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Prawati, Maria Tamarina. "Virtual Reflective Practice: An Ecological Perspective." In 2022 10th International Conference on Information and Education Technology (ICIET). IEEE, 2022. http://dx.doi.org/10.1109/iciet55102.2022.9779046.

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Beale, Russell. "Blogs, reflective practice and student-centered learning." In Proceedings of HCI 2007 The 21st British HCI Group Annual Conference University of Lancaster, UK. BCS Learning & Development, 2007. http://dx.doi.org/10.14236/ewic/hci2007.47.

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Wahyuni, Luh Gede Eka, and I. Nyoman Adi Jaya Putra. "Student-Teacher’s Reflective Thinking and Teaching Practice." In 2nd International Conference on Technology and Educational Science (ICTES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.250.

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Cocodia, Ebi. "Reflective Practice and Teaching Postgraduate Counselling Students." In The Asian Conference on the Social Sciences 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2186-2303.2021.6.

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Scheffler, John. "Flipping the College Classroom by Reflective Practice." In Engineering Something More. Iowa City, Iowa: University of Iowa, 2014. http://dx.doi.org/10.17077/aseenmw2014.1022.

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Yanuarti, Endah, and David F. Treagust. "Teacher Leadership: Promoting a Reflective Practice Model." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.35.

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Reports on the topic "Reflective practice"

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Westaby, Chalen, Jake Phillips, Andre Fowler, and Samantha Ainslie. An evaluation of the implementation of reflective practice supervision standards in the national probation service. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu.hkcij.07.21.

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Miller Juve, Amy. Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.235.

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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.
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Mayas, Magda. Creating with timbre. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.686088.

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Unfolding processes of timbre and memory in improvisational piano performance This exposition is an introduction to my research and practice as a pianist, in which I unfold processes of timbre and memory in improvised music from a performer’s perspective. Timbre is often understood as a purely sonic perceptual phenomenon. However, this is not in accordance with a site-specific improvisational practice with changing spatial circumstances impacting the listening experience, nor does it take into account the agency of the instrument and objects used or the performer’s movements and gestures. In my practice, I have found a concept as part of the creating process in improvised music which has compelling potential: Timbre orchestration. My research takes the many and complex aspects of a performance environment into account and offers an extended understanding of timbre, which embraces spatial, material and bodily aspects of sound in improvised music performance. The investigative projects described in this exposition offer a methodology to explore timbral improvisational processes integrated into my practice, which is further extended through collaborations with sound engineers, an instrument builder and a choreographer: -experiments in amplification and recording, resulting in Memory piece, a series of works for amplified piano and multichannel playback - Piano mapping, a performance approach, with a custom-built device for live spatialization as means to expand and deepen spatio-timbral relationships; - Accretion, a project with choreographer Toby Kassell for three grand pianos and a pianist, where gestural approaches are used to activate and compose timbre in space. Together, the projects explore memory as a structural, reflective and performative tool and the creation of performing and listening modes as integrated parts of timbre orchestration. Orchestration and choreography of timbre turn into an open and hybrid compositional approach, which can be applied to various contexts, engaging with dynamic relationships and re-configuring them.
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Rejuvenate, Rejuvenate. Responding and Reflecting on Child Rights. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/rejuvenate.2021.001.

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The series of Rejuvenate dialogues are intended to foster debate across a community of practice working on child and youth rights. Our first dialogue examined the principles that can help support child and youth-centred research and community development. During the dialogue, we highlighted two key REJUVENATE principles: the importance of relationships, and the energy that young people can contribute to building new visions of the future. We met online on 14th September 2021. Presenters and participants joined from around the world, reflecting the diversity and breadth of experience in the field. We invited reflection on what the REJUVENATE principles get right, where they need to expand, and what they could improve on.
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Cavedon, Carolina. The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2074.

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Surie, Aditi, Amlanjyoti Goswami, Amogh Arakali, Aromar Revi, Divya Ravindranath, Gautam Bhan, Geetika Anand Anand, et al. Towards a New Urban Practice: The Urban Fellows Programme 2016-2022. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/9788195847303.

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In 2022, the Urban Fellows Programme at the Indian Institute for Human Settlements, Bengaluru, completed six years with 227 graduates. Collectively written by Faculty and sta at IIHS, Towards a New Urban Practice marks this moment as a point of Reflection. Using the programme as an archive, the book reflects on questions of contemporary urban knowledge, interdisciplinary and southern urban pedagogy, what it means to teach about and from practice, and how our thinking on pedagogy needs to be equally rooted in questions of institutional design, operations, admissions, and the political economy of employment for new urban practitioners.
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Lucas, Brian. Lessons Learned by the K4D Helpdesk Service: Delivering Evidence Synthesis for Policy and Practice. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/k4d.2022.121.

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This paper is a reflection on experience and lessons learned over the six years of the Knowledge, Evidence and Learning for Development (K4D) Programme (2016–2022). It reviews what the programme has learned about delivering a rapid-response evidence synthesis service effectively and efficiently. It identifies key features of an evidence synthesis service, the approaches that the K4D Helpdesk service uses to deliver these features, and lessons for consideration by future projects delivering similar services.
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Mahat, Marian, and Wesley Imms. Archipelago of Possibilities: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124323.

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Archipelago of Possibilities is a strategy and professional development workshop created specifically to help teachers and educators uncover what they hold dear in their teaching practice and discover what they consider most important for a successful practice. This workshop uses travel as a metaphor to guide participants in reflecting on their practice, identifying successful factors for success, examining what is holding them back from achieving their ideal practice, and developing steps to create a future ideal teaching and learning space.
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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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