Academic literature on the topic 'Reflective practices workshops'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Reflective practices workshops.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Reflective practices workshops"
1
Hadiya Naseer, Yaar Muhammad, and Sajid Masood. "Developing Reflective Practices of Elementary School Teachers: A Collaborative Action Research Study." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 4 (December 26, 2020): 22–33. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(22-33).
Full textAbstract:
The purpose of this study was to investigate the development of reflective practices of elementary school teachers through interactive workshops. This study used a collaborative action research design, and five-day interactive workshop sessions related to reflective practices conducted to introduce the participants to reflective practices. Most specifically, these workshops focused on building their cognition, affection, and behavior about reflective practices. The Purposive sampling technique was used to select 20 elementary school teachers with at least 1.5 years’ experience in elementary school. After the workshop, participants spend two months of reflective teaching practices. Then, interviews with the participants were conducted, and data were collected until saturation occurred. The analysis of the data revealed that the teachers developed positive beliefs and feelings towards reflective practices, but they lacked in some areas of practice because of the school environment. Implications of the findings are also discussed.
2
Allen, Susan H. "Evolving Best Practices: Engaging the Strengths of Both External and Local Peacebuilders in Track Two Dialogues through Local Ownership." International Negotiation 26, no. 1 (October 19, 2020): 67–84. http://dx.doi.org/10.1163/15718069-bja10006.
Full textAbstract:
Abstract This article examines best practices in local ownership of Track Two diplomacy. Taking as a starting point the idea that best practices change over time as conflicts and social responses to them change, the article seeks out recent innovations and practices in Track Two diplomacy, focusing on practices of local ownership. A series of two reflective practice workshops with facilitators of Track Two processes offer insights on local ownership in current Track Two diplomacy. More in-depth examination of the Georgian-South Ossetian case illustrates an example of increasing local ownership developing over time during a ten year Track Two process. Together, the reflective practice workshops and the case study suggest team approaches to Track Two diplomacy so that insiders and outsiders work together as a team to facilitate, bringing the strengths of both insiders and outsiders to Track Two processes.
3
Viana, Alana Priscilla da Silva, Diego Pereira Rodrigues, Valdecyr Herdy Alves, Edvane Mauricio da Silva Rodrigues, Ana Dayse Viana Ramos, Laena Costa dos Reis, Enimar de Paula, et al. "The health risk practices of women sex workers." Research, Society and Development 9, no. 11 (November 3, 2020): e469119585. http://dx.doi.org/10.33448/rsd-v9i11.9585.
Full textAbstract:
Objective: to discuss, based on a reflection, about the risk practices of women sex workers, and their health conditions. Methodology: descriptive, qualitative and reflective study, based on the critical reading of scientific materials about the impact of risky practices on the health of women sex workers. Results: risky practices for women sex workers directly affect their physical, psychological, emotional health, and strategies are needed to ensure their full exercise of work without any circumstances that make it impossible. Conclusion: it is necessary that educational activities, such as lectures, workshops, conversation circles be intensified in order to guarantee satisfactory health, and inhibiting the health risk practices of women sex workers.
4
Akiva, Thomas, Annie M. White, Sharon Colvin, Junlei Li, and Peter S. Wardrip. "Can We Efficiently Help Adults Strengthen their Relational Practice?" Journal of Youth Development 17, no. 4 (December 15, 2022): 26–47. http://dx.doi.org/10.5195/jyd.2022.1199.
Full textAbstract:
Human interactions across settings shape young people’s learning and development, and building adult expertise in facilitating productive interactions takes deliberate practice and reflective experience. However, relational practices are not consistently part of adult learning for those who work with youth. We describe a 2-year design study to develop the Simple Interactions Leadership Program, a professional learning workshop focused on relational practices. We refined the program across 3 iterations with library and after-school staff (with a total of 41 participants). Iterative changes included adding participant-driven “try-it-out” projects, adding external accountability features, and combining staff from the library and after-school sectors. Using artifacts and memos from workshops and participants’ reflections, we found that these features incrementally improved participants’ engagement, depth of learning, and sense of professional community—which we suggest are three central goals for related professional development efforts. As a collective youth-serving field, we need effective and scalable ways to help adults recognize and strengthen their relational practices with young people. The Simple Interactions Leadership Program offers a flexible structure for professional learning focused on building expertise in relational practice while sustaining change and improvement through continuous reflection within communities of practice.
5
Dampson, Dandy George, and Stephen Kwakye Apau. "The Teacher in the Mirror: The reflective practices of Basic School Teachers in the Central Region of Ghana." Asian Journal of Interdisciplinary Research 2, no. 1 (March 25, 2019): 35–47. http://dx.doi.org/10.34256/ajir1914.
Full textAbstract:
This study assessed the level of reflection among basic school teachers in the Central Region of Ghana. The mixed method paradigm, employing the concurrent parallel design (Quan-qual) was adopted for the study. A total of 312 basic school teachers were involved in the quantitative phase through a systematic sampling technique. Twelve teachers who participated in the quantitative phase of the study were selected randomly for qualitative data collection. A pre-validated Likert-scale questionnaire made up of 29 items was adopted for the quantitative phase of the study. A semi-structured interview guide was designed by the researchers to gather qualitative data from the respondents. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that even though the reflective practices of basic school teachers are moderate, they are practical, cognitive, learner-centered, meta-cognitive and critical. The study further established that gender, age and teaching experience predict the reflectivity level of the teachers. The study, therefore, recommends that the National Council for Teacher Education (NCTE) should make reflection a key component of teacher training curriculum in Ghana. Again, in-service training and periodic workshops should be organised by the Ghana Education Service for teachers to be educated on how they can effectively reflect on their classroom practices in order to maximize students learning.
6
Buherko, Yaroslava. "REFLECTIVE CHARACTER OF EDUCATIONAL ACTIVITY AS A VALUABLE FACTOR IN THE PROFESSIONAL FORMATION OF A MODERN SPECIALIST." PSYCHOLOGICAL JOURNAL 8, no. 2 (February 28, 2022): 39–54. http://dx.doi.org/10.31108/1.2022.8.2.4.
Full textAbstract:
The article examines the axiological aspects of the reflective activity of students of higher education institutions. It is shown that the formation of the future specialist's ability to reflective analyzes and make sense of his actions, deeds, qualities, and the desire for personal and professional self-improvement is a valuable reference point for higher education. The development of reflective abilities and competencies of students does not happen automatically but requires purposeful cultivation through the creation of a reflectively enriched environment in the educational space. It is shown that the reflective environment of higher education institutions is a means of social and professional development and formation of a future specialist and, at the same time, an important resource for improving the quality of educational services. Parity equality, educational cooperation and collaboration, and reflective teacher-student interaction create the most favorable opportunities for the individual's internal liberation, self-realization, social maturity, and individual value growth. The created model of the reflective educational environment of the higher education institution allowed to organize the educational process of training psychologists-masters in such a way as to take into account the individual hierarchical system of the needs of a specific student, to create the necessary conditions for their transformation into life goals aimed at personal, value-meaningful, professional development and self-development of the participants of the educational interaction. The methodical tools and methods that most effectively help to "launch" the reflective mechanism of students' educational activity are determined: the performance of academic tasks that involve reflection and are aimed at self-analysis of educational activities, the use of reflective technologies, interactive forms of organizing educational interaction, reflective workshops, seminars, active implementation dialogue forms of educational activity. The result is the development of reflective competence of students - the ability to enter into an active research position regarding their activity and themselves as its subject. Four stages of the formation of reflective competence in students are distinguished: 1) the formation of the need for reflection, 2) the experience of the student's reflective activity, 3) the development of the ability to reflect exit, the ability to take a reflective position, 4) the use of reflective practices of meaningful and valuable attitude to the environment The close relationship between the formation of professional reflection and the process of professional self-determination of a young person is indicated. A reflective assessment of one's achievements and difficulties while studying at a higher education institution helps the student to make sense of and rethink his knowledge, norms, values, and worldview principles with the requirements of professional activity and, thus, to adjust his ideas about the chosen profession and outline the path of self-development in the format of the selected life trajectory. The specific experience of organizing a reflectively enriched educational environment in the education of master's students in the specialty 053-Psychology is analyzed, and its effectiveness in the development of reflective abilities of students is shown with the help of several diagnostic methods. The results of the diagnostics prove an increase in indicators of internal motivation (IM) of master's students due to a decrease in indicators of external positive motivation (EPM) and external negative motivation (ENM) and a change in the ratio of the motivational complex: from a satisfactory level, which corresponds to the formula EPM > IM > ENM to a sufficient level with the balance of the motivational complex IM > EPM > ENM and VM = EPM > ENM (methodology by K. Zamfir modified by A. O. Rean). Determination of thinking reflectivity according to the method of O.S. Anisimov shows a significant increase in the number of students with a high level of this quality (from 13.3% of students at the beginning of studies to 26.7% at the end of studies) and a decrease of students with a low level (from 26.7 % to 6.6%). Analogous dynamics of the level of development of personal reflexivity of master's students was recorded by the method of A. V. Karpov and V. V. Ponomareva. Our study showed that the reflective activity of students is determined by external (goals, content, technologies, means of educational activities) and internal (search for personal meanings and values of one's activity) factors.
7
Goetghebeur, Mireille, Monika Wagner, Isabelle Ganache, Olivier Demers-Payette, and Michèle De Guise. "OP103 Enhancing Legitimacy And Coherent Value Appraisal Across Interventions In Healthcare And Social Services: Strategy Of The Québec Agency." International Journal of Technology Assessment in Health Care 38, S1 (December 2022): S38. http://dx.doi.org/10.1017/s0266462322001453.
Full textAbstract:
IntroductionThe Institut national d’excellence en santé et en services sociaux (INESSS) makes recommendations regarding introduction, coverage, optimal use or withdrawal of interventions in physical and mental health and social services to support fair and reasonable decisions. The objectives of this work were to develop a statement of principles and ethical foundations for a common appraisal framework across diverse interventions, to enhance legitimacy and coherence of evaluation practices, and develop reflective approaches throughout the institution to operationalize the principles.MethodsTo develop this statement, INESSS reviewed its practices across different units, surveyed the literature on innovative practices and the evolution of HTA, and undertook an extensive internal and external consultative process. The principles are used to develop reflective activities as part of a continuous improvement strategy.ResultsThe adopted approach to value appraisal considers the contributions of interventions to the Triple Aim of health and social services systems as well as their organizational and sociocultural feasibility and impacts (clinical, populational, economic, organizational, sociocultural dimensions). This approach is articulated around five principles including: (i) evaluating the most relevant objects and adapting evaluation modalities; (ii) mobilizing and integrating diverse types of knowledge; (iii) supporting multidimensional deliberation including diverse perspectives; (iv) developing fair and reasonable recommendations; (v) promoting value creation by supporting the implementation of recommendations and re-evaluation. Although all principles contribute to the legitimacy and credibility of the recommendations, which we aim to implement and consolidate through a set of activities, deliberation is an important part of the process that we are striving to improve. A first set of reflective activities are planned to support its operationalization, including: materials to promote a common understanding of the diverse aspects of the deliberation, reflective workshops on selected past projects, and sharing emerging reflections across INESSS units to further continuous improvement in operationalizing the principles.ConclusionsMoving forward, INESSS’s strategic intention is to mobilize its staff and collaborators to facilitate the rigorous, agile and coherent application of these principles.
8
Schmidt, Maria Gabriela, Noriko Nagai, Naoyuki Naganuma, and Gregory Birch. "Teacher development: Resources and devices to promote reflective attitudes toward their profession." Language Learning in Higher Education 9, no. 2 (October 25, 2019): 445–57. http://dx.doi.org/10.1515/cercles-2019-0024.
Full textAbstract:
Abstract The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the “Can do” schemata of the CEFR and then announced a new English examination system for college enrolment to be launched in 2020. This top-down approach to implementing the CEFR, however, has caused practitioners great confusion and led to mis-conceptualisations of the CEFR. A group of practitioners conducted a research project aiming to develop a practical guide to CEFR-informed learning, teaching and assessment. It attempts to provide practitioners with CEFR-related resources and tools to implement the CEFR for course design. To design a course, users of the CEFR need to modify scaled illustrative descriptors in principled ways to fit local needs. The modified descriptors become the basis for daily lesson plans, and function as an assessment tool for teacher and learner self-assessment. This report summarises the research project and workshops held in 2017 and 2018.
9
Tafesse, Shiferaw, B. van Mierlo, C. Leeuwis, R. Lie, B. Lemaga, and P. C. Struik. "Combining experiential and social learning approaches for crop disease management in a smallholder context: a complex socio-ecological problem." Socio-Ecological Practice Research 2, no. 3 (August 5, 2020): 265–82. http://dx.doi.org/10.1007/s42532-020-00058-z.
Full textAbstract:
Abstract Effective management of crop diseases is a key precondition for sustainable crop production and to improve food security globally. However, learning approaches that improve smallholder farmers’ knowledge, perceptions, and practices to deal with crop diseases by fostering social and technical innovations are seldom studied. A study was conducted to examine: (1) how a combination of experiential and social learning approaches influences potato farmers’ knowledge, perceptions, and practices in bacterial wilt and its management in Ethiopia and (2) the implications of combining the two approaches for complex crop disease management in smallholder context. Data were derived from face-to-face in-depth interviews, reflective workshops, and participant observations. The findings showed that farmers’ knowledge and perceptions about disease incidence, the pathogen that causes the disease, its spreading mechanisms, host plants, and disease diagnosis were changed. Farmers’ practices in management of the disease were also improved. Learning about the cause of the disease stimulated the identification of locally relevant spreading mechanisms and the feasibility of a range of recommended disease management methods. Moreover, farmers recognized their interdependency, role, and responsibility to cooperate to reduce the disease pressure in their community. We conclude that learning interventions aiming to improve smallholder farmers’ knowledge, perceptions, and practices to deal with complex crop diseases need to combine experiential and social learning approaches and consider farmers’ local knowledge.
10
Wang, Xiaoli, Lianjiang Jiang, Fan Fang, and Tariq Elyas. "Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca." SAGE Open 11, no. 2 (April 2021): 215824402110275. http://dx.doi.org/10.1177/21582440211027544.
Full textAbstract:
The concept of intercultural communication has become a focus in English language teaching (ELT) against the backdrop of globalization, as English is now used as a lingua franca (ELF) among people with different first languages (L1s). However, the current linguistic landscape of ELF does not reflect well in ELT practices in which native speakerism ideology persists and curriculum design and teaching materials largely remain oriented to native speakerism. To address this gap, data drawn from a participatory action research were analyzed to discuss students’ understanding and reflection of critical intercultural literacy. Several training activities in an adaptive English as a foreign language (EFL) course of intercultural communication that involved reading academic articles related to intercultural literacy were first implemented and two follow-up workshops were conducted with 10 Chinese university students as participants. Data from further interviews and reflective journals from the students in relation to critically evaluate the textbook contents of this course were analyzed using a qualitative content analysis. The results revealed that students acquired a sense of intercultural literacy and that they learnt to challenge textbook content from a critical perspective through the training. This article further addresses the importance of critical pedagogy in teaching linguistic and cultural literacy and concludes that ELT must be conducted from a multilingual and multicultural perspective.
Dissertations / Theses on the topic "Reflective practices workshops"
1
BALCONI, BARBARA. "Prove Invalsi e azione didattica: quali riflessioni sulla progettazione per competenze." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/53049.
Full textAbstract:
This research explores the changes that educational institutions have faced in the last decade.
Systemic evaluation, which considers the school as a set of interrelated elements to be evaluated in a transparent and systematic way, is the perspective adopted.
In spite of many legislative actions (Autonomy Law n.59 of 1997) issued on and of many pressures on the international overview regarding accountability and improvement surveys, schools still don’t have the instruments and the methodologies needed to fulfil these needs (Capperucci, 2011; Maccario 2006).
Even the creation of a National Evaluation System (INVALSI) is not supported by reflections in the educational institution and for this reason it has faced resistance and scepticism.
Moreover it is important to remember the introduction of the theoretical construct of competence in the educational overview, as a consequence of 2006 Parliament and the Council of the European Union’ recommendations. The competence leads school in re-designing its educational practices globally (Perrenoud, 2003; Baldacci, 2005; Pellerey, 2004; Maccario, 2006; Castoldi 2009).
This work is aim at supporting teachers’work, in re-planning educational actions, starting form a new idea of evaluation.
This research verify the theory that a systematic evaluation of students and systems, promotes the investigation of teaching- learning processes in a flexible and authentic way (Mariani, 2010).
Moreover INVALSI represents not just an useful survey instrument for the research about schools, but can be also a chance to start a critical consideration about processes and methods of teaching-learning and evaluation models in schools.
The work tries to demonstrate if it is possible to plan educational actions related to a logic of competence promotion, starting from the results of INVALSI tests.
The paradigm chosen is an ecological one. In order to achieve the aims reported, the research follows the strategies of an instrumental case study (Stake, 1995; Merriam, 2001).
Five teachers and the researcher realize a collective case study (Yin, 1999) focusing on a comparative analysis between the different educational actions in reflective practices workshops.
The evolution of each case study is not defined in advance, but the high ecological validity of the individual studies, however, allows to obtain the guidelines for teaching for competences.
The present work provides effective action guidances which can be considered a repository of best practices to guide other teachers in this changing context. The qualitative approach adopted allows a better understanding about how the INVALSI tests experience can be reinterpreted through the
7
innovative teaching for competences. Data from the five case study are consistent with the teaching for competence construct documented in literature (Perrenoud, 2003; Baldacci, 2005; Pellerey, 2004; Maccario, 2006; Castoldi 2009). A further outcome regards the placement of the evaluation event in a systemic and procedural viewpoint, integrating an external evaluation, results of the INVALSI tests, with self-evaluation and interpretative processes of students and teachers. The present work offers therefore a formative evaluation (Mariani, 2009), which includes an accurate reflection on the planning of the educational action.
2
Peng, Hsin-yi, and 彭欣怡. "Applying a Case Workshorp to Promote Early Childhood Teachers Teaching Reflection and Teaching Practices." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/88603888167183347173.
Full textAbstract:
博士國立臺灣師範大學
人類發展與家庭學系
101
This study aimed to examine how a case workshop promotes teaching reflection and teaching practices of early childhood teachers. To this goal, the researcher invited eleven early childhood in-service teachers to attend case workshop. With the help of case discussions and case writing, the researcher attempted to understand these teachers’ participation process in the workshop as well as their teaching reflection and teaching practices after workshop attendance. Eleven participants were invited to take part in the workshop. Data collection was carried out between August 2010 and April 2012. The sources of data included case discussions and group interviews during the workshop, individual interviews with participants, materials from the workshop website, cases written by participants, feedbacks and analyses on case discussions, and teaching records. The workshop carried out six discussion sessions on published cases and four on cases written by participants. The workshop was held in three stages. Stage One focused on the discussions of published cases while Stage Two was the preparation period for case writing. To alleviate the pressure on all the participants to write cases, engage in analyses, and provide feedbacks, the participants with case writing experiences were invited to share their experiences. Stage Three was dedicated to the sharing and discussion of cases written by participants themselves. The study discovered that the workshop was subject to the number of participants and the pressure of writing cases. The depth of discussions was determined by a number of factors: seniority of participants, teaching experience, interaction among participants, choice of cases, and cases being written. Case workshop proved to encourage teaching reflection and subsequently improve teaching practice. Through case discussions and writing, participants reflected on teacher-parent communication, interaction with cooperative teachers, support for special children, early childhood education system, as well as the working and teaching environment they were in. Teaching reflection involved self-reflection on the practice, belief of teaching, on interpersonal relationship, and on one's own ways of thinking and learning. Improvement in teaching practice was observed in teacher-parent communication, interaction with cooperative teachers, support for special children, and a higher level of emphasis on observation records. Case method also helped teachers understand how it was like to be in other people’s positions in a teaching scenario and develop a positive attitude towards all involved in teaching. It is hoped that this study will serve as a useful reference for future studies on case method and relevant subjects. It is also hoped that this study will encourage educational institutions in the field of early childhood education to promote and adopt case method so that early childhood education practitioners could pass on their experiences and enhance their professional development via case discussions and sharing. Key words: case method,case workshop, teacher professional development, teaching reflection, teaching practice
3
Wu, Chien Hsing, and 吳建興. "Practice and Reflection on the Empowerment Theory--A case study of the high school teachers' workshop." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/46107849585451588396.
Full text
4
Hsing, Wu Chien, and 吳建興. "Practice and Reflection on the Empowerment Theory--A case study of the high school teachers'' workshop." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/39964756527560568471.
Full textBooks on the topic "Reflective practices workshops"
1
1977-, Shubitz Stacey, ed. Day by day: Refining writing workshop through 180 days of reflective practice. Portland, Me: Stenhouse Publishers, 2010.
Find full text
2
Zhukova, Evgeniya, Tat'yana Suvorova, Irina Il'ina, and Iskra Kosmarskaya. Business communication and cross-cultural communication. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1859082.
Full textAbstract:
The workshop is an addition to the textbook "Business communication and cross-cultural communication" and includes practice-oriented tasks that can be carried out online in all sections of the textbook. The workshop contains three sections, 10 chapters and consists of group and individual tasks, business games, analysis of video clips and discussions, reflection exercises aimed at developing skills in the sections "Cross-cultural communication as the interaction of different cultures", "Business communication as the basis of cross-cultural communications", "Ethical standards in professional activity". A special feature of the workshop is a detailed description of the methodology of conducting classes online to form students' practical experience on each topic of the workshop. The publication is provided with parables and tales for the successful entry of students into the subject of the lesson. At the end of each chapter, tasks are given for self-completion in order to more fully immerse yourself in the specifics of cross-cultural business communications.
The workshop contains: 40 training sessions; 83 video clips illustrating business communication and cross-cultural communication; 200 exercises, business and role-playing games for interactive interaction adapted to the online format; 300 tasks for self-completion.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For undergraduate students studying in the areas of "Economics", "Management", "Personnel Management", "State and Municipal Management", "Business Informatics", "Trade", "Commodity Science", "Housing and communal infrastructure", as well as for anyone interested in business problems cross-cultural communications.
3
Alekseev, Sergey, and Galina Kosteckaya. Life safety: innovations in teaching methods. Workshop. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072205.
Full textAbstract:
This publication is an integrative textbook covering pedagogical approaches to the formation of methodological competence of life safety teachers. It includes 132 practical works and 21 professional tasks, reflecting various sections of the BZHD (OBZH) training course and various modules of specialized educational programs of higher professional education. An attempt is made to form an innovative approach among students and teachers to the methodology of teaching and educating life safety, developing their own author's methodological style of teaching.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For undergraduate and graduate students studying in the direction of "Pedagogical education" (profile "Education in the field of life safety"), as well as the teaching staff of the higher school, teachers and students of organizations of additional professional education.
4
Haroutyunian, Sona, and Dario Miccoli. Orienti migranti: tra letteratura e traduzione. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-499-8.
Full textAbstract:
The book series, edited by Nicoletta Pesaro and sponsored by the Department of Asian and North African Studies, aims to give voice to a time-honoured branch of theoretical and practical research across the disciplines and research domains within the Department. The series aims to establish a platform for scholarly discussion and a space for international dialogue on the translation of Asian and North African languages. In doing so, the project aims to observe and verify the translingual and transcultural dynamics triggered by translation from and into said ‘languages-cultures’, as well as to identify and explore the deep cultural mechanisms and structures involved in interethnic behaviours and relationships. Translation is also a major research tool in the humanities. As a matter of fact, a hermeneutic potential in terms of cultural mediation is inherent in translation activities and in the reflection on translation: it is precisely this potential that allows scholars, in both their research and dissemination work, to bring to the surface the interethnic and intercultural dynamics regulating the relationships between civilisations, both diachronically and synchronically. The project is a continuation and a development of the research carried out in recent years by the former Department of East Asian Studies – now Department of Asian and North African Studies – of Ca’ Foscari University of Venice through a series of initiatives organised by the research group on the translation of Asian languages “Laboratorio sulla Traduzione delle Lingue orientali” (Laboratori sulle lingue orientali). Such activities involved periodical meetings on translation, whose objective was to introduce and discuss specific issues in translation from and into Asian languages, as well as several international events (workshops, conferences, and symposia).
5
Medeiros, Rodolfo de Oliveira, Elza de Fátima Ribeiro Higa, Maria José Sanches Marin, Carlos Alberto Lazarini, and Monike Alves Lemes. Investigação Qualitativa em Educação: Avanços e Desafios / Investigación Cualitativa en Educación: Avances y Desafíos. Ludomedia, 2020. http://dx.doi.org/10.36367/ntqr.2.2020.490-501.
Full textAbstract:
To identify literary evidence on strategies for continuing education of undergraduate health professors. Integrative Literature Review, developed in six stages: Research question, inclusion and exclusion criteria, categorization, evaluation, interpretation and final writing. Searches were carried out in the Lilacs, Medline, Bdenf, Cumed, Scopus, Scielo, Eric and Web of Science databases. The inclusion criteria were primary studies, published between 2014 and 2020, in Portuguese, English and Spanish, which addressed the proposed theme. 32 articles were selected from which ten analytical categories emerged: Information and Communication Technology (ICT), Workshop, Design Thinking, Problem-Based Learning (PBL), Distance education (EAD), Pedagogical training courses, Reflection of practice, Bloom's Taxonomy, Skills Development and Personification. In the current educational context. There is a wide variety of teacher training strategies, in view of the specificity of each scenario. A qualitative research is a means to expand this understanding.
Book chapters on the topic "Reflective practices workshops"
1
Guillén-Royo, Mònica, Amsale K. Temesgen, and Bjørn Vidar Vangelsten. "Towards Sustainable Transport Practices in a Coastal Community in Norway: Insights from Human Needs and Social Practice Approaches." In Consumption, Sustainability and Everyday Life, 255–89. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-11069-6_10.
Full textAbstract:
AbstractThis chapter presents the results of needs-based workshops carried out in Vågan municipality in the Lofoten Islands in Northern Norway in 2018. Drawing on Max-Neef’s Human Scale Development participatory methodology, 14 representatives of the local society, including students, blue- and white-collar workers and pensioners, participated in a one-day workshop discussing satisfiers (values, social practices, institutions, personal and collective actions and attributes, environments, etc.) that either hampered or contributed to need fulfilment in the municipality. Participants also identified the interventions, at the personal, community and governance levels, that would improve need fulfilment and environmental sustainability. Analysis of workshop data revealed that sustainable transport practices, including ride- and car-sharing using collective transport and cycling, were considered synergetic as they helped fulfil several human needs whilst hampering none. Further, the study highlighted the interdependence of satisfiers associated with sustainable transport and other need-promoting satisfiers. For example, encouraging ride-sharing appeared both linked to the development of a dedicated mobile phone application and to the creation of non-commercial meeting places. The chapter concludes by reflecting on the implications of a human need perspective for the transition towards sustainable consumption practices.
2
Lunau, Charlotte Pii. "Three Practical Experiences of Using Reflection." In Object-Oriented Technology: ECOOP’98 Workshop Reader, 392–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-49255-0_117.
Full text
3
Winter, Abigail, and Deanna Grant-Smith. "Creating Reflective Peer Leaders." In Best Practices and Programmatic Approaches for Mentoring Educational Leaders, 188–208. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6049-8.ch014.
Full textAbstract:
This chapter explores a mentoring intervention for a group of higher degree research students at an Australian university designed to develop their academic and reflective writing through skills-based instruction and the development of a student-driven community of practice. To analyse and evaluate this initiative, the chapter provides a detailed description and unpacking of the program's motivations, objectives, and outcomes using 16 mentoring design elements. The program is also evaluated using an extended application of the 3P presage, process, product model. Three data sets were used to evaluate the success of the program: doctoral participants' evaluations at the time of the workshops and 12 months after the workshop and the reflections of the mentor and educator expert response for the program. The chapter concludes by identifying key learnings and potential for further application of a revised model for delivering holistic and co-designed learning experiences for future leaders such as doctoral students.
4
Laarni, Jari, and Iina Aaltonen. "Anticipation Dialogue Method in Participatory Design." In Emerging Research and Trends in Interactivity and the Human-Computer Interface, 315–30. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4623-0.ch016.
Full textAbstract:
In the design of complex information systems and social practices for different domains a balance between theory-driven and practice-driven approaches is at best developed in a collaborative communication process between designers, researchers, and other actors. The authors have developed the Anticipation Design Dialogue method within the context of participatory design, which is based on dialogic communication between different stakeholders. A dialogic relationship between them takes place in future workshops in which experiences of different stakeholders are integrated in a way that makes it possible to illustrate the situation from different perspectives. The workshop participants develop in small groups a vision of the future state in which the situation is imagined from the future perspective by considering which kind of problems they have at the moment and by which way the problems could be managed in the future. Secondly, reflective thinking is promoted by letting each group at the time present their ideas while others are listening. The authors have found that the development of mutual understanding between different stakeholders in these kinds of workshops is a complex process that needs time, and therefore, an iterative series of workshops is recommended.
5
Cobb, Jeanne Beck, Tammy Ryan, and B. P. (Barbara) Laster. "Renewal in the Land of Eternal Spring." In Advancing Teacher Education and Curriculum Development through Study Abroad Programs, 131–58. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9672-3.ch008.
Full textAbstract:
This retrospective, reflective, descriptive study involved three experienced literacy educators who travelled to Guatemala to conduct professional development workshops with preservice and in service teachers. The purpose of the research was for the educators to reflect on their own practice and to investigate the impact of this international teaching experience on their beliefs and practices about literacy education. The three separate voices of the researchers yielded new insights and emerged from their background perspectives, impressions from interactions with a range of Guatemalans involved in education, and their varied experiences in the international settings, which also included multiple school visits and teaching of Guatemalan students across the grade span.
6
Tolen, Rachel. "Developmental Approaches for Supporting Students in the Application Essay Writing Process." In Advances in Medical Education, Research, and Ethics, 249–68. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9617-3.ch013.
Full textAbstract:
This chapter provides guidance on how pre-health advisors can use a variety of developmental approaches informed by narrative theory to effectively support students in writing application essays while fostering their personal growth. Intentional reflective writing practices can counter disempowering forces for students, refocusing them on their personal development and putting patients at the center of their future careers. Through writing workshops, exercises, and individual work with students, advisors can provide a space for students to reflect on their experiences, themselves, and future careers. Advisors can help students build the empathic engagement and reflective skills necessary to become skilled, compassionate caregivers. The work that pre-health advisors do with students as they develop their application essays is vital as a means of helping them construct the central guiding narrative for their future careers in caring for patients.
7
Valencia Mazzanti, Cristina. "Transformative Forces for Education." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 245–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch013.
Full textAbstract:
In this chapter, the author discusses the power and possibilities that linguistic diversity, identity, and community have for the education of Latino and immigrant children. To do so, she shares her experiences conceptualizing and implementing Familias Aprendiendo, a series of workshops designed for families whose dominant language is Spanish and who have children in early elementary school. The author starts by offering a reflection on the role of family engagement in advancing equity practices for children and families who are linguistically diverse. Then, the author dedicates the second part of this chapter to describe the family workshops as well as some of the resources used in the workshop's implementations. The chapter closes with a note on the idea of transformation in education.
8
Adelabu, Folake Modupe. "Pedagogic Practice in Classroom and Workshop at Technical and Vocational Education Training Colleges." In New Models for Technical and Vocational Education and Training, 136–61. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2607-1.ch008.
Full textAbstract:
Good pedagogy practices require a comprehensive list of strategies that will sustain and produce students in a specific content domain. The aim of this chapter is to explore vocational pedagogic practices in classrooms and workshops at technical and vocational education training (TVET) colleges. A closed-ended Likert-type questionnaire on vocational pedagogic practices was administered to the students, while interviews were conducted on the pedagogic practices in the classroom and workshop with the lecturers. Convenient and purposive sampling were used for the selection of the participants. The study sample was 58 students and four lecturers. Data was collected through semi structured interviews and a student's questionnaire. The interviews were transcribed, and each transcription was measured with the purpose to explore vocational pedagogic practices in classrooms and workshops at TVET colleges. The percentage of each item of the questionnaire was analysed through frequency distribution using Microsoft Excel. The findings showed that the NATED section of the TVET colleges is mainly for theory where the NC (V) section is for practical. Some parts of the TVET colleges' curriculum are not satisfactory and the hands-on practical activities that are a true reflection of workplace activities are not presented adequately in the curriculum. Based on the findings, the chapter suggests that the TVET colleges' curriculum be revised and updated in order to meet the standard requirements and the lecturers should be upgraded especially on hands-on practical activities in order to prepare the students to meet the companies' requirements.
9
Fitzpatrick, John, and Bridget Handscomb. "Co-creating spaces on an adventure playground: using participatory action research as an approach to continuing professional development." In Practice-based Research in Children's Play. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447330035.003.0009.
Full textAbstract:
Using participatory action research as an approach to reflective playwork practice and continuous professional development this research took place on an Adventure Playground in London. Key themes include co-investigation; reflective playwork practice; dialogue; mapping; story-telling; and working with meaning. The adventure playground team brought a critical and reflective lens to the production of the Adventure Playground, its everyday rhythms, routines and habits, and the ways in which adults and children co-create play spaces. It also brought opportunities to experiment with approaches that could deepen understandings of play and playwork practice in a variety of situations from training courses to conference workshops leading to more relevant and reflective approaches to adults working with children’s play.
10
Parsons, David, and Rosemary Stockdale. "The Agile Hour in a Virtual World." In Pedagogical Considerations and Opportunities for Teaching and Learning on the Web, 196–215. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4611-7.ch012.
Full textAbstract:
Multi-User Virtual Environments (MUVEs) are the subject of increasing interest for educators and trainers. In the context of software development, they are beginning to see increasing use both as learning spaces and as a richer means of collaboration for virtual teams. This chapter reflects on a project that developed and evaluated a virtual agile software development workshop hosted in the Open Wonderland MUVE, designed to help learners to understand the basic principles of some core agile software development techniques. The work took a design-based research approach, following a reflective path of development through two major iterations. The authors trace the research process from a real world implementation of the “agile hour” workshop to its virtual incarnation, describing the design philosophy and the constructed virtual artifacts. They conclude by reflecting on the insights into learner perceptions and practical implementations gained from building and evaluating the Open Wonderland workshop.
Conference papers on the topic "Reflective practices workshops"
1
Karunanayaka, Shironica P. "Blending Innovative Pedagogy and Technology for Capacity Development of Educators During the Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.374.
Full textAbstract:
The increased use of digital learning environments augments the adoption of open practices in education which contributes to SDG4. The COVID-19 pandemic has compelled an accelerated move towards technology-enhanced learning prompting educators to re-think and re-design learning environments grounded in innovative pedagogy and technology. In the current scenario it is imperative that educators are offered capacity development opportunities to meaningfully engage in digital and open practices. This paper presents a case study of an online capacity development intervention on OER-integrated technology-enhanced learning (TEL) material creation implemented with a group of educators studying for their master’s degree in teacher education. It focused on the design, development, implementation, and evaluation of OER-integrated TEL materials by the educators. The intervention comprised a carefully designed learning experience with intensive hands-on activities in the Moodle online learning environment, supplemented with a series of Zoom-based interactive workshops. Multiple data gathering occurred via questionnaires, discussion forums, reflective journals, and focus group interviews. The findings revealed that the systematic learning experience design which adopted a ‘learning by designing’ approach harnessing the affordances of both technology and pedagogy has empowered educators to become active creators of OER-integrated TEL materials and to take leadership in integrating digital and open practices into teaching-learning processes.
2
Zeiler, Wim, Perica Savanovic, and Emile Quanjel. "Integral Design: The Reflective Morphological Overview." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34384.
Full textAbstract:
Integral Building Design is done by multi disciplinary design teams and aims at integrating all aspects from the different disciplines involved in a design for a building such as; archtitecture, construction, building physics and building services. It involves information exchange between participants within the design process in amounts not yet known before. To support this highly complex process an Integral Building Design methods is developed based on the combination of a prescriptive approach, Methodical Design, and a descriptive approach, Reflective practice. Starting from the Methodical Design approach by van den Kroonenberg, a more reflective approach is developed. The use of Integral Design within the design process results in a transparency on the taken design steps and the design decisions. Within the design process, the extended prescriptive methodology is used as a framework for reflection on design process itself. To ensure a good information exchange between different disciplines during the conceptual phase of design a functional structuring technique can be used; Morphological Overviews (MO). Morphology provides a structure to give an overview of the consider functions and their solution alternatives. By using this method it is presumed that it helps to structure the communication between the design team members and a such forms a basis for reflection on the design results by the design team members. This method is used in the education program at the Technische Universiteit Eindhoven and was tested in workshops for students and for professionals from the Royal Institute of Dutch Architects (BNA) and the Dutch Association of Consulting Engineers (ONRI). Over 250 professionals participated in these workshops.
3
Miranda, Ariádna, Allysson Allex Araújo, Emanuel Coutinho, and Jerffeson Souza. "O Organizar de Práticas Cooperativas no Contexto de um Ambiente de Estágio em Desenvolvimento de Software." In Workshop sobre Aspectos Sociais, Humanos e Econômicos de Software. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/washes.2020.11201.
Full textAbstract:
Soft skills are not trivial to be taught, although they are preponderant to be improved during the academic experience of future software engineers. Understanding how such skills are perceived and practiced during the supervised internship poses to be relevant, given the opportunity for students to enhance their skills. Grounded on the Practice Theory, we investigate how the organization of soft skills occurs as a bundle of cooperative practices in the context of the (Ommited due Blind Review) internship environment. We highlight as contributions i) the proposition of a conceptual model for investigating cooperative practices; ii) the analytical contrast between doings and sayings and iii) the empirical reflection for students on the role of soft skills.
4
Mercader-Trejo, Flora. "Practice In The Industry as a Mean of Social Integration of Metrologists." In NCSL International Workshop & Symposium. NCSL International, 2015. http://dx.doi.org/10.51843/wsproceedings.2015.16.
Full textAbstract:
Polytechnic University of Santa Rosa Jáuregui (UPSRJ) is a Mexican public institution where a new generation of metrologists is finishing the second year of studies leading to a bachelor degree as Industrial Metrology Engineers. The curriculum of the undergraduate program is based on the development of skills and to achieve this goal, the curriculum aims to develop two halftime stays at the end of the first and second year of study. Finally, the students complete their studies by a 600 hours full time third stay in the productive sector. The objective of practices is that students apply the skills acquired in school integrating theory and practice by case-based learning. The stay is performed under real-life conditions inside a company or in a research center or within a testing and calibration laboratory. The condition is that students develop short projects related to what they learned in college in the field of metrology and quality. During each stay, a university professor and a technical advisor belonging to the company guide the student. The professor will conduct the evaluation of the stay jointly by his counterpart in the company taking into account performance criteria previously defined. As part of the evidence of this process, the student will submit a report of the project results. This paper is a reflection of the results obtained through the experience of the students after the end of the second period of practical in-company. This practice ensures skilled metrologists with real-life training, but also facilitates the young people's transition into the labor market. This training strategy is a way to facilitate the social integration of the new generation in the workplace.
5
Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." 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/lc2019.26.
Full textAbstract:
Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
6
Mollo, Paseka Patric, Ratokelo Willie Thabane, and Brigitte Lenong. "REFLECTION ON THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICUM AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end013.
Full textAbstract:
"During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning."
7
Yang, Yuanhong, Hui Li, Lin Lu, and Wei Jin. "Practical temperature-insensitive pressure sensor based on reflective birefringence fiber interferometer." In Seventh European Workshop on Optical Fibre Sensors (EWOFS 2019), edited by Kyriacos Kalli, Gilberto Brambilla, and Sinead O. O'Keeffe. SPIE, 2019. http://dx.doi.org/10.1117/12.2539814.
Full text
8
Noble, M., and A. Tarantola. "Nonlinear waveform inversion of seismic reflection data: The Marmousi Model." In EAEG Workshop - Practical Aspects of Seismic Data Inversion. European Association of Geoscientists & Engineers, 1990. http://dx.doi.org/10.3997/2214-4609.201411197.
Full text
9
Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.
Full textAbstract:
The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
10
López Sánchez, Marina, Rebeca Merino del Río, and Cristina Vicente Gilabert. "Observación y crítica." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11554.
Full textAbstract:
This text focuses on the starting point of learning in Architectural Design, that which corresponds to the first weeks of the students' training in the Degree. Its goal is to offer, through the presentation of a specific teaching methodology, a reflection on the relevance of starting the teaching of Architectural Design by introducing students to the social commitment that is inherent in the architectural practice. To this end, a concatenated experience developed in two workshops that were part of Course Arq(Cero) of the Degree in Architectural Foundations at the University of Seville in September of the 21/22 academic year is presented. The workshops were specifically focused on awakening in the students a critical attitude towards the assumed spatial models in housing and the city. Este texto se centra en el punto de arranque del aprendizaje en Proyectos Arquitectónicos, aquel que se corresponde con las primeras semanas de formación de los estudiantes en el Grado. Su objetivo es ofrecer, a través de la presentación de una metodología de enseñanza específica, una reflexión sobre la pertinencia de comenzar la enseñanza de Proyectos Arquitectónicos introduciendo a los estudiantes el compromiso social que es inherente en el ejercicio arquitectónico. Para ello, se expone una experiencia concatenada desarrollada en dos talleres que formaron parte del Curso Arq(Cero) del Grado en Fundamentos de Arquitectura de la Universidad de Sevilla en septiembre del curso 21/22. Los talleres se centraron de manera específica en despertar en los estudiantes una actitud crítica frente a los modelos espaciales asumidos en la vivienda y la ciudad.
Reports on the topic "Reflective practices workshops"
1
Mahat, Marian, and Wesley Imms. Archipelago of Possibilities: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124323.
Full textAbstract:
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.