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Journal articles on the topic 'Reflective practice'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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7

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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10

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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Flynn, Sandra E., and Fiona Levie. "Towards reflective project management." Irish Journal of Technology Enhanced Learning 6, no. 1 (December 11, 2021): 118–30. http://dx.doi.org/10.22554/ijtel.v6i1.94.

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This qualitative study set out to explore the relationship between the practice of reflection in a project management MSc. programme and reflective practice in the workplace. We propose that students who learn and practice reflection in an academic programme can transfer these skills to reflection-in-action (Schön, 1983) in their project management roles, thereby contributing to the development of reflective project managers. Reflection in the context of post-project reviews forms an essential element in project management. Research has shown that this element is often the exception or omitted altogether due to time constraints (Anbari et al., 2008; Fuller et al., 2011; Nicolaisen & Driscoll, 2016). This study proposes that students who learn and practice reflection in an academic programme can transfer these skills to the project management workplace. Guided by the principles of phenomenography, online survey data were collected from 30 students and postgraduates along with 10 faculty members. The study found that despite initial apprehension students considered the reflective learning process to be useful and three quarters felt they could apply the reflective learnings to their practice after the first module of use. Towards the end of the programme almost half indicated their intention to continue with reflective writing practice post-graduation. Instilling the practice of reflecting on an education programme has two goals. Firstly, to reflect on the learnings of the programme work, at and across modules. Secondly, to bring those learnings forward to a real-world environment, encouraging not just our own development as reflective practitioners, but also the development of reflective project teams. To support these goals, we propose a new model: the reflective learning portfolio-in-practice.

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12

Krismalita Sekar Diasti and Paulus Kuswandono. "“Thriving through Reflecting”: Current Perspective on Teacher Professional Development Research in Asia Context." JET (Journal of English Teaching) 6, no. 3 (October 9, 2020): 220–31. http://dx.doi.org/10.33541/jet.v6i3.1981.

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Reflective practice has long gained more spotlight from researchers in the education realm, particularly for promoting teachers’ professional development (TPD). Generally speaking, reflective practice provides abundant merit for teachers, namely, evaluating teachers’ teaching quality, enhancing teachers’ professional skills, and guiding teachers in their professional development. This study aims to present how reflective practice assists English teacher professional development in the Asian context. To discover how reflective practice promotes teacher professional development, the researchers analyzed several research journal articles using a document analysis method. The current contributions of reflective practice present the significance of reflective practice. It involves why and how English teachers should employ the reflective practice in their daily teaching processes. This study provides future research direction as well, specifically on how to equip teachers to become reflective practitioners in their teaching practices, how to provide a supportive environment for reflective practitioners, and how to enhance the implementation of reflective practice through online platforms. Keywords: reflection, reflective practice, reflective practitioner, collaborative reflective practice

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13

Hedberg, Patricia R. "Guiding Moral Behavior Through a Reflective Learning Practice." Journal of Management Education 41, no. 4 (February 1, 2017): 514–38. http://dx.doi.org/10.1177/1052562917695199.

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Reflective learning practice embedded across the business curriculum is a powerful way to equip students with intentionally formed moral habits of the mind and heart. This article explores why and how to apply reflective learning to the teaching of business ethics. To act with integrity in complicated work organizations, students need skills and practices that recognize emotional, intuitive, and social moral influences. Actively engaging in reflections designed to deepen self-awareness primes students to turn deliberately to the purpose they want to bring to their organizational lives. Moreover, by critically and openly reflecting with others, they better understand how to manage the cultural and social complexities needed to act with moral courage. Suggestions for using reflective learning practice to support moral action are offered, and I outline examples of how to add both personal and collective ethical reflection to a management course. The challenges and implications of creating a moral reflective learning practice are discussed.

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14

Stuart, Chit Chai. "Concepts of reflection and reflective practice." British Journal of Midwifery 6, no. 10 (October 1998): 640–47. http://dx.doi.org/10.12968/bjom.1998.6.10.640.

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15

Teather, J. Lynne. "Museum studies: Reflecting on reflective practice." Museum Management and Curatorship 10, no. 4 (December 1991): 403–17. http://dx.doi.org/10.1080/09647779109515291.

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Teather, J. "Museum studies Reflecting on reflective practice." Museum Management and Curatorship 10, no. 4 (December 1991): 403–17. http://dx.doi.org/10.1016/0260-4779(91)90031-r.

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17

Ünver, Gülsen, and Bünyamin Yurdakul. "Developing reflective thinking through theory-practice connection." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (December 25, 2019): 77–102. http://dx.doi.org/10.14527/pegegog.2020.004.

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The present study aimed to improve reflective thinking skills of doctoral students from different fields taking the Instructional Planning and Evaluation course (IPE) during their studies in order to obtain findings that can contribute to enhance the quality of teaching at a state university. A total of 80 doctoral students in the spring (n= 47) and fall (n= 33) semesters of 2016 participated in the study which was conducted with the Technical/Scientific/Cooperative action research design and implemented two actions. Data were collected using the Reflective Thinking Scale and the Attitude Scale towards IPE Course. The main activities of the program implemented in the first action included small group work, teaching real students, writing reflective pieces and feedback. In addition, participants were better encouraged to think reflectively, participated in reflective discussions and took formative tests in the second action. Descriptive statistics results of the study showed that both actions helped the participants to reach the levels in the order of reflection, understanding, critical reflection and habitual action. On the other hand, participants’ attitudes towards the IPE course were found to be low. For future actions, it is recommended that participants gain experience in their own fields in order to improve their reflective thinking levels through theory-practice connection and conduct their reflection activities over these experiences.

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18

Gee, Maggie. "Reflective practice." Journal of Practice Teaching and Learning 6, no. 1 (January 1, 2005): 71–90. http://dx.doi.org/10.1921/17466105.6.1.71.

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19

Atkins, Sue. "Reflective practice." Nursing Standard 8, no. 39 (June 22, 1994): 48–56. http://dx.doi.org/10.7748/ns.8.39.48.s64.

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Dearmun, Annette K., Sue Atkins, and Kathy Murphy. "Reflective practice." Paediatric Nursing 8, no. 2 (March 1996): 29–35. http://dx.doi.org/10.7748/paed.8.2.29.s25.

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21

Phair, Lynne. "Reflective practice." Elderly Care 8, no. 6 (June 1988): 40. http://dx.doi.org/10.7748/eldc.8.6.40.s34.

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22

Atkins, Sue, and Kathy Murphy. "Reflective Practice." Nursing Standard 9, no. 45 (August 2, 1995): 31–37. http://dx.doi.org/10.7748/ns.9.45.31.s34.

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23

Trott, Barry. "Reflective Practice." Reference & User Services Quarterly 54, no. 1 (September 1, 2014): 2–3. http://dx.doi.org/10.5860/rusq.54n1.2.

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Phair, Lynne. "Reflective practice." Nursing Older People 8, no. 6 (December 1, 1996): 40. http://dx.doi.org/10.7748/nop.8.6.40.s32.

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Kashiwagi, Deanne T., M. Caroline Burton, Fayaz A. Hakim, Dennis M. Manning, David L. Klocke, Natalie A. Caine, Kristin M. Hembre, and Prathibha Varkey. "Reflective Practice." American Journal of Medical Quality 31, no. 3 (February 6, 2015): 265–71. http://dx.doi.org/10.1177/1062860615571000.

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26

Pertuiset, Nicole. "Reflective Practice." Journal of Architectural Education (1984-) 40, no. 2 (1987): 59. http://dx.doi.org/10.2307/1424942.

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27

Barber, Jenny. "Reflective practice." Child Care 7, no. 10 (October 2010): 24–25. http://dx.doi.org/10.12968/chca.2010.7.10.78386.

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28

Claxton, Julia. "Reflective practice." Action Learning: Research and Practice 12, no. 3 (September 2, 2015): 367–69. http://dx.doi.org/10.1080/14767333.2015.1094623.

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Disabato, Jennifer. "Reflective Practice." Journal for Specialists in Pediatric Nursing 16, no. 2 (March 28, 2011): 89. http://dx.doi.org/10.1111/j.1744-6155.2011.00279.x.

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Theadore, Geraldine, Amy Laurent, Dana Kovarsky, and Amy L. Weiss. "Reflective Practice." Topics in Language Disorders 31, no. 3 (2011): 247–61. http://dx.doi.org/10.1097/tld.0b013e318227e339.

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Alegado, Elena. "Reflective practice." Nursing Standard 31, no. 29 (March 15, 2017): 72–73. http://dx.doi.org/10.7748/ns.31.29.72.s49.

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Kenny, Lynda. "Reflective practice." Nursing Standard 31, no. 43 (June 21, 2017): 72–73. http://dx.doi.org/10.7748/ns.31.43.72.s48.

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33

Srinivasan, Vasanthi, and P. V. R. Murthy. "Reflective Practice." NHRD Network Journal 3, no. 3 (July 2010): 67–71. http://dx.doi.org/10.1177/0974173920100311.

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Jones, Julia. "Reflective practice." Child Care 9, no. 8 (August 2012): 2–3. http://dx.doi.org/10.12968/chca.2012.9.8.2.

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Brubakken, Karen, Sara Grant, Mary K. Johnson, and Cynthia Kollauf. "Reflective Practice." Professional Case Management 16, no. 4 (2011): 170–79. http://dx.doi.org/10.1097/ncm.0b013e318216af96.

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&NA;. "Reflective Practice." Professional Case Management 16, no. 4 (2011): 180–81. http://dx.doi.org/10.1097/ncm.0b013e318220ae3d.

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Pertuiset, Nicole. "Reflective Practice." Journal of Architectural Education 40, no. 2 (January 1987): 59–61. http://dx.doi.org/10.1080/10464883.1987.10758436.

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38

Osterman, Karen F. "Reflective Practice." Education and Urban Society 22, no. 2 (February 1990): 133–52. http://dx.doi.org/10.1177/0013124590022002002.

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Gallacher, Rose. "Reflective practice." Nursing Standard 32, no. 12 (November 15, 2017): 64–65. http://dx.doi.org/10.7748/ns.32.12.64.s36.

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Rogers, Clare. "Reflective practice." Nursing Standard 32, no. 4 (September 20, 2017): 72–73. http://dx.doi.org/10.7748/ns.32.4.72.s48.

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McClelland, Nora. "Reflective Practice." Practice 26, no. 5 (September 29, 2014): 337–39. http://dx.doi.org/10.1080/09503153.2014.963294.

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42

Kung, Justin W., Priscilla J. Slanetz, Grace C. Huang, and Ronald L. Eisenberg. "Reflective Practice." Academic Radiology 22, no. 10 (October 2015): 1280–86. http://dx.doi.org/10.1016/j.acra.2014.12.025.

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43

Newnham, John. "To reflect or not? Reflective practice in radiation therapy." Journal of Radiotherapy in Practice 1, no. 3 (November 1999): 109–16. http://dx.doi.org/10.1017/s1460396999000199.

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Therapy radiographers may be empowered to contribute more freely to the multi-disciplinary professional team if they critically reflect on their inherent clinical knowledge and perspectives. Critical reflection may help radiographers articulate the rationale behind professional decisions and proposed evidence-based treatment planning and delivery protocols, and reveal knowledge embedded in practice. Documentation of professional reflection may yet become a cornerstone for continuing professional development. Despite a paucity of rigorous empirical investigation, ‘reflective practice’ has become focal in nursing education. Three concepts appear confused, ill defined or interchangeable in the literature: ‘reflective practice’, ‘reflection’ and the ‘reflective practitioner’. Debate continues into the value of ‘reflective practice’ as a system: it remains problematic, it is difficult to conceptualise, it appears to have no clear or universal definition and no certain framework or guidelines for its implementation. In reflecting on action there may be strong hindsight bias which may invalidate conclusions reached. There are doubts raised about the benefits of structured models to implement reflective practice. Belonging to such an empirically based profession, it may be that educators and clinical therapy radiographers incorporate only those elements of systematised ‘reflective practice’ that can be empirically demonstrated to be beneficial to the profession, and will result in improved patient outcomes. There is no compelling evidence yet that any systematised ‘reflective practice’ is inherently more beneficial to therapy radiographers than radiographers continuing to reflect as they do now, with or without documentation.

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44

Ngololo, Elizabeth Ndeukumwa, and Leena Ngonyofi Kanandjebo. "Becoming reflective practitioners: Mathematics student teachers' experiences." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, no. 2 (March 26, 2021): 128–41. http://dx.doi.org/10.23917/jramathedu.v6i2.12375.

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The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.

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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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46

McNeill, Warrick. "Reflective practice in practice." Journal of Bodywork and Movement Therapies 13, no. 3 (July 2009): 272–75. http://dx.doi.org/10.1016/j.jbmt.2009.04.002.

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47

Sanfey, John. "Reflective practice and professional autonomy." InnovAiT: Education and inspiration for general practice 10, no. 2 (December 5, 2016): 112–18. http://dx.doi.org/10.1177/1755738016672684.

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Reflective practice is the core competency required to retain a licence to practice under current medical revalidation regulations. The concept of reflection, however, is often misunderstood. Much of the confusion arises from context. In terms of professional regulation, doctors are considered safe when they demonstrate the ability to self-correct. Self-correction requires both reflection and action. In some contexts reflection without action is entirely appropriate, but in many professional contexts the quality of reflection is judged by the effectiveness of actions arising from it. This article explores the nature of reflective practice and its relationship to professional freedom and regulation.

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48

Suaib, Nur Rizky Alfiany. "Reflective Practice in Teacher Education: A Look into Past and Present Theories, and Some Pertinent Issues." Tell : Teaching of English Language and Literature Journal 10, no. 1 (April 30, 2022): 51. http://dx.doi.org/10.30651/tell.v10i1.12137.

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Many educators regard the practice of pedagogical reflection as a prime motivator in the professional growth of teachers. This idea has spurred the realization of the practice of reflection since the early stages of the university's teacher education program. Several scholars have developed their ideas regarding excellent practices in reflection throughout the years. They presented methodologies, concepts, and ways to construct the course of reflection from non-reflective to critical reflective by identifying the reflective thought process and underpinning the degrees of reflection. These ideas would also allow educators to create evaluations for reflective practice. However, this sound theoretical framework is frequently riddled with flaws that linger to the present time, particularly about the extent to which such activity will provide noteworthy growth for teachers, as well as the legitimacy of its reflexivity itself. This paper tries to revisit the origin of the concept, the development, and pinpoint the persistent issues. This, hopefully, would enable us to seek the deeper insight into the dynamics of reflective practice in teacher education program.

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49

Colomer, Jordi, Teresa Serra, Dolors Cañabate, and Remigijus Bubnys. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices." Sustainability 12, no. 9 (May 8, 2020): 3827. http://dx.doi.org/10.3390/su12093827.

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In this Special Issue, Reflective Learning in Higher Education explores on tertiary education and its practices. It looks at in-house and external individuals, and collective initiatives and activities that centre on generating and reflecting on knowledge. It also explores the transformation output of learning communities, the communities themselves and their reflective practices, and discusses how reflective learning and developing one’s professional identity through reflection are linked. The connections between the theoretical and applied research on reflective practices, knowledge generation in all areas, professional practice and identity through theoretical definition, situated and grounded practice and transformative knowledge are also considered. The nine manuscripts in this Special Issue manifest that reflective learning is likely to (i) help forge students’ professional identity and ensure sustainable competences are effectively developed, (ii) transform students’ preconceived perspectives and social preferences to foster new reasoned action plans for decision-making, (iii) promote understanding one’s personal professional strengths and limitations and develop the ability to identify resources and ways to solve existing and/or future professional challenges and (iv) modify the students’ beliefs, attitudes, and daily behaviour to develop competences that will ultimately result in promoting sustainability.

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50

Saunila, Minna, and Juhani Ukko. "Reflective practice as a determinant of performance outcomes in services." International Journal of Quality and Service Sciences 7, no. 4 (November 16, 2015): 392–403. http://dx.doi.org/10.1108/ijqss-02-2015-0015.

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Purpose – The purpose of this paper is to examine the outcomes of reflective practices in services. The paper contributes to the current understanding of the relationship between reflective practice and outcomes by presenting a description of the internal (i.e. what kind of reflection is required to attain the desired outcomes) and external (i.e. under what kind of circumstances does reflection result in the desired outcomes) factors of reflective practices. Design/methodology/approach – The results of this investigation are based on a mixed-method research approach that utilises both quantitative and qualitative data collection methods. Findings – According to the results, reflective practices are indeed connected to outcomes. Reflective practices foster better outcomes when they are more explicit and targeted through different organisational levels. The role of performance management and measurement is important in connecting the reflective practices with performance. Performance management must be considered as a communication and social system that allows the employees to discuss the learning and development process as a part of the results. Practical implications – As a practical contribution, the results of the research may help professionals begin to understand that leveraging reflective practices may aid an organisation in achieving its desired outcomes. Originality/value – Hitherto, studies that discuss the interphase of reflective practices and outcomes have mainly been theoretical considerations or surveys that lack an in-depth understanding of how the different methods operate in a real-life context. When focusing on the previous research, it is clear that in-depth empirical studies are needed to achieve a deeper understanding of the mechanisms and arrangements that connect reflective practice and outcomes. This research addresses this research gap by examining the outcomes of reflective practices in services.

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