Journal articles: 'Reflective writing'

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McKinney, Pamela, and Barbara A. Sen. "Reflection for learning: understanding the value of reflective writing for information literacy development." Journal of Information Literacy 6, no. 2 (November 26, 2012): 110. http://dx.doi.org/10.11645/6.2.1747.

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Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.

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Soemantri, Diantha, Rita Mustika, and Nadia Greviana. "Inter-Rater Reliability of Reflective-Writing Assessment in an Undergraduate Professionalism Course in Medical Education." Education in Medicine Journal 14, no. 1 (March 30, 2022): 87–97. http://dx.doi.org/10.21315/eimj2022.14.1.8.

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Reflective writing is increasingly being used in the teaching of professionalism. Because assessment enhances the learning process, effective evaluation of students’ reflective writing is needed. The aim of this study was to examine the inter-rater agreement between two different reflective writing assessment rubrics, which categorised reflective writings into four level of reflection, in an undergraduate medical professionalism course. The reflective writing assignments from 63 medical students enrolled in the 2017 medical professionalism course in the Faculty of Medicine Universitas Indonesia were randomly selected and independently assessed by two raters in September 2019. Intraclass correlation (ICC) analysis (two-way mixed effect, single measure) was carried out to determine the inter-rater agreement of the reflective writing assessment. The less detailed instrument showed a low ICC score of 0.43, which was classified into poor inter-rater agreement, whereas the more detailed rubric showed poor to moderate reliability, with ICC scores of 0.50, 0.50, and 0.36 for the score of each criterion, the total score of each assessed criterion, and the overall score of reflection, respectively. Utilising a more detailed (analytic) rubric to assess students’ reflective writing produced a relatively higher score of interrater reliability, although the reliability achieved using this rubric was still categorised as moderate.

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Richardson, Helen C. "Reflective writing." BMJ 331, no. 7528 (December 3, 2005): gp239. http://dx.doi.org/10.1136/bmj.331.7528.sgp239.

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Kathpalia, Sujata S., and Carmel Heah. "Reflective Writing." RELC Journal 39, no. 3 (December 2008): 300–317. http://dx.doi.org/10.1177/0033688208096843.

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Fowler, John. "Reflective writing." Dental Nursing 14, no. 1 (January 2, 2018): 22–23. http://dx.doi.org/10.12968/denn.2018.14.1.22.

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Bouch, Joe. "Reflective writing." Advances in Psychiatric Treatment 18, no. 3 (May 2012): 161. http://dx.doi.org/10.1192/apt.18.3.161.

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Naeger, David M., Ethan W. Hua, Bren Ahearn, and Emily M. Webb. "Reflective Writing." Academic Radiology 22, no. 10 (October 2015): 1221–25. http://dx.doi.org/10.1016/j.acra.2015.07.006.

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Young, Kristen L. "Learning Through Reflective Writing: A Teaching Strategy." Evidence Based Library and Information Practice 5, no. 4 (December 17, 2010): 96. http://dx.doi.org/10.18438/b8pd1g.

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Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes. Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis. Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.” Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%), allowed their reflections to be used for the purposes of research. Of these, 7 students identified themselves as male, and 15 were female. All students included were over 21 years of age and had previous library experience, with varying degrees of management experience in supervisory roles. Not all supervisory experience was gathered within the library domain. Methods –A total of 116 reflective journal entries were submitted by the participating students during the eight month period from October 2008 to May 2009. In order to identify themes, qualitative analysis was applied to the reflective writing responses. Descriptive statistics were also applied to test the hypothesis, illustrate the relationships between reflective writing and outcomes, and locate identifiable outcomes. Main Results – Practising reflection demonstrated benefits for individuals and groups both in and outside of the workplace. On the whole, individuals gained the most from reflection and saw it in the most positive light when it was practised as a daily activity. Quantitatively, when students began to master the practice of reflection, they demonstrated an increase in their ability to learn and an overall improvement of self-development and critical thinking skills, and gained a defined awareness of personal mental function. When decision making became easier, students understood they had begun to master the art of reflective practice and analytical reflective writing. Qualitatively, when the students’ reflections were assessed, ten different themes emerged: (1) Nature of reflection (2) Reflection seen as useful in providing support for a career and professional development (3) Reflective writing – benefits (4) Reflective writing – potential in future employment and workplace (5) Encouraging others to use reflective practice (6) Reflecting positively (7) Reflection applicable to both individuals and groups (8) Reflection in support of personal awareness (9) Exploration of different methods of reflection (10) Difficulties in focusing enough to be able to reflect deeply Conclusion – Reflection is a skill that can be practised and developed. Initially, not all students enrolled in the class and participating in the study knew what reflective writing was or what it entailed. Students were given support to educate them in this area. Support included academic reading, lectures, reflective writing workshops and an overall opportunity to develop their skills further. Reflective writing was demonstrated to have a very positive relationship with several key outcomes. The areas impacted include academic learning, self-development, and critical review, with key outcomes including an increased awareness of personal mental function and increased support for decision making, as well as empowerment and emancipation. The clearest benefit was represented when students wrote about their analytical reflections.

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Chan, Yee Cheun, Chi Hsien Tan, and Jeroen Donkers. "Impact of reflective writings on learning of core competencies in medical residents." Asia Pacific Scholar 6, no. 4 (October 5, 2021): 65–79. http://dx.doi.org/10.29060/taps.2021-6-4/oa2447.

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Introduction: Reflection is a critical component of learning and improvement. It remains unclear as to how it can be effectively developed. We studied the impact of reflective writing in promoting deep reflection in the context of learning Accreditation Council for Graduate Medical Education (ACGME) competencies among residents in an Internal Medicine Residency programme. Methods: We used a convergent parallel mixed-methods design for this study in 2018. We analysed reflective writings for categories and frequencies of ACGME competencies covered and graded them for levels of reflection. We collected recently graduated residents’ perceptions of the value of reflective writings via individual semi-structured interviews. Results: We interviewed nine (out of 27) (33%) participants and analysed 35 reflective writings. 30 (86%) of the writings showed a deep level (grade A or B) of reflection. Participants reflected on all six ACGME competencies, especially ‘patient care’. Participants were reluctant to write but found benefits of increased understanding, self-awareness and ability to deal with similar future situations, facilitation of self-evaluation and emotional regulation. Supervisors’ guidance and feedback were lacking. Conclusion: We found that a reflective writing programme within an Internal Medicine Residency programme promoted deep reflection. Participants especially used self-reflection to enhance their skills in patient care. We recognised the important role of mentor guidance and feedback in enhancing reflective learning.

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Gholami, Hamid, and Reza Biria. "Reflective journal writing and learner autonomy." Journal of Language and Literature 5, no. 3 (August 30, 2014): 138–42. http://dx.doi.org/10.7813/jll.2014/5-3/25.

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Coleman, Dawn, and Diane S. Willis. "Reflective writing: The student nurse's perspective on reflective writing and poetry writing." Nurse Education Today 35, no. 7 (July 2015): 906–11. http://dx.doi.org/10.1016/j.nedt.2015.02.018.

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Wärnsby, Anna, Asko Kauppinen, and Damian Finnegan. "Reflective Writing on an ESL Writing Course." Educare - vetenskapliga skrifter, no. 1 (September 28, 2021): 38–56. http://dx.doi.org/10.24834/educare.2021.1.4.

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Research shows that student reflective writing is a valuable window into student learning, particularly student metacognition; however, our knowledge of the challenges of accessing metacognition to inform curriculum design and assessment practices in the ESL (English as a Second Language) context is less robust. This paper reports two qualitative studies of student reflective writing on an ESL writing course within a teacher education programme. The studies investigate how student metacognition manifests itself in reflective papers and how mapping student metacognition can inform evidence-based curriculum design and assessment. The data comes from several iterations of an ESL writing course and is analysed using directed and conventional content analyses. Our results expose a complex relation between metacognition, curriculum design and assessment practices: 1) unless scaffolded by the curriculum design to use precise terminology, students resort to expressing their understanding of the course content in terms of everyday, vernacular language and 2) student reflective writing not only provides a more nuanced picture of their learning than the final course grades but is invaluable for developing scaffolding and assessment practices. Based on our results, we recommend integrating structured reflection as part of the regular curricula to gauge ESL student metacognition and monitor more precisely their uptake of course content.

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Findlay, Naomi, Shane E. Dempsey, and Helen M. Warren-Forward. "Development and validation of reflective inventories: assisting radiation therapists with reflective practice." Journal of Radiotherapy in Practice 10, no. 1 (November 12, 2010): 3–12. http://dx.doi.org/10.1017/s1460396910000142.

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AbstractObjective:Freeform reflective writing is one way that radiation therapists can document their development. Barriers to this form of writing include the fact that some radiation therapists do not know what to write or how to begin this writing process. This paper outlines the development and validation of guided inventories called the Newcastle Reflective Inventories and the validation of the Newcastle Reflective Analysis Tool as an effective tool for assessing short-form guided reflective writing.Method:The Newcastle Reflective Inventories consist of a series of questions that guides the user through the reflective writing process. Validation of the Newcastle Reflective Inventories involved comparing the evidence of reflection in 14 freeform journals to that of 14 inventories completed on the same topic. Validation of the Newcastle Reflective Analysis Tool included the assessment of 30 Newcastle Reflective Inventories.Results:There was a highly statistically significant difference (p< 0.001) in the high levels of reflection evident in the inventories when compared to the lower levels of reflection in the freeform journals. Good levels of agreement were achieved between the coders.Discussion:These results show that the Newcastle Reflective Inventories are effective tools in promoting reflective writing when compared with freeform journaling.

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Ono, Aya, and Reina Ichii. "Business students’ reflection on reflective writing assessments." Journal of International Education in Business 12, no. 2 (November 4, 2019): 247–60. http://dx.doi.org/10.1108/jieb-08-2018-0036.

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Purpose This paper provides an analysis of the experiences of undergraduate business students undertaking reflective writing as a series of incremental assessments. Using Moon’s map of learning (1999) as an analytical framework, it explores the value of reflective writing to students studying Asian culture in the business context during the first semester of 2017. Design/methodology/approach With 200 enrolments, the authors taught a core business course, Asian culture in the business context, in the first semester in 2017. The value of the assessments is analysed based on two data sources: written course feedback via a course survey and a combination of semi-structured interviews and focus groups. The written course feedback was collected by the university during the semester. Approximately, one-third of the students (n = 63) participated in the survey. The other data were collected through semi-structured interviews and focus groups for nine students. Ethical approval for the collection of data was obtained from the university ethics committee. Findings The study confirms that reflective writing enables students to make meaning of their learning and transfer it to the cultural context of business practice. In addition, the assessments help the students develop logical thinking and academic writing skills. To increase the use of reflective assignments in business programmes, further research and teaching practice is required. Research limitations/implications A limitation of this research was the relatively small sample size. Even though written survey feedback (n = 63) was used to complement the number of interviewees (n = 9), the findings of the data analysis may not represent the experiences of all students in the course. However, the data are valuable to bridge a gap between the existing research and teaching practice on the use of reflective writing in other disciplines and business education. Practical implications Although the transfer of academic knowledge to business practice is a core capability of the business programmes, business students may not obtain this during their study in the programme. Several students mentioned a lack of opportunity to apply reflective writing skills to other courses in their business degree, except one core course using a reflective essay as an assessment. This implies that the majority of the students in the degree are not exposed to situations that require them to critically evaluate, consolidate and consider what has been taught in relation to future practice. Social implications Further research and practice will increase the popularity of reflective writing assessments in business programmes. As Hedberg suggests, reflective practice should be integrated into all classrooms in business education. Together with analysis and action, reflection should be a core capability for managers (Hedberg 2009). In addition, the business faculty needs to work in a reflective manner that encourages students to be familiar with the reflective practice. Originality/value This paper analyses the pedagogical aspects of reflection based on the experience of undergraduate business students undertaking reflective writing assessments.

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McGough, Greta. "Reflective WritingReflective Writing." Nursing Standard 27, no. 42 (June 19, 2013): 30. http://dx.doi.org/10.7748/ns2013.06.27.42.30.s43.

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Lawrence, Holly. "Personal, Reflective Writing." Business Communication Quarterly 76, no. 2 (March 8, 2013): 192–206. http://dx.doi.org/10.1177/1080569913478155.

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Park, Kwi Hwa, Bee Sung Kam, So Jung Yune, Sang Yeoup Lee, and Sun Ju Im. "Changes in self-reflective thinking level in writing and educational needs of medical students: A longitudinal study." PLOS ONE 17, no. 1 (January 21, 2022): e0262250. http://dx.doi.org/10.1371/journal.pone.0262250.

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Introduction The purpose of this study was to longitudinally examine the change in understanding of the self-reflection method, reflective thinking, and writing attitude and perception. Moreover, we investigated students’ educational needs and methods regarding self-reflection. Methods The subjects were 117, who were in the pre-medical course in 2017 and were promoted to the medical course in 2019. Questions concerning students’ understanding of self-reflection methods, their attitude and perception of reflective writing, and educational needs and methods regarding self-reflection were self-developed. For students’ reflective thinking level in writing, we used the approach developed by Galvez-Martin, Bowman, and Morrison and adapted by Kwon. For dada analysis, χ2 test, t-test, frequency analysis was used. Results We found that students’ level of understanding regarding self-reflection methods increases slightly, but not significant (χ2 = 2.238, p>0.05). There was no significant change in the level of reflective thinking in writing (χ2 = 8.003, p>0.05). The students’ attitude toward reflective writing decreased in the medical course than in the pre-medical course (t = 3.475, p<0.001). The perception that reflective writing was helpful for individual improvement decreased during the medical course (t = 4.931, p<0.001). The need for self-reflection education increased in the medical course (t = -2.659, p<0.001). They preferred implementation in the first year of the medical course as an instructor-led special lecture. Conclusion Self-reflective ability is not naturally developed as students’ progress through grade levels. Educational intervention is needed to help students understand approaches to self-reflection and its importance in enabling them to develop their abilities as well as to participate actively in reflective writing.

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Kim, Yunkyung. "Improving reflective writing in college writing." Korean Association for Literacy 13, no. 6 (December 31, 2022): 169–91. http://dx.doi.org/10.37736/kjlr.2022.12.13.6.06.

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Ramadhanti, Dina, A. Syukur Ghazali, Muakibatul Hasanah, Titik Harsiati, and Diyan Permata Yanda. "The Use of Reflective Journal as a Tool for Monitoring of Metacognition Growth in Writing." International Journal of Emerging Technologies in Learning (iJET) 15, no. 11 (June 12, 2020): 162. http://dx.doi.org/10.3991/ijet.v15i11.11939.

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Reflective journals are used as a technique of self-reflection in the learning process. By integrating the process of metacognition, a reflective journal guideline was developed to knowing students' metacognition growth in writing. The reflective journal guidelines are designed in the form of self-questioning to make it easier for students to express their metacognition processes during their writing assignments. The metacognition process consists of three, namely awareness, evaluation, and regulation. The reflective journal guidelines that were compiled was given to 50 students. Before writing a reflective journal, students are asked to work on the task of writing explanatory texts. Students monitor the metacognition growth of while writing the explanatory text using reflective journal guidelines. Research findings show that reflective journal guidelines can be used to monitor the growth of students' metacognition in writing. Both students who are used to writing and who are not accustomed to writing can express their writing experience by answering questions in the reflective journal guidelines. This finding also shows that teachers must always encourage students to always write reflective journals in order to monitor metacognition growth in writing, ranging from raising awareness about knowledge and task completion efforts, monitoring the quality of the results obtained, and fostering the habit of planning, setting goals, and apply certain strategies in completing tasks. Students who are used to writing reflective journals in the learning process will be able to develop their writing skills and will become independent learners.

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Annamalai, Nagaletchimee, and Paramaswari Jaganathan. "Exploring students’ reflective writing on Facebook." EuroCALL Review 25, no. 2 (October 23, 2017): 3. http://dx.doi.org/10.4995/eurocall.2017.7750.

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<p>According to our experience, facilitating online reflective writing via Facebook motivates students to improve their writing skills and reflective thinking. Six students and a teacher from an urban school in the northern region of Malaysia were involved in this study. The qualitative data in the form of online archives were categorized as reflection-in-action (feedback and self-correction) based on Garrison et al.'s (2000) cognitive presence. Additionally, reflection-on-action which comprised the students’ reflective journal demonstrated their thoughts and feelings while engaged in the Facebook environment. Data suggested that feedback only related to grammar and sentence structures (micro aspects). There was no feedback relating to organization and content (macro aspects). The reflective journal revealed that Facebook can be considered as a successful platform to enhance students’ narrative writing. The findings of this study have implications for teaching and learning activities in web-based environments. </p>

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Muir, Tom, and Kristin Solli. "‘And thou shall find your path’: The Manifesto in Doctoral Writing Development." Journal of Academic Writing 12, no. 1 (December 23, 2022): 68–85. http://dx.doi.org/10.18552/joaw.v12i1.817.

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If writing pedagogy aims at writer development rather than text fixing, understanding how the writer sees that development is a key element of our skillset as writing teachers. In this article, we argue that a writing manifesto is a way for academic writers to express their development – one that, crucially, draws on semiotic resources outside the usual palette of academic writing. We situate this argument in the literature about reflective writing, which sees reflection as key in writing development, but which also points to the limits of certain kinds of reflective writing. Specifically, several scholars have noted how the reflective essay, traditionally conceived, tends to be constructed of formulaic mappable moves that can obstruct meaningful reflection. By analysing a corpus of manifestos created by doctoral writers, we show how the writers’ use of distinctive semiotic resources – irony, parody, font choice, layout – allow the writers to position themselves as agentive, and present themselves as the makers, not the recipients, of rules about writing. The manifesto, then, is a useful genre for enabling reflection and development because it can create space for writers’ agency and text ownership. Our analysis highlights the value of further discussion about alternate modes of reflective writing.

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Trimble, Thomas, and Adrienne Jankens. "Using Taxonomies of Metacognitive Behaviors to Analyze Student Reflection and Improve Teaching Practice." Pedagogy 19, no. 3 (October 1, 2019): 433–54. http://dx.doi.org/10.1215/15314200-7615400.

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Recent interest in reflective writing in the classroom is tied to the suggested links among reflection, metacognition, and learning transfer. There is still a limited understanding, however, about the distinguishing features of reflective writing and how teachers might identify and use these features to teach effective reflective practices and to interact with student reflective writing. This study uses Gorzelsky et al.’s (2016) taxonomy of metacognitive behaviors to examine the end-of-semester reflective essays of undergraduate students enrolled in a first-year writing course at a large midwestern university. The authors identify and describe a feature of student reflective writing involving the use of emotional language and, working from their findings, suggest a teaching strategy and set of classroom activities aimed at leveraging students’ emotive expressions in ways that foster metacognitive awareness.

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Moon, Jenny. "Getting the measure of reflection: considering matters of definition and depth." Journal of Radiotherapy in Practice 6, no. 4 (December 2007): 191–200. http://dx.doi.org/10.1017/s1460396907006188.

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AbstractReflection, reflective learning, reflective writing and reflective practice are used increasingly in higher education and professional development–but we do not work to one definition and there are considerable differences in the views of educationists on issues of definition. Such discrepancies can exist between the staff working with the same student group. The situation can lead to difficulties in indicating to students how to reflect, and what reflective writing ‘should look like’. Once students do manage to represent their reflection broadly in the required manner (usually writing), there is frequently observed to be a further problem because their reflection is superficial and descriptive. A consequence is that their learning from the reflective process is restricted.This paper addresses the issue of definition of reflection initially through clarifying the different words used around the notion of reflection (e.g., reflection, reflective learning, reflective writing) and providing some suggested definitions. It then addresses the matters both of how we should help students to start with reflection, and with the problem of the superficiality of much of their work. The ‘depth’ of reflection is a concept that has not been much discussed in the literature of reflection and yet it seems to be closely related to the quality of reflective work. The paper discusses the concept of depth and then introduces a style of exercise in which a scenario is reproduced at progressively deeper levels of reflection. The exercise is related to a generic framework for reflective writing. The rationale and justification for the exercise and the framework are discussed and suggestions are made for its manner of use. The exercise and the generic framework for reflective writing are in Appendices 1 and 2.The use of reflection to enhance formal learning has become increasingly common in the past 7 years. From the principle beginnings of its use in the professional development of nurses and teachers, its use has spread through other professions. Now, in the form of personal development planning (PDP), there is an expectation that all students in higher education will be deliberately engaging in reflection in the next 2 years.1 In addition, there are examples of the use of reflective learning journals and other reflective techniques in most, if not all, disciplines.2Reflection is not, however, a clearly defined and enacted concept. People hold different views of its nature, which only become revealed at stages such as assessment. For example, what is it that differentiates reflective writing from simple description? There are difficulties not only with the definition itself but also in conveying to learners what it is that we require them to do in reflection and in encouraging reflection that is deeper than description. In this paper, we consider some issues of definition and then focus on the means of encouraging learners to produce a reflective output of good-enough quality for the task at hand. The latter is presented as an exercise for staff and learners (Appendix 1) with a framework that underpins it (Appendix 2).

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Wald, Hedy S., Shmuel P. Reis, and Jeffrey M. Borkan. "Reflection rubric development: evaluating medical students’ reflective writing." Medical Education 43, no. 11 (November 2009): 1110–11. http://dx.doi.org/10.1111/j.1365-2923.2009.03470.x.

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Adeani, Ikin Syamsudin, R. Bunga Febriani, and Syafryadin Syafryadin. "USING GIBBS� REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS." Indonesian EFL Journal 6, no. 2 (August 11, 2020): 139. http://dx.doi.org/10.25134/ieflj.v6i2.3382.

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In English as Foreign Language (EFL) classroom context, it is compulsory for the students to make reflections of literary works. The current study is aimed at examining how the students implement Gibbs� reflective cycle in making reflections of literary analysis. The qualitative study employed a document analysis upon the students� reflection artefacts. The students� reflections are their responses to a short story written by Amy Tan. The findings of the study revealed that Gibbs� reflective cycle is a good framework to be used by the students in writing reflections upon literary works they are working on. The well-structured framework of writing reflection helped the students explore the literary work deeply, since the reflective cycle accommodates important aspects that can be explored from the literary work by the students. It can be concluded from this study that among the models of reflective writing developed by Kolb, Johnson, and Gibbs, the latest model is considered the most suitable to be used in literary classroom since its well-structured model enables the students to write better reflections of literary works.Keywords: reflective writing; Gibbs� reflective cycle framework; literary works; literary analysis.

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Spalding, Elizabeth, and Angene Wilson. "Demystifying Reflection: A Study of Pedagogical Strategies that Encourage Reflective Journal Writing." Teachers College Record: The Voice of Scholarship in Education 104, no. 7 (October 2002): 1393–421. http://dx.doi.org/10.1177/016146810210400704.

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Reflection is a mysterious concept to many of the students who enter our graduate-level, secondary teacher education program at a large, Southeastern university. Although all already hold degrees in their subject areas and many have extensive life and work experience, few have written—or perhaps even thought—reflectively during their academic careers (King & Kitchener, 1994). The purpose of this study was to identify pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the 1st semester of a yearlong professional program. A secondary purpose was to study the effectiveness of our own practices as teacher educators. We present brief case studies of four preservice teachers who met our criteria for growth in reflection and report their views of how and why they became more reflective over the course of the semester. We found that no single pedagogical strategy was best and that students responded differently to different strategies. These preservice teachers benefited from spending class time on defining, discussing, and viewing models of reflection. Overall, personalized feedback on their journals and their relationships with their instructors were most important in helping them grow. We must actively teach and model reflective skills in a variety of ways if we are to demystify reflection.

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Underwood, Terry. "Teaching Writing with Reflective Questions and Reflective Events." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 1 (September 1998): 18–23. http://dx.doi.org/10.1080/00098659809599379.

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Vetter, Amy, and Mark Meacham. "The significance of reflective conversations for adolescent writers." English Teaching: Practice & Critique 17, no. 3 (August 13, 2018): 228–44. http://dx.doi.org/10.1108/etpc-11-2017-0168.

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Purpose For writing instruction, reflection has been an essential tool. Typically, educators ask students to reflect in a structured written, individual format. Less explored is the role that small and whole group reflective conversations have in fostering students’ understandings about writing. The purpose of this paper is to explore several conversations from a young writers’ camp to examine how three high school students engaged in four different kinds of reflective talk during the writing process. Design/methodology/approach This paper draws from a larger qualitative study about how campers constructed and enacted their writer identities in a two-week young writers’ camp. Five researchers observed, video/audio recorded, engaged in interviews and collected artifacts with 58 campers for ten consecutive days. Qualitative analysis was used to examine how young writers (Grades 9-12) engaged in reflective talk to develop understandings about writing. Findings Data illustrated that students engaged in four types of reflective talk: prospective, reflective-in-action, introspective and retrospective. The paper provides one example for each kind of reflective conversation and provides analysis related to how those conversations shaped campers’ understandings about writing. Originality/value This paper illustrated how adolescent writers used prospective, reflective-in action, introspective and retrospective talk during conversations to tell their stories of learning about writing, a topic less studied in the field. This work offers insight into teaching students how to have such reflective conversations so that they are productive and supportive during writing practices.

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Shanmugavelu, Ganesan, Balakrishnan Parasuraman, Rajoo Arokiasamy, Baskaran Kannan, and Manimaran Vadivelu. "The Role of Teachers in Reflective Teaching in the Classroom." Shanlax International Journal of Education 8, no. 3 (June 1, 2020): 30–33. http://dx.doi.org/10.34293/education.v8i3.2439.

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The aim of this study is to discuss the role of teachers in reflective teaching. The scope of this study is focused on explanations of reflective teaching from three experts. Reflective teaching is a holistic thought that enables a teacher to make choices and take alternative actions and allows teachers to think to improve teaching and learning decisions in the classroom. This study also discusses critical situations that can be created for good reflection practices such as strong support from the administration, reflection opportunities, collaboration with colleagues, storage of teaching portfolios and reflective writing, or journal writing. Reflective teaching also faces several constraints, such as time constraints, school culture, and assessment problems.

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Knowles, Zoe, and David Gilbourne. "Aspiration, Inspiration and Illustration: Initiating Debate on Reflective Practice Writing." Sport Psychologist 24, no. 4 (December 2010): 504–20. http://dx.doi.org/10.1123/tsp.24.4.504.

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The present article contemplates the future of reflective practice in the domain of applied sport psychology and, in so doing, seeks to engender further critical debate and comment. More specifically, the discussion to follow revisits the topic of ‘reflective-levels’ and builds a case for ‘critical reflection’ as an aspiration for those engaged in pedagogy or applied sport psychology training regimens. Assumptions and commentators associated with critical social science (e.g., Habermas, 1974; Carr & Kemmis, 1986), action research (e.g., Carr & Kemmis, 1986; Leitch & Day, 2000), and critical reflection (e.g., Morgan, 2007) suggest a number of foundation points from which critical reflection might be better understood. Finally, writing about ones-self via the processes of critical reflection and through reflective practice more generally are briefly considered in cautionary terms (Bleakley, 2000; du Preez, 2008). Auto-ethnography in sport (Gilbourne, 2002; Stone, 2009) is finally proposed as one potential source of illustration and inspiration for reflective practitioners in terms of both content and style.

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Cook-Sather, Alison, Sophia Abbot, and Peter Felten. "Legitimating Reflective Writing in SoTL: “Dysfunctional Illusions of Rigor” Revisited." Teaching & Learning Inquiry 7, no. 2 (September 16, 2019): 14–27. http://dx.doi.org/10.20343/teachlearninqu.7.2.2.

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In a classic 2010 article, Craig Nelson critiques his own previously held “Dysfunctional Illusions of Rigor” that for years had constrained his teaching. He demonstrates that certain “rigorous” pedagogical practices disadvantage rather than support learners, and he argues for an expansion of what counts as legitimate pedagogical approaches. We evoke Nelson’s assertions to make a parallel argument regarding the traditional conventions of academic discourse. While formal scholarly writing may be well suited to capturing some of the outcomes of the Scholarship of Teaching and Learning (SoTL), these genres can also be exclusive; inadequate to the task of conveying the complex, incomplete, and messy aspects of the work; and neither interesting nor accessible to those who are not required to produce or to read SoTL publications. We propose that reflective writing be legitimated as a form of writing for SoTL, and we use examples from a growing body of reflective writing about pedagogical partnership to illustrate our points. Echoing Nelson, our four reasons for this expansion of legitimacy are: (1) the process of reflection is an essential component of learning; (2) reflective writing captures the complexity of learning; (3) reflection is an accessible form of writing for both new and experienced SoTL authors; and (4) reflective writing is accessible to a wide range of readers. We conclude by emphasizing the potential of including reflective writing among those modes of analysis valued in SoTL to expand what counts as rigor in the construction and representation of knowledge about teaching and learning.

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Sudirman, Anselmus, Adria Vitalya Gemilang, and Thadius Marhendra Adi Kristanto. "Harnessing the Power of Reflective Journal Writing in Global Contexts: A Systematic Literature Review." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 174–94. http://dx.doi.org/10.26803/ijlter.20.12.11.

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writing that has significant impacts on student writers worldwide and identify the qualities of reflective journal writing that foster transformative practices involving personal, relational, and intellectual activities. This systematic literature review incorporated important theoretical frameworks into acceptable convictions. A thorough analysis of 20 recently published research articles (out of 450) from 2016 to 2021 aimed to present written arguments that support thesis positions and credible evidence, as well as determine the global contexts of writing practices. The findings showed that reflective journal writing reinforced a profound transformation to further explore self-discovery, self-inquiry, and critical ideas. It is also concerned with writing performance, as well as the advancement of cognitive and metacognitive writing skills. Reflective journal writers' voices empowered significant changes in a variety of writing aspects, including personal idea exploration, creativity, self-organization, and professional practice development. These findings have implications for encouraging critical reflection, self-expression, and critical thinking among students. They should write reflective journals that can have an impact on a global community and allow them to bring about transformations.

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Chen, Isabel, and Connor Forbes. "Reflective writing and its impact on empathy in medical education: systematic review." Journal of Educational Evaluation for Health Professions 11 (August 16, 2014): 20. http://dx.doi.org/10.3352/jeehp.2014.11.20.

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Purpose: Medical schools are increasingly aware of the ways in which physician empathy can have a profound impact on patients’ lives and have developed humanities initiatives to address this concern. Reflective writing in particular is more commonly promoted in medical curricula, but there is limited research on the impact of reflective writing on medical student empathy levels. It aims to find the emotional effects of reflective writing interventions on medical and healthcare students by systemic review. Methods: Two investigators independently reviewed educational publications for critical analysis. This review focused systematically on quantitative papers that measure the impact of reflective writing on empathy. Results: Of the 1,032 studies found on Medline and CINAHL, only 8 used quantitative measures pre- and postwritten reflection to measure any impact on empathy outcomes. The outcomes measured included impact of reflective writing exercises on student wellness, aptitude, and/or clinical skills. Of these studies, a significant change in student empathy was observed in 100% of the studies, demonstrating a significant change in outcomes. Conclusion: Although the lack of homogeneity in outcome measurement in the literature limits possible conclusion from this review, the overwhelmingly positive reporting of outcomes suggests that reflective writing should be considered in any medical curriculum.

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Sharif, Asiah Mohd, and Siti Zaidah Zainuddin. "STUDENTS’ PERCEPTIONS OF THEIR REFLECTIVE ESSAY WRITING EXPERIENCE AND TEACHER FEEDBACK COMMENTS." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 204. http://dx.doi.org/10.17509/ijal.v6i2.4845.

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Reflection which encompasses critical and analytical capabilities is a critical 21st century skill for students to develop. To ensure students are equipped with this skill, reflective writing has been identified as a possible tool. Teacher feedback on students’ written output therefore plays a role in developing students’ reflective skills. This study asks two questions: How do students perceive their experience writing reflective essays? What is the nature of the teacher’s feedback comments on students’ reflective essays and how do students perceive them? To answer these questions, nineteen ESL students in an entry-level Medical programme completed a questionnaire concerning their experiences writing reflective essays and perceptions of teacher feedback on these essays. Interviews were conducted with two students to follow-up on questionnaire responses. The content analysis showed that the students believed reflective writing played a small contribution to their language learning. Further investigation into the students’ perspectives of their teachers’ feedback comments suggests that even though the teachers’ feedback was positive, the students also referred to the comments as inadequate and ineffective. Pedagogical implications and suggestions for future research are discussed.

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SAHIN, Figen, Muge SEN, and Caglayan DINCER. "Early Childhood Preservice Teachers’ Experiences with Reflective Journal Writing." Eurasian Journal of Educational Research 19, no. 84 (December 3, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.84.5.

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김중철. "Space Reading and Reflective Writing." Ratio et Oratio 10, no. 1 (May 2017): 143–64. http://dx.doi.org/10.19042/kstc.2017.10.1.143.

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Craft, Melissa. "Reflective Writing and Nursing Education." Journal of Nursing Education 44, no. 2 (February 1, 2005): 53–57. http://dx.doi.org/10.3928/01484834-20050201-03.

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Song, Philip, and Rosalyn Stewart. "Reflective writing in medical education." Medical Teacher 34, no. 11 (August 30, 2012): 955–56. http://dx.doi.org/10.3109/0142159x.2012.716552.

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Hillocks, George. "Teaching Writing as Reflective Practice." College Composition and Communication 48, no. 1 (February 1997): 129. http://dx.doi.org/10.2307/358781.

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Jamshed, Shazia Qasim, and Siti Hadijah Shamsudin. "Reflective writing in pharmacy practice." International Journal of Pharmacy Practice 22, no. 1 (January 10, 2014): 101–2. http://dx.doi.org/10.1111/ijpp.12036.

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Anne Sen, Barbara. "Reflective writing: a management skill." Library Management 31, no. 1/2 (January 5, 2010): 79–93. http://dx.doi.org/10.1108/01435121011013421.

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Jasper, Melanie A. "Using reflective writing within research." Journal of Research in Nursing 10, no. 3 (May 2005): 247–60. http://dx.doi.org/10.1177/174498710501000303.

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Ashurst, Adrian. "Completing revalidation: writing reflective accounts." Nursing and Residential Care 19, no. 6 (June 2, 2017): 354–55. http://dx.doi.org/10.12968/nrec.2017.19.6.354.

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Young, Adam. "Should we grade reflective writing?" Postgraduate Medical Journal 96, no. 1132 (October 4, 2019): 110. http://dx.doi.org/10.1136/postgradmedj-2019-137084.

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Shin, S. J. "The reflective L2 writing teacher." ELT Journal 57, no. 1 (January 1, 2003): 3–10. http://dx.doi.org/10.1093/elt/57.1.3.

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Mughal, Aamir Abbas, Nadeem Razaq, Muhammad Saif Ullah, Sadia Ikram, Farrukh Sarfraz, and Fahad Sarfraz. "Reflective Practice at a Private Sector Medical College." Pakistan Journal of Medical and Health Sciences 15, no. 10 (October 30, 2021): 3284–86. http://dx.doi.org/10.53350/pjmhs2115103284.

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Introduction: To create both professionally and actually, wellbeing professionals need to construct fundamental aptitudes in reflective practice. Facilitators in general are agree that these skills should be created as portion of educational module for the wellbeing of professional students. The aims were to present reflective practice to third-year medical students and to evaluate the students’ self-perceived reflective aptitudes before and after their reflective exercises. Objective: Using a composed survey, third-year medical students’ perceptions of reflective practice were accumulated before and after their clinic placement. Students moreover completed two reflective writing pieces about their clinical placements. Material and Methods: Study design: Quantitative, Cohort study. Settings: Akhtar Saeed Medical College, Lahore Duration: 1 Year i.e. 1st September 2020 to 30th August 2021. Results: The students’ reflective writing papers were distributed into one of the three categories: non-reflector, reflector and critical reflector. Content investigation of students’ perceptions of reflective practice uncovered nine topics. Eight fundamental topics emerged from students’ proposals for moving forward their reflective capacities. Conclusion: It concludes that student’s issues around the appraisal of reflective writing are discussed, and students’ recommendations for progressing their reflective capacities are displayed. Key words: Reflection in practice, reflective learning, quality assurance

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Seok, Ryu, and Shin-Ja Lim. "Analysis of Reflective Thinking, Through Reflective Training Journal Writing." Journal of Korean Association of Physical Education and Sport for Girls and Women 30, no. 3 (September 30, 2016): 331. http://dx.doi.org/10.16915/jkapesgw.2016.09.30.3.331.

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Atkinson, Matthew, and Margaret Castle. "Blogging, Journaling and Reflective Writing: A Snapshot of Students' Preferences and Perceptions from Two Australian Universities." International Journal of Clinical Legal Education 27, no. 2 (June 30, 2020): 155–212. http://dx.doi.org/10.19164/ijcle.v27i2.963.

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This paper investigates the pedagogical benefits and challenges of using blogs as well as journals in assessing reflective writing in Clinical Legal Education learning.Recognising that millennial students have diverse learning preferences, the authors administered a survey to explore student preferences for different styles of reflective activity, contrasting peer to peer blogging with student to teacher journaling. Our findings suggest that some of the traditional ideas about privacy and self-disclosure in reflective writing are not of significant concern to students, who see benefit in sharing experiences with each other as part of a learning community. However, our findings also indicate that the opportunity of private reflection with a teacher is valued by students as part of the reflective learning experience.This paper outlines the approach to blogging adopted in our teaching practices and concludes that there are many benefits to thoughtfully designed blogging in Clinical Legal Education reflective exercises. Designers of reflective writing assessment will find this paper a useful source of related literature and ideas for developing journaling and blogging for reflective learning.

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Rizky Alfiany Suaib, Nur. "The Phenomenon of Pre-Service Teachers’ Reflective Writing: A Literature Review." Journal of Education and Teaching (JET) 2, no. 2 (June 20, 2022): 178–90. http://dx.doi.org/10.51454/jet.v2i2.177.

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Multiple approaches, strategies, and experiments have been used in studies to determine the quality of reflective practice in teacher education. It includes research on both general education and TEFL pre-service teachers. Most of these studies focus around the testing and development of tools for the practice of reflection, as well as testing and developing the assessment of reflective practice. Furthermore, by analyzing studies on the forms, features, and evaluative aspects of reflective writing, this literature review paper attempts to go deeply into the area of reflexivity and personal reflection. The research analyzed in this paper should have established the study's position and goals in terms of the style of reflective writing and theoretical approaches to assessment and appraisal attitude. It has stated its role in enhancing students' learning and identity, as well as the importance of affective meanings in this category. Nonetheless, research on this component of reflective writing and how students' perspective and identity are shaped appears to be restricted, suggesting a lack of decent knowledge. Examining the various techniques to evaluation and conducting research on writer position in student teachers' discourse highlighted the necessity to create a framework based on an attitude appraisal system.

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Anastasia, Gisella, Yoyo Suhoyo, Prattama Santoso Utomo, and Doni Widyandana. "THE USE OF REFLECTION FOR SPIRITUAL CARE LEARNING IN CLINICAL EDUCATION: A PILOT STUDY." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 3 (November 16, 2020): 279. http://dx.doi.org/10.22146/jpki.56923.

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Background: Indonesian society assume spirituality as an important aspect in life especially in sickness. Spiritual care can restore patients’ quality of life by providing them comfort, strength, and compassion. Because lack of education about spiritual care, doctors often feel not fully equipped. Reflection has proven to increase awareness of spiritual care, but the impact of this method still needs further research. This study aims to explore the impact of reflection on student awareness about spiritual care.Methods: This study used Interpretative Phenomenological Analysis with reflective writing and in-depth interview. Nine clinical medical students divided into four groups which was facilitated by clinical teacher. Intervention were three reflective writings interspersed with two small group discussion. The writings were analyzed using Transtheoretical Model to identify behavioral change then content analysis for the transcript to explore the study’s impact and the feasibility.Results: Five students increased their awareness because clinical experience, time-management, writing volume, and reflective thinking. Three students increase faster because learning from peers, engage with patient, and role-model. Two students increase slower because lack understanding of reflection and incorrect facilitators’ feedbacks. Two students stable because lack understanding of discussion and low engagement with patient. One student experienced a decrease because lack of task-commitment and interest. One student did not get awareness because difficulty interpreting emotions.Conclusion: Reflection method can be used to teach spiritual care to clinical medical students by considering several factors that might play a role. Further research with improvement to the method is still needed. Keywords: Spiritual care; spirituality; reflection; clinical medical student

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Journal articles on the topic 'Reflective writing'

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