Dissertations / Theses on the topic 'Theory-practice reflection'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Theory-practice reflection.'
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.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Hyacinth, Timi B. "Reflection for specific purposes : the use of reflection by Nigerian English language teachers." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59716/.
Full textKhan, Muhammad Ilyas. "Reflection as a teacher education concept, connotation and implementation : a qualitative case study of a Postgraduate Certificate in Education (Secondary) Programme at a UK university." Thesis, University of Leicester, 2012. http://hdl.handle.net/2381/11064.
Full textFook, Janis. "Developing an integrated framework for critical reflection : from practice, to theory, towards research." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/339973/.
Full textWright, Elizabeth Ann. "Visual preferences in an ageing population : design, theory, practice, education & critical reflection." Thesis, Open University, 2013. http://oro.open.ac.uk/54504/.
Full textLeiper, Tara E. "The impact of critical reflection on a private practice singing teacher's thinking." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3417/.
Full textHulshult, Nancy Kay. "MORAL LEADERSHIP IN ALTERNATIVE EDUCATION: THEORY AND PRACTICE IN SCHOOL ADMINISTRATION." Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1114085889.
Full textTitle from second page of PDF document. Document formatted into pages; contains [2], v, 117 p. Includes bibliographical references (p. 94-97).
Hughes, Brenda Helen. "An exploration of business students' experiences of reflection in learning." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30921/.
Full textMays, Lydia Criss. "Linking Theory to Practice: Understanding How Two Reading Recovery Teachers' Reflections Inform their Teaching Practices." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-07072009-162305/.
Full textTitle from file title page. Diane Truscott, committee chair; Joyce Many, Barbara Meyers, Ramona Matthews, Floretta Reid-Thornton, committee members. Description based on contents viewed Oct. 19, 2009. Includes bibliographical references (p. 155-174).
Atkinson, D. "Form and action in art education : A reflection upon theory and practice in the teaching of art." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382177.
Full textXenos, Anthony J. "Teacher Learning in Action: Using Self-Study to Connect Practice with Theory." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416422110.
Full textBauer, Andreas. "The theory and practice of runtime reflection a model-based framework for dynamic analysis of distributed reactive systems." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/989452999/04.
Full textWeber, Valerie R. "The Compositional Style of Francesco Geminiani: a Reflection of Theory and Practice in His Music and Guida Armonica Treatise." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001224.
Full textOvington, Gary Keith. "Teaching and learning in higher education : nurturing critical reflection for bridging theory/practice links : a case study in social work education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/497.
Full textBald, Lisa Marie. "Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1875.
Full textWahlström, Sara Charlotte. "Insight Cuba : A Reflection Rapport and Three Features Connected to Cuban Economy." Thesis, Stockholms universitet, Institutionen för journalistik, medier och kommunikation (JMK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169760.
Full textSkänkta cyklar får nytt liv på Kuba- Tells the story of a Norweigan aid project in the cuban province Artemisa. What does a bike mean for a family in Cuba? Can everone afford and get one? What do bikes have to do with the cuban economy? Ekonomin, en av de största utmaningarna på Kuba- Tells the story of the informal and formal market in Cuba. Why are so many Cubans traveling abroad for business? How does the Cuban economy effect people’s daily lives and how do they face the challenges presented to them? Utbredd sexturism på Kuba- Tells the story of sex tourism on the island with the help of interviews with sex byers, jineteiras and procurers. What does the relationship between foreigners (Yumas) and cubans look like?
Nilson, Anna. "Reflektion i förhållande till lärande för yrkesprofessionen : Frisör- och stylistelevers beskrivningar." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5594.
Full textThe study's starting point is my own questions about reflection in relation to learning. The study aims to investigate how students in an upper secondary hairdresser and hairstylist education describe reflection as a method of education. In the framework of this study, five pupils' descriptions of reflection in relation to learning for the profession are highlighted. My main research questions are: Can increased reflection lead to a more developed learning? What is required by the teacher for students increased reflections? There are perceptions that some educations are theoretical and others are practical. Instead, Schön says that more understanding and developed learning requires reflection to link these dichotomies that are not opposites but mutually dependent. The study's theoretical basis is mainly taken from John Dewey's theories of knowledge through reflection. The study is empirical and qualitative and built up through case studies and development project. Individual interviews and observations of five different students were used to collect my data. In the result students describe that reflection can be used for, among other things, increased participation and self-confidence, and that reflection allows understanding of the action in relation to the result. Methods for increasing students' reflections describes as when the teacher is showing, giving advice and asking questions, leading to discussion and an opportunity for students to reflect on their choices and their work. When using reflection in education, it is essential to be aware of the importance of reflecting over the factors that leads to the result, and not just the result itself, which among others also Dewey argues. Even the teacher’s awareness of the attitudes and questions to encourage students' reflection, participation and self-confidence is significant.
Bohné, Ulrica. "Exploring the intersection of design, reflection and sustainable food shopping practices : The case of the EcoPanel." Licentiate thesis, KTH, Medieteknik och interaktionsdesign, MID, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-183422.
Full textQC 20160311
Weyand, Larkin Gene. "The Walkabout in an Alternative High School: Narrative as a Social Practice for Reflection on and Analysis of Experience." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468241129.
Full textMinasi, Luis Fernando. "Formação de professores em serviço : contradições na prática pedagógica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/14837.
Full textThe current research, which was based on a dialectic and qualitative study, had a general aim of perceiving, interpreting, explaining and understanding the existing contradictions in the process of majoring laic teachers carried by FURG in SVP. It also aimed to show how those contradictions appear during the educational practice of the laic teachersto- be. According to the results of the research, some suggestions of knowledge can be pointed out, which might contribute to the issuance of new educational proposals to the formation of teachers that are working and also on the building up of their curriculum. It can also provide proper conditions to bring unquestionable knowledge to the laic teachers-to-be – therefore changing the reality which they live in and being able to concomitantly change their lives. The study was carried out having as empirical corpus the End of Course Papers of the forty seven laic teachers which majored in Education – Elementary School. The main thesis, i.e., that there is a contradiction in the process of majoring laic teachers, was confirmed by the difficulties and obstacles described in the critic reports (End of Course Papers) by the laic teachers-to-be, in order to develop an educational practice coherent to the emancipating perspective of the theories studied during the course. It is suggested the organization, the systematization and the devising of other similar courses, in order to approach as close as possible, theory to practice. This proximity of theory and practice should be held on educational matters of teaching and learning as well as mainly on the “action-reflectionaction” of the daily routine in the university/school, so that both become one unit. For the formation of a researching teacher, even when working, the research assumes one of the practical foundations to the production of critic knowledge to a radical change in society and current educational system, once the knowledge acquired in that practice is true if it is checked in practice, in production, in experiment, in the social revolution.
Allan, Chad Everett. "Decision-making: a reflective journey of the lived experiences of experienced teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.
Full textRibeiro, Flavia Dias. "A aprendizagem da docência na prática de ensino e no estágio: contribuições da teoria da atividade." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20012012-095037/.
Full textThis study aimed to investigate the general appropriation of constitutive elements of teaching organization by future Mathematics teachers in the subjects of Teaching Practice and Internship, in order to show indicators of a formative movement towards the pedagogical praxis and, as a consequence, identify guiding elements for the organization of teaching by teacher trainers. Having as reference Cultural-Historical Theory, particularly Activity Theory, it has been assumed that putting the student in activity is paramount for the organization of teaching. Within this perspective, we discuss the way students take hold of the organization of teaching by developing theoretical thinking about teaching through reflection, analysis and planning of actions. The methodology of this research, supported by the historical-dialectical method, is based on field research with students from a Maths Teacher Training course, in the subjects Teaching Maths Methodology and Teaching Maths Practice I and II. Data was recorded through written and audio observation registers. These observations allowed the organization of a commented diary, indicating the learning movement of the students. The audio register was more used in situations of debates and presentations. Conversely, the written register has as reference the students individual or collective activities, register of evaluations, creation of portfolios and articles. The research includes moments when the researcher followed the activities organized by the main teacher and some when the researcher organized teaching activities through situations which stemmed learning. Data was organized in three isolated of research - reflection, analysis and planning of actions which were understood as sections of reality able to unveil manifestation of movements of appropriation by future teachers on teaching organization. By analysing the collected information, we establish two axes: the movement of learning teaching skills by the future teachers and the movement of learning by the researcher. The former contemplates the main conclusions arising from the knowledge of this movement for the organization of the future teachers formation process towards the pedagogical praxis. The latter involves the appropriation of the theoretical reference, as well as a general principle of teaching organization in the future teachers formative process and, eventually, the process of knowledge of phenomena and constitution of a new way of doing research. Having as reference these axes, this research brings up indicatives around the role of the teacher trainer in the university, the necessary tools for this activity, the role of the internship supervisor in the school and the need of his/her relationship with the university and with the teacher trainer, as well as the organization of the teaching actions within the movement of reflection, analysis and planning of these action.
Ebrahim, Zakiyah. "The Streetscapes Project : reflective paper." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24892.
Full textBlair, Andrea Jane. "Being in Brazil : an autoethnographic account of becoming ethically responsible as a practitioner-researcher in education." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14501.
Full textCasto, Heidi McKay. "Reflections on motherhood." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/932.
Full textButke, Marla Ann. "Reflection on practice : a study of five choral educators' reflective journeys /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054056360.
Full textTitle from first page of PDF file. Document formatted into pages; contains xiv, 308 p.: ill. Includes abstract and vita. Advisor: R.J. David Frego, School of Music. Includes bibliographical references (p. 284-298).
Wright, Catherine Lara. "Bachelor of Midwifery (BM) students' experiences of reflective practice: A grounded theory study." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/58c7efb122d6d513999728e5452a70e089b2f4a0707af3c0b5c43de10a142aa2/1705599/WRIGHT2014.pdf.
Full textLehman, Michele Alene. "Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371.
Full textLlorente, Quesada Lemay. "Cape of German hopes : exploring German culture in Cape Town : a reflective analysis from the perspective of the producer." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10874.
Full textDocumentary film, in the words of Linda Williams, always has the receding goal of finding 'some form of truth'. Yet documentary film as an art also blurs the notions of fact and fiction and runs the risk to construct reality rather than merely show it. This dissertation paper is a Reflective Essay supporting the documentary film 'Cape of German Hopes' and aims, with special references from the director's and editor's perspective, to back up the documentary by explaining more in depth about the motivation, goals and achievements of the film. The documentary is a journey that explores life experiences of German families and people of German heritage who settled in Cape Town. It uncovers how they seek to find a balance between their cultural heritage and the culture they are living in.
Canen, Ana. "Teacher education and competence in an intercultural perspective : some reflections in Brazil and the UK." Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/1311/.
Full textDyke, Martin. "Reflective learning and reflexive modernity as theory practice and research in post-compulsory education." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/2732/.
Full textSumsion, Jenny. "Early childhood student teachers' reflection on their professional development and practice a longitudinal study /." Connect to full text, 1997. http://hdl.handle.net/2123/379.
Full textTitle from title screen (viewed Apr. 15, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Includes bibliography. Also available in print form.
Searby, Linda J. Ashby Dianne E. "A study of the practice of reflection in leaders of stuck and moving schools." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9942650.
Full textTitle from title page screen, viewed July 26, 2006. Dissertation Committee: Dianne E. Ashby (chair), James C. Palmer, Albert T. Azinger, William Rau. Includes bibliographical references (leaves 189-195) and abstract. Also available in print.
Lonsdale, Peter. "Design and evaluation of mobile games to support active and reflective learning outdoors." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12076/.
Full textMontague, Lucy Margaret. "Designing the urban : reflections on the role of theory in the individual design process." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/22002.
Full textVan, Straaten Marius. "Odd number : a reflective essay, on the filmmaker, Marius van Straaten's practice in Odd Number a documentary about Rashaad Adendorf, with a focus on representation." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/13983.
Full textChulim, Floricely Dzay. "Pre-service teachers reflecting on their teaching practice : an action research study in a Mexican context." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/77716/.
Full textZeki, Canan Perkan. "Constructing a reflective portfolio tool : an action research on the student teachers' perceptions of their experiences." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11649/.
Full textZarezadeh, Yadolah. "The teaching and learning of reflective practice in medicine, nursing and physiotherapy : a grounded theory study." Thesis, University of Newcastle upon Tyne, 2009. http://hdl.handle.net/10443/3605.
Full textMerilainen, Laura. "From Namibia with Love - the dissertation paper a reflective essay supporting the documentary film 'From Namibia with Love'. With special references from the director's and editor's perspective on making a politically sensitive documentary film." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12001.
Full textIncludes bibliographical references.
This dissertation paper is a reflective essay supporting the documentary film From Namibia with Love (FNWL). The aim of this essay is to examine and analyse the production challenges, ethical considerations and the reconstruction of reality in the making of the film FNWL. The essay explores these issues from the director's and editor's point of view with special references to academics literature and different documentary films.
Loveder, Mark. "Does reflective practice impact upon clinical outcomes and if so, how? : a Grounded Theory study of how Trainee Clinical Psychologists experience the effect of a reflective practice group on their clinical work." Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40506.
Full textShephard, Richard John. "Reflections of school staff on headteacher leadership and how it is practiced in their state, boys' selective school." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5272/.
Full textJong, Young Ok. "An investigation into the benefits of collaborative writing for the development of EFL children’s communication skills : a reflective report of a teacher researcher." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3743/.
Full textReutin-Hoffmann, Ute. "Nurturing relational spirituality : some reflections on the theory and practice of pastoral care in the light of anthroposophy and Steiner Waldorf education." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288565.
Full textSun-Ongerth, Yuelu. "Exploring Novice Teachers' Cognitive Processes Using Digital Video Technology: A Qualitative Case Study." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/108.
Full textOkhakhu, Elemeiye Emmanuel. "Collaborative ministry in the Roman Catholic Church, reflecting on its future from contemporary theory and practice in North America and Nigeria." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ35653.pdf.
Full textFairhurst, Alicia. "Exploring the process of attending a reflective practice group during training : a preliminary grounded theory study of qualified clinical psychologists' experiences." Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10326/.
Full textRawal, Swaroop. "The role of drama in enhancing life skills in children with specific learning difficulties in a Mumbai school : my reflective account." Thesis, Coventry University, 2006. http://eprints.worc.ac.uk/382/.
Full textJohansson, Annelie. ""Jag tyckte i alla fall att eleverna var duktiga" : Teoribildning i lärarstudenters didaktiska reflektioner i ämnet svenska." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-75402.
Full textTitle: “At least I thought the pupils were good”: Theorisation in education students’ didactic reflections on teaching Swedish This qualitative study aimed to investigate the role of theory in education students’ reflections on their teaching of Swedish in lower primary school. The material was collected in connection with the students’ practical placements and comprises of interviews and observations. Although these prospective teachers performed well in the classroom, the study shows that the students’ didactic reflections were generally below par and inadequately founded in theories of learning or Swedish subject knowledge. The overall conclusion is that different methods or models used in research can be highlighted to a greater extent in the Swedish subject courses on the primary education program. Students may not only use such theoretical tools to document pupils’ knowledge and formulate their own didactic reflections, but these tools could also prove useful in formative teaching, that is, in systematically documenting pupils’ learning in order to plan future teaching. This could therefore be a way to bridge the theory-practice gap in teacher training as well as improve education students’ use of theoretical models in their didactic reflections.
*Johansson, Annelie K. ""Jag tyckte i alla fall att eleverna var duktiga" : Teoribildning i lärarstudenters didaktiska reflektioner i ämnet svenska." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88582.
Full textTitle: “At least I thought the pupils were good”: Theorisation in education students’ didactic reflections on teaching Swedish This qualitative study aimed to investigate the role of theory in education students’ reflections on their teaching of Swedish in lower primary school. The material was collected in connection with the students’ practical placements and comprises of interviews and observations. Although these prospective teachers performed well in the classroom, the study shows that the students’ didactic reflections were generally below par and inadequately founded in theories of learning or Swedish subject knowledge. The overall conclusion is that different methods or models used in research can be highlighted to a greater extent in the Swedish subject courses on the primary education program. Students may not only use such theoretical tools to document pupils’ knowledge and formulate their own didactic reflections, but these tools could also prove useful in formative teaching, that is, in systematically documenting pupils’ learning in order to plan future teaching. This could therefore be a way to bridge the theory-practice gap in teacher training as well as improve education students’ use of theoretical models in their didactic reflections.
Faltin, Elias, and Mikael Ferroukhi. "From conceptual level to playable game : An exemplary investigation of applying game design theory to practice through the process of design and development." Thesis, Uppsala universitet, Institutionen för speldesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415728.
Full textI Rilla Khaled´s (2018) teori Reflective game design theory, argumenterar hon för fördelen med att skapa omvälvande upplevelser i syfte att uppmana spelaren till reflektion. Vi beslöt oss för att designa och utveckla ett spel baserat på hennes teori, för att sedan undersöka och utvärdera teorin. Vi definierar spelutvecklande som en process i tre steg, bestående av ”ideation” (grundat ur Khaleds teori), artikulering av designen baserat på ett ramverk s.k. ”SGDA Framework” ( Mitgutsch & Alvarado, 2012), och slutligen realisering (grundat på principer framtagna av Boyer, 2010 och Swink, 2009). Vi argumenterar för besluten som ligger bakom vår design, utför praktiska test av spelet i en användarstudie och diskuterar sedan framgångar samt eventuell tillkortakommanden med vår design. Slutsatsen består av en redogörelse för hur våra upptäckter står i förhållande till applikationen av teori till praktik. Vi upptäckte att genomtänkta och välmotiverade beslut inom spelutveckling inte alltid når spelaren, då interaktionen mellan spelare och spel hindras av tillkortakommanden i hur dessa beslut tillämpats. Vi identifierade ytterligare klyftor mellan teori och realisering, och konstaterar vad spelutvecklare bör vara uppmärksamma på under utveckling av s.k. ”reflective games”.