Dissertations / Theses on the topic 'Theory-practice reflection'
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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/.
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Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teaching reflective practice. In a two year exploratory, interpretive research study of Nigerian English language teachers, the Nigerian ELT context is explored for evidence of reflective inquiry. The study integrates classroom explorations, teacher group meetings, focus group and individual interviews that aim to project the voices of participants. Reflection is identified in the context in teachers who used it intuitively and through those who have participated in a formal reflective international teacher development course. Findings show that reflection is multifaceted, distinctively construed and used for specific purposes. Four types of reflection are identified: learner-centred reflection; teacher-centred reflection; skill-centred reflection and knowledge-centred reflection. By comparing the two groups of participants’ perspectives of reflection and their use of reflection, the benefit and potential of reflection to bring change and development in the context is highlighted. The study shows that as participants progress through the spectrum of reflection-in-use that was identified in the study, they make sense of teaching and learning and of themselves as teachers; moving from intuitive encounters of reflection-in-use to the more explicit zones of systematic reflection. The study concludes that because reflection is multifaceted and used in specific ways, teacher educators will need to develop specific and relevant learning tools to teach it in more teacher-centred ways.
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Khan, 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.
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This thesis reports a qualitative case study exploring the connotation and implementation of reflection as an educational concept in a PGCE (secondary) programme at a UK university in the light of the perceptions of university tutors and student teachers. Reflection has been an important concept in many teacher education programmes but it has consistently been intricate in terms of its connotation and implementation and despite a vast amount of research aimed at deconstructing its complexity, the matter does not seem to have been resolved. Despite its conceptual complexity it has often been taken in its common sense meaning by practitioners in educational programmes and is, at times, turned into a slogan. This study was, therefore, aimed at an exploration of the meaning and implementation of the concept and the various factors that influence it in the programme under study. The findings of the study reveal that, true to its reputation, the concept defies any agreed upon understanding. On a conceptual level there was recognition of its complexity among the university tutors, although this did not come out in the case of student teachers who predominantly defined it in its common sense meaning. At the implementation level the common sense practice-oriented connotation appeared to prevail among both groups. Factors influencing this orientation included the practical emphasis of the PGCE, the focus on response to the centralised QTS standards, the time-work balance and the under-appreciation for theory in its technical-rational conceptualisation in the predominantly skill-oriented and subject-teaching focused structure of the training. The study implies that for reflection to be appreciated and implemented at the deeper, conceptual and critical level, it should be put into practice more overtly with elaborate theoretical underpinnings. This would call for changes in this and similar programmes in terms of structure, content and aims.
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Fook, 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/.
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Critical reflection is increasingly regarded as a necessary requirement of professional practice. Yet there are many differing perspectives on what it is, and how it should be taught in professional education, and it is not easy to see how they all relate. This is often confusing for students and educators. This potentially leads to poor standards of reflection, and little rigorous research or development of critical reflection. This thesis aims to address this problem by developing an integrated understanding of critical reflection. It draws together the different perspectives on critical reflection (including reflective practice, the concept of reflexivity, postmodernism and critical perspectives), and shows how these different understandings can be integrated under the rubric of learning from experience. Although the idea of learning from experience in fact underpins early understandings of critical reflection, this thesis demonstrates how later formulations add to and develop this conception. In doing this, the thesis traces the practical and theoretical development of critical reflection into a framework which might be used as a basis for researching professional practice experience. The thesis begins with an introduction which outlines the context of my thinking about social work knowledge, in which my thinking about critical reflection is located. The body of the thesis traces how I have developed these frameworks, from a mix of practical experience, theorizing from different perspectives, and reviews of literature, into the potential for its use as a research method. The concluding section of the thesis returns to the original outline of social work knowledge, and shows how this integrated understanding of critical reflection is also congruent with basic principles of social work. In this sense, the development of thinking about critical reflection is also a contribution to the development of social work knowledge.
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Wright, Elizabeth Ann. "Visual preferences in an ageing population : design, theory, practice, education & critical reflection." Thesis, Open University, 2013. http://oro.open.ac.uk/54504/.
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Formative periods represent early phases in life when we are particularly sensitive to experiences that influence later choices. This investigation hypothesised that the design of products associated with formative periods continues to influence preference throughout life. In design for an ageing population these preferences are important because designers often wrongly assume a decline in interest in design and physical ability. If these assumptions are prioritised there can be a detrimental effect on the visual sensitivity and emotional value products convey. In the United Kingdom a significant proportion of the ageing population is financially independent, physically healthy and resistant to traditionally negative associations of ageing. However, limited interrogation of the design process, or of the products produced, leaves a largely youth orientated design industry ill- equipped to challenge these associations and design for consumers whose experiences differ from their own. This investigation interviewed leading design professionals to test these assumptions and to inform an innovative questionnaire to identify visual preference. The questionnaire incorporated images of domestic products from 1930 to 1990 and asked for rapid responses reflecting intuitive preferences. A fifty five percent , response rate was achieved from 5,000 questionnaires posted to respondents aged fifty to seventy five years. Analysis of the findings identified two associations. Firstly, a statistically small association between age and visual preference, older respondents preferred older products, although the association was marginal and insufficient to support the hypothesis. Secondly, visual analysis revealed a strong preference for the most familiar form of the product, proposed as representing the 'contemporary essence'. These findings challenge assumptions that ageing is accompanied by a decline in design interest. Rather, the economic and social cost of establishing a design environment reduces the flexibility of future choices. These issues are age neutral. To address these issues, a critically reflective design approach is proposed as a positive response to an ageing population in an inclusive society.
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Leiper, 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/.
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This situated self-as-researched investigation explores the impact of critical reflection on a private practice singing teacher’s thinking. The project is based upon the use of five ‘vehicles’ through which to develop the skills of critical reflection, these being journal writing, personal writing, critical incident technique, narrative inquiry and ideology critique. Each of these vehicles is used to undertake critical reflection of singing teaching practices whereby values and assumptions are interrogated. Each of the vehicles of critical reflection used in this inquiry is evaluated for their ease of use and effectiveness in enabling critical reflection processes to be developed in the participant. Engaging in critical reflection presents the possibility for transformative learning (Mezirow 1990) whereby frames of reference are challenged and altered as a result of the processes undertaken and examples of this in action are included in this research report. This dissertation contributes to the small but growing body of research in the area of private professional music education. The private instrumental and vocal teacher often works in an isolated environment with limited development opportunities available. This research proposes that critical reflection may be a viable tool for professional development and practice improvement.
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Hulshult, 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.
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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.Title from second page of PDF document. Document formatted into pages; contains [2], v, 117 p. Includes bibliographical references (p. 94-97).
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Hughes, Brenda Helen. "An exploration of business students' experiences of reflection in learning." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30921/.
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This research explores how some undergraduate students’ experience reflection in their learning. The study is located within the interpretivist tradition and the research is based on two semi-structured interviews with eight undergraduate business students at two different stages in their programmes. This study indicates that both traditional and contemporary theories of reflection can contribute to an understanding of how undergraduate business students experience reflection. For example, I found that all of these students experience reflection in ways in which the self is the object of performative development and this mirrors some of the contemporary theoretical constructions of reflection. Interestingly, whilst acknowledging the wide variety of benefits associated with reflection in learning, the participants in this study provide detailed accounts of tensions and issues that remain including performance, group work and locating reflection alongside disciplinary knowledge. In terms of reflection on employment, these undergraduates indicate that third party ‘spillover effects’ are a broad dimension of their reflections indicating how attuned these business students are to the needs of employers. The undergraduate students in this study accept and operationalise notions of responsibilisation, self-governance and self-discipline. I also found that, for final year students in this study, reflection is central to the process of forming pre-professional identity. This is a small-scale study and I make no claims to generalisability or representativeness. However, this dissertation not only adds to what is known about how students’ experience reflection, but also provides some evidence that might usefully be considered by curriculum designers, educators and staff developers. Primarily, I suggest that reflection should be repositioned within the higher education business curriculum. Specifically, I propose a new paradigm for business education in which reflection within the curriculum is oriented to more critical questioning of disciplinary traditions and assumptions and offers greater opportunities to critically reflect on social relations and global injustice. Secondly, I suggest, having undertaken this study, that curriculum design should accommodate greater discussion and support for undergraduates struggling with reflection on performance, group-work or within disciplinary conventions.
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Mays, 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/.
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Thesis (Ph. D.)--Georgia State University, 2009.Title 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).
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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.
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Xenos, 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.
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Bauer, 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.
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Weber, 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.
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Ovington, 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.
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The 1990s has witnessed two 'institutions' in 'crisis': higher education and social work. In higher education. government has brandished its quality sword and the long-neglected area of teaching is prominent in the war cry. In social work, major stakeholders have constructed the crisis as the 'theory/practice problematic' and the systemic intervention has been the prima facie increasing power of non-academic bodies to shape social work curriculum. This study is set within this context of quality teaching and theory/practice issues. It is an action research study of the teaching and learning dynamic of a first year social work subject which seeks to 'answer' the question: how do we best teach beginning social work students to grapple with theory/practice issues, or more specifically, how do we best teach them to think theoretically and critically about action?
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Bald, Lisa Marie. "Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1875.
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Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations from participants to improve upon professional development. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption. Improvements to reading instruction lead to positive social change by increasing student achievement, thereby preparing students to be world citizens in a competitive global market.
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Wahlström, 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.
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Cuba! The name alone connotes many things for people be it rum & cigarrs, old Chevys & colonial buildings, Hemingway & Daquires, Castro & communism, Salsa & Reaggaton, parties & calm life, blue oceans & white sandy beaches, poverty & oppression. As a tourist destination Cuba is sold as a country caught up in a time capsule. Visit before it is too late, before it forever changes (Culturetrip 2017). When we read or hear about Cuba in the news its usually when extraordinary events are being covered such as President Obamas visit in 2016, the death and funeral of Fidel Castro in the same year or after hurricane Irma hit the island in 2017. The image we get, on our side of the world, is often fragmented and without an understanding of the context. This study consists of three reports connected to the Cuban economy. They have been written in an attempt to creat a different type of journalism - slow news journalism. Instead of using journalism as a way to extract specific information during a specific event the aim has been to extract conceptions of the lived world by using qualitative methods like participant observation and spending time with Cubans in their own society for a longer period of time. The information has unfolded with and through time during fieldwork in Cuba, rather than having been created from a set of already determined priories before leaving Sweden. The aim has been to find out what Cuban people (in Cuba) think is important in their daily life. What matters to them? What problems are they facing everyday and how do they cope with some of the daily challenges presented to them? Are Cubans living their lives cut off from the rest of the world? One of the most discussed or talked about issues in society was connected and related to the economy, which is why the reports focus on this subject. The reports take an economic insight from different perspectives in an attempt to show that the economy effect people differently depending on where they are situatedgeographically, economically, spatial, and societal in cuban society.Skänkta 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?
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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.
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Studiens utgångspunkt är mina egna frågeställningar kring reflektion i relation till lärande. Studien syftar till att undersöka hur elever inom en gymnasial frisör- och stylistutbildning beskriver reflektion som metod i utbildningen. Inom ramen för det här arbetet belyses fem elevers beskrivningar av reflektion i relation till lärande för yrkesprofessionen. Mina huvudsakliga forskningsfrågor är: Kan ökad reflektion leda till ett mer utvecklat lärande? Vad krävs av läraren för elevers ökade reflektioner? Det finns uppfattningar om att vissa utbildningar är teoretiska och andra är praktiska. Istället menar Schön att det för mer förståelse och utvecklat lärande krävs reflektion för att binda samman dikotomierna som inte är motsatser utan beroende av varandra. Studiens teoretiska utgångspunkt är framförallt hämtad från John Deweys teorier kring kunskapsutveckling genom reflektion. Studien är empirisk samt kvalitativ och uppbyggd genom fallbeskrivningar med utvecklingsarbete. Individuella intervjuer och observationer av fem olika elever har använts för att samla in mitt datamaterial. I resultatet beskriver eleverna att reflektion bland annat kan användas för ökad delaktighet och ökat självförtroende samt att reflektion ger möjlighet till förståelse för handlingen i förhållande till resultatet. Metoder för elevers ökade reflektion beskrivs genom att läraren visar, ger tips och ställer frågor vilket leder till diskussion, samt möjlighet för elever att reflektera över sina val och sitt arbete. I användandet av reflektion inom utbildningen är det väsentligt att vara medveten om betydelsen av att reflektera kring de faktorer som leder fram till resultatet och inte bara resultatet i sig, vilket bland andra även Dewey argumenterar för. Även lärarens medvetenhet om dennes förhållningssätt och frågeställningar för att uppmuntra elevers reflektion, delaktighet och självförtroende är betydande.The 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.
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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.
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Food production has been shown to have considerable negative impacts on the environment. A means to reduce this is to choose organic products when shopping for food. Through the case of the EcoPanel, a web application prototype that visualises the organic proportion of the household’s food shopping, the thesis explores the intersection between design, reflection and sustainable food shopping practices. In order to contextualise the role of the EcoPanel, the text discusses the concept of food shopping practice, both from the perspective of social practice theory (SPT), and the more focused food choice perspective. The studies show that it is fundamental to understand the complexity of choosing food, and the habitual aspect of practice, in order to understand the role of reflection in food shopping practice, and consequently the role of a tool for reflective decision-making, like the EcoPanel. We have used a research through design approach to develop the EcoPanel prototype. In an iterative process we probed how the EcoPanel could be designed to be as relevant and accessible for the users as possible. Essential in the process were the iterative user feedback sessions. The way in which the users answered the questions from the sessions formed the guiding principles for the development of the design. A central question in the thesis is to explore in what ways the users’ access to their individual sustainable grocery data provided by the EcoPanel affects their food shopping practices. The studies include monitoring sixty-five users of the EcoPanel over five months, a survey regarding aspects of lifestyle and attitudes to food, and interviews with ten of the users. The long-term study shows an increased organic purchase level (17%) for the EcoPanel users in comparison to the reference group. We also see that when the users receive feedback on their organic food purchases through the EcoPanel, they can make more reflective decisions. This is shown to be highly relevant and creates meaning for the users in several different ways. From this result, in combination with the result of the long-term study, we can conclude that the EcoPanel contributes with support for more sustainable food practices. The last question in the thesis is to understand how SPT can be useful for design practice. SPT shows a view that goes beyond the traditional interaction perspective, and points to the importance of approaching complex issues, such as sustainability challenges, with an awareness that also includes social and cultural aspects of the context. As well as this view being pertinent when approaching sustainability issues, it also provides value to designers in their emerging roles of dealing with more socially embedded concerns, such as social innovation and design for public policies.QC 20160311
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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.
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Minasi, 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.
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A presente pesquisa, um estudo de caso de natureza qualitativa e dialética, teve como objetivo geral conhecer, interpretar, explicar e compreender as contradições existentes no processo de formação de professores leigos realizado pela FURG em SVP e como essas contradições se apresentam na prática pedagógica das alunas-professoras leigas; e sob a luz dos resultados da pesquisa poder apontar algumas sugestões de saberes que sejam capazes de contribuir na elaboração de novas propostas pedagógica para a formação de professores em serviço, na construção de seus currículos, podendo oferecer condições adequadas de produzir conhecimentos incontestáveis às alunas-professoras leigas – transformando radicalmente a realidade em que vivem e concomitantemente poder mudar suas vidas. O estudo foi realizado tendo como corpus empírico os Trabalhos de Conclusão de Curso das quarenta e sete professoras leigas que concluíram o Curso de Pedagogia – Anos Iniciais. A tese principal, de que há contradição no processo de formação dos professores leigos estudado, foi confirmada pelas dificuldades e impedimentos que as alunas-professoras leigas descreveram em seus relatos críticos (TCC) para desenvolveram uma prática pedagógica coerente com a perspectiva emancipadora das teorias trabalhadas no curso. Sugere-se para a organização, sistematização e execução de outros cursos semelhantes, aproximarem o máximo possível a teoria da prática, tanto nas questões pedagógicas do ensinar e do aprender, como principalmente na “ação-reflexão-ação” do cotidiano da universidade/escola, de modo que ambas venham a se constituir em uma unidade. A pesquisa, para a formação de um professor pesquisador, mesmo que em serviço, assume um dos pilares práticos da produção de saberes críticos para a transformação radical da sociedade e da educação vigente, pois os conhecimentos produzidos nessa prática são verdadeiros se forem verificados na prática, na produção, no experimento, na revolução social.The 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.
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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.
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Ribeiro, 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/.
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O presente estudo objetivou investigar a apropriação de elementos constitutivos de um modo geral de organização do ensino por futuros professores de Matemática nas disciplinas de Prática de Ensino e Estágio, com o intuito de explicitar indicadores de um movimento formativo na direção da práxis docente e, por conseguinte, identificar elementos norteadores para a organização do ensino pelos formadores de professores. Com referência na Teoria Histórico-Cultural e na Teoria da Atividade, em particular, tomou-se como pressuposto que colocar o sujeito em atividade deve ser condição para a organização do ensino. Nessa perspectiva, discutiu-se o modo como os estudantes se apropriam de um modo geral de organização do ensino, ao desenvolverem o pensamento teórico sobre a docência, por meio da reflexão, análise e planificação das ações. O percurso metodológico da pesquisa, com aporte no método histórico-dialético, desenvolveu-se em uma pesquisa de campo com estudantes de um curso de licenciatura em Matemática, nas disciplinas Metodologia do Ensino de Matemática e Prática de Docência em Matemática I e II. Os dados foram coletados por meio de registros de observação, de áudio e escritos. As observações possibilitaram a organização de um diário comentado, indicativo do movimento de aprendizagem dos estudantes. Os registros de áudio foram mais utilizados em situações de debates e seminários. Já os registros escritos tiveram como referência atividades individuais ou coletivas dos estudantes, registros de avaliações, elaboração de artigo e portfólio. A pesquisa previu ocasiões em que a pesquisadora acompanhou as atividades organizadas pelo professor regente e algumas nas quais a pesquisadora organizou atividades de ensino por meio de situações desencadeadoras de aprendizagem. Os dados foram organizados em três isolados de pesquisa - reflexão, análise e planificação das ações - entendidos como seções da realidade capazes de desvelar manifestações do movimento de apropriação dos futuros professores sobre a organização do ensino. Cada um desses isolados foi composto de episódios e estes de cenas que, ao longo do processo, evidenciam manifestações dos futuros professores acerca da apropriação de elementos constitutivos de um modo geral de organização do ensino. Da análise do que se apreende da pesquisa estabeleceu-se a organização de dois eixos: o movimento de aprendizagem da docência pelos futuros professores e o movimento de aprendizagem da pesquisadora. O primeiro contempla as principais conclusões decorrentes do conhecimento desse movimento para a organização do processo formativo dos futuros professores, na direção da práxis docente. Já o segundo, envolve a apropriação do referencial teórico, de princípios de um modo geral de organização do ensino para a formação de professores e, por fim, o processo de conhecimento do fenômeno e de constituição de um modo de fazer pesquisa. Com referência nesses eixos, a pesquisa possibilita indicativos acerca do papel do professor formador na universidade, dos instrumentos dos quais ele necessita dispor em sua atividade, do papel do professor orientador de estágio na escola, da necessidade de sua relação com a universidade e com o professor formador e da organização das ações de ensino no movimento de reflexão, análise e planificação das ações.This 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.
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Ebrahim, Zakiyah. "The Streetscapes Project : reflective paper." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24892.
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The Streetscapes Project is a photographic and journalistic documentation of ten street-based people's stories from Cape Town, South Africa. The subjects of the project are employed by Khulisa Social Solutions, a non-profit organisation (NPO) that adopts a systemic approach to breaking the cycle of crime and poverty. Streetscapes falls under two of the NPO's eleven programmes, i.e. the offender rehabilitation & reintegration programme and the diversion programme, and includes five social enterprises with the urban garden project in Roeland Street, Cape Town, being one of it. Through narratives and research this project shows how street-based people are highly motivated to work and rebuild their lives, and that having a job means more than simply earning an income to them – it provides them with self-worth, dignity and a source of hope. Beyond the documentation of their personal stories the project also explores the larger structural and systemic barriers surrounding the broader issue of homelessness in the city, including access to shelter services, among others. Ultimately, this project aims to debunk stereotypes about street-based people and enlighten the public about the challenges they face when living on the streets.
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Blair, 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.
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This thesis explores an autoethnography which is written in the spirit of ubuntu, with and through others. Viewing this as an ethically responsible methodology for educational research conducted in and between the Global North and the Global South, this autoethnography foregrounds both self and other. The story of a practitioner- researcher unfolds around a move from disillusionment with the examinations factories of the English education system into exploring a human ethic of essential care (Boff, 2005) and a pedagogy of unconditional love (Andreotti, 2011) in a Brazilian non- government organisation. In these shifting contexts, the writer shares a journey of critical reflection (Brookfield, 1995; 2000) on ethical relationships in research and education, deconstructing the hegemonic assumptions underpinning her worldview. Borrowing insight from postmodern philosophy for education and actionable postcolonial theory in education, a journey of (un)learning unfolds as the author grapples with taken-for-granted assumptions about and in the Global South. The aims of the study emerge from a life lived forward (Muncey, 2005) through critical reflection on the ends of education and the role of the practitioner-researcher. As such, the nature of data collection becomes a process of data creation incorporating a rich tapestry of research conversations, images, sounds and other embodied memories. As ethical relations become a central focus of the author’s critical reflection, the author has sought to minimise her inflection on the data and in doing so includes many of the original contributions gifted to her throughout a two year period. Through critical self- scrutiny and reflection the author has been able to examine her own educational and cultural assumptions through a different lens in the Global South. The beauty of this autoethnography lies in exploring the kinds of intercultural spaces the author and others inhabit in twenty-first century research and classrooms.
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Casto, Heidi McKay. "Reflections on motherhood." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/932.
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I had dreamed of being a mother for some time. These dreams were complete with expectations of how and when I would give birth, and what motherhood would look and feel like. Now that I am a mother, I realize that my projected expectations in light of my true experience provide a conflicting story. While adjusting to reality has not always been easy, the experiences in unknown territory have brought beauty, joy, sadness, pride, and love in ways I never imagined.
I believe that the only way to fully grasp the intensity of the experience of motherhood is to actually live through it. In this sense, the significance of documenting the motherhood experience is to capture the emotions and the reality of being a mother. I hope to put images to the continual conversation, conflict, and emotional battle that wages inside of me.
I feel driven to document this experience not only to preserve these feelings for my own sake, but also to shed light on what I see as a misperception of motherhood. My experience with motherhood as subject matter for my artwork has led me to feel a sense of judgment; that to talk about motherhood in a fine art context is almost by nature taboo. I find this strange, as certainly we all have, or have had mothers. I hope to question this perceived negativity in the discussion of this relationship. I also desire to give those who share my feelings regarding motherhood a voice; to be confident in their experience, their love for their children, and to celebrate the common, yet extraordinary role of being a mother.
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Butke, 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.
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Thesis (Ph. D.)--Ohio State University, 2003.Title 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).
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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.
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There is a strong focus on the promotion of reflective practice and the development of critical thinking skills within nursing and midwifery practice, both within the profession and throughout university education (Nursing and Midwifery Board of Australia [NMBA], 2008; Nursing and Midwifery Board of Australia [NMBA], 2006). The Australian Catholic University’s (ACU) Bachelor of Midwifery (BM) course into which I teach incorporates, teaches and supports reflective practice and acknowledges reflective practice as a defining characteristic of a professional midwife. The focus on the promotion of reflective practice throughout the ACU BM course aims to build a framework for reflection as the student moves from novice to practitioner through the duration of study and beyond. In order to facilitate reflective practice, midwifery students are encouraged to keep a reflective journal as part of the development of a professional portfolio and as a way to review and evaluate their clinical practice experiences. The process of reflection is supported by midwifery governing bodies such as the Nursing and Midwifery Board of Australia [NMBA] and the Australian College of Midwives [ACM] (2008). The NMBA National Competency Standards for the Midwife (2006) describe reflective practice as integral to the midwife’s understanding and ability to identify the impact of their own culture, values and beliefs on the provision of care while recognising the power relations that exist within the community and the health system (p.2). Anecdotal evidence, however, suggests that BM students’ experience of engaging in contemporary reflective practice as required by the curriculum is viewed by many as a burden. The midwifery students report that there is no time for the type of written reflection required, while also acknowledging that reflection is beneficial. This study was initiated to explore if and how BM students understand and participate in reflection, along with factors that may act as barriers to and enablers of this process. The aim of this grounded theory study was to explore 2nd year ACU Bachelor of Midwifery (Melbourne) students’ experience of reflective practice. Eight students agreed to participate in semi-structured interviews; analysis of the data identified that the students’ first impressions of reflective practice and subsequent ongoing support to participate in reflective activities had a significant impact on when and how they undertook reflective practice. The study identified the core category of “becoming a reflective midwife”, which incorporated the major categories of ‘learning’, ‘practising’, ‘valuing’ and ‘adapting’. Overall, the study concluded that contrary to anecdotal reports that reflective practice was a tiresome chore or a burden; all midwifery student participants appreciated the value of reflective practice, undertook reflective practice activities in one way or another, and voiced their intentions to continue to become reflective practitioners. This insight prompts consideration of how reflective practice is taught at university and the timing of its introduction and ongoing inclusion throughout the course. Additionally, strategies to promote and facilitate ongoing reflective practice activities within the general population of midwifery students could be reviewed and implemented.
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Lehman, 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.
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Llorente, 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.
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Includes bibliographical references (leaves 20-21).Documentary 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.
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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/.
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The present thesis aims to discuss the concept of competence in teacher education concerned with the preparation of teachers to deal with cultural diversity. It will focus particularly on the roles of educational theory and school experience in the development of that concept. The literature review discusses these roles as different paradigms in education, so as to locate the study with reference to them. Emphasis is given to a critical theory approach, in which the concept of intercultural perspective is understood in the scope of the study. A parallel between two countries - Brazil and the UK - attempts to contextualise the theoretical framework developed in the preceding chapter. It will be argued that, despite considerable differences, Brazil and the UK share the challenges imposed on their educational systems by the multicultural nature of their societies. The evidence of the role of teachers' perceptions and assumptions in the perpetration of education inequality in both countries is presented, and the contributions of the intercultural approach to change the situation is discussed. A case study undertaken in a higher teacher education institution in the UK highlighted the nature of some of the constraints for the development of intercultural sensitivity in the delivery of educational theory and in the school experience component. It will be argued that the persisting net of misconceptions associated with the intercultural approach, as well as the hierarchical culture in the institution in question, represented relevant factors detrimental to the development of competence in an intercultural perspective.
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Dyke, 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/.
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To what extent does reflective learning in education meet the needs of learners in a reflexive modern society? The thesis constructs a late-modern case for reflective learning in post-compulsory education. It is argued that reflective learning connects with a key concept in contemporary social theory - that of reflexivity. The arguments are developed through the following key questions. • To what extent does reflective learning in post compulsory education correspond with the needs of learners in late-modernity? • What are the key characteristics of late-modernity? • Can the application of reflective learning by practitioners improve student learning in post-compulsory education? • What are the conclusions for teaching and learning in post-compulsory education that flow from this analysis of social theory and educational practice? Enlightenment and contemporary modernity is explored through a review of literature on social theory and philosophy. The second part of the thesis is concerned with praxis the testing of theory in action. Case studies in action research are used to examine how teachers seek to promote reflective learning in their practice. This exploration of theory and practice is then used to present the overall conclusions and make recommendations for future action. In many ways this thesis revisits the territory and thinking of John Dewey, It seeks to connect educational praxis to the wider social context, but from a late-modern perspective.
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Sumsion, 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.
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Thesis (Ph. D.)--University of Sydney, 1997.Title 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.
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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.
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Thesis (Ph. D.)--Illinois State University, 1999.Title 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.
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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/.
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This thesis explores the use of situated, location-based mobile games for supporting learning in the field, to determine how these types of activity can support learners with reference to specific curricular aims, beyond just providing highly engaging and motivating activities. A software toolkit was developed to support the design and deployment of situated mobile learning activities. This was used to design and deploy mobile learning activities for two field studies. The first study used the critical incident technique to identify specific benefits and problems arising from outdoor mobile learning. We found that whilst learners were highly engaged by an outdoor learning activity facilitated by mobile devices, they were engaged only in the surface level of the activity and did not reflect on what they were doing. The second study comprised a grounded theory analysis of learner behaviour in the context of a location-based, enquiry-led learning game designed to overcome the problems found in Study 1 and in other projects. We present an analysis of learner interactions with the environment during an enquiry-led learning activity. Compared to an equivalent paper-based activity, the game helped to coordinate the learners’ activities and unexpected results from game actions prompted learners to reflect on their actions and what they observed. The physical environment also prompted discussion and reflection, but we saw specific problems arising from learners becoming distracted by their previous experience of the environment and by the proximity of environmental features. We discuss these findings and present implications for the design of future mobile learning games.
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Montague, 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.
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Acting within the context of multiple constraints (site, budget, brief, clients, users, public policy and regulation), the urban designer is required to respond to various and sometimes conflicting interests in “ ... the symbolic attempt to express urban meaning in certain urban forms.” (Castells, 1983). In this complex situation some design decisions are determined by the inherited context. However, when a decision cannot be determined this way the designer must make a judgement. These may be made arbitrarily, but it is more likely that the individual uses, for example, experience, education, episodic knowledge, currently accepted paradigms of the field, or theories in urban design to form the bases of judgements, and subscription to them may be explicit or implicit. The research question this thesis addresses is: ‘In which ways might theory be used in the individual design process of urban design?’ Its aim is to explore ways in which theories in urban design influence the process of urban design and the extent to which they may inform design decisions in addition to the other constraints which a designer must consider. The objectives are: to review literature about the relationship between theory and design; to examine the role of theory in the individual creative process of urban design; and to reflect on the process of design in order to conclude how it was informed by theory. A review of literature about the design process and urban design theory considers the current state of knowledge. This provides the context for the investigation. An appraisal of research by design methodologies identifies an approach based upon Donald Schön’s ‘The Reflective Practitioner’ (1983) as a suitable means to address the aims of this research: This is executed through the generation of an urban design and accompanying commentary which records the design activity, followed by an analysis of and reflection on the design and commentary offering insights into the use of theory within the process. Since the research did not require a specific location for the design, a number of alternatives were considered. Croydon (in Greater London) was selected as a place with sufficient scope for an urban design intervention due to the current proposals being pursued by the local authority and the opportunities for redevelopment. The design process is in three sequential parts: a socio-economic, cultural and physical site evaluation; a development framework which is primarily two-dimensional and textual; and a masterplan which is a predominantly three-dimensional, short to medium term spatial possibility for part of the framework area. The commentary that accompanies the design process details each step in the process to build an evidence base of design activity. This describes the actions undertaken and the reasons for those actions. Each entry is then analysed retrospectively according to four categories determined by the interests of the research aim: the type of design activity; the type of influence acting upon it; whether this influence is explicit or implicit; and, where theory appears to have been an influence, what type of theory. Reflection on the urban design, commentary and analysis appears to indicate that theory’s influence in the creative process of urban design is distinctive, although it is subservient to a variety of other influences. Apparently, the more conceptual and strategic the stage of design, the more extensive and explicit theory’s influence is. It appears that in a conscious manner, a theory’s principles can be employed directly or interpreted in a new scenario. Conversely, the more spatial and detailed the stage of design, the more tacit and fragmented theory’s involvement appears to be. It is often implicit, embedded within the guiding principles that the individual designer exercises when generating and evaluating ideas, evidenced in the thought processes and decisions that are made. While these findings are specific to an individual and the way that individual designs and evaluates the design process, they do confirm the use of theory in the urban design process and may act as indicators of trends in the relationship between theory and practice in urban design.
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Van, 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.
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This paper is a reflective essay supporting the documentary film Odd Number and aims to clarify and create more depth for the reader around the film's successes and failures in representing Rashaad Adendorf. Rashaad was formerly an assassin for a feared gang but is now a redeemed family man. His life is explored through interviews with him, his victims, his family and his enemies. Re-enactments of his most significant life changing events are used to inform the audience. A film representing Rashaad's life inevitably raises questions around representation and the filmmaker's relationship with Rashaad. The essay concludes that a weakness of Odd Number is its lack of self-reflexivity and lack of showing the filmmaker's process and bias. The paper identifies that the key strength of the film is the relationship and friendship between Rashaad and the filmmaker and how that influences the process of making the film. The paper concludes that through Odd Number, Rashaad has claimed agency, not only to rebuild or redeem his own life, but to work to improve the lot of the community. The paper argues that this is the best possible legacy Odd Number could leave. The film and reflective essay demonstrate that the relationship with the subject is of primary importance and that focussing on the process rather than the outcome can result in a more honest, albeit subjective portrayal of a subject from a different race, class and background to the filmmaker. Ideally the paper should be read after having watched, the documentary Odd Number. It is important to note that the author of this paper is also the director of Odd Number. This paper is therefore not an analysis of somebody else's work, but a set of reflections by the director on his own work. The paper therefore communicates in the first person, aswell as the third person from time to time.
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Chulim, 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/.
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Studies conducted on reflection claim that when student teachers are being trained to become language teachers, reflective practice should start from the early stages. Rodman (2010) states that reflective practice helps pre-service teachers (hereafter PSTs) to actively consider and reconsider beliefs and practices that allow them to improve their ability to monitor decisions about what and how to teach. However, it has been observed in other studies (e.g. Ward and McCotter 2004) that some PSTs remain at a simple descriptive level of reflection. Kwan and Simpson (2010:417) state that this is because ‘reflection usually begins with an unstructured approach […] which may not enable the teacher to move from a mere ‘thinking’ process to a higher level of reflection and action’. This thesis shows the results of an action research study developed in a public university in the state of Quintana Roo, Mexico. The outcomes in this study help to understand how collaborative reflections are produced and promoted in a Second Language Teacher Education programme. The study also provides an insight into the concerns, learning and development of Pre-service teachers in Mexico. The main goal of the study was to intervene and introduce the use of various tools, strategies and values to engage in collaborative and dialogic reflection. The findings show that the participants positively engaged in reflective practice with the use of (mainly) two tools (journals and group reflections) and the promotion of reflective strategies, collaborative and dialogic reflection, as well as the support of continuous questioning in a non-threatening environment. Data revealed that the student teachers followed a process of reflection that developed from simple descriptions to a more evaluative process at the end of the intervention.
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Zeki, 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/.
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My interest into reflection and portfolio construction was developed during the 2005 Contexts for Teacher Education Module on the EdD course at the Nottingham University. Experiencing and observing some significant problems with the current portfolio stimulated me to undertake a study on portfolio construction by integrating reflection into it. The aim of this study was to examine student teachers’ perceptions of their experiences of constructing a portfolio in order to develop a more reflective portfolio construction tool. The research was conducted in the Department of Educational Sciences at Eastern Mediterranean University in North Cyprus, focusing on the EDUC 420 Practice Teaching course which is a fourth-year course in B.A in English Language Teaching. Methodologically, the researcher has adopted action research since the phases of the study best suits to the nature of action research. The study consisted of three phases, the first phase of which focused on the student teachers’ perceptions of their experiences with the currently used portfolio tool and attempted to diagnose the problematic areas of it as well as its strengths. In the second phase, the researcher attempted to develop a more reflective portfolio construction tool based on the findings of the first phase and on the related theoretical/empirical knowledge. The third phase was concerned with the implementation of the newly developed portfolio tool and reported on the effectiveness of it. Four broad research questions guided both phases of the study. Interviews and end-of-the-semester reflection essays were used as sources of data and content analysis was done to analyse the data in both the first and the third phases of the study. The impact of portfolio in increasing self-awareness, improving certain thinking skills and the importance of communication student teachers had with the supervisor/cooperating teacher during portfolio construction process were underlined. Lack of sufficient feedback and guidance, of continuous supervision and monitoring, and of depth, diversity and perspective in the guidelines of the reports have been reported as significant weaknesses of the currently used portfolio tool. Specific and focused questions to be integrated into the journals, peer collaboration to be incorporated into the processes and close follow up of all the components and processes were given as suggestions for modification in the first phase of the study. In the third phase of the study, student teachers reported that the components of the newly developed portfolio tool increased their self-awareness as prospective teachers making them more conscious of what potentials they have or lack and enabling them to understand or relate theories with practice. Student teachers indicated that they were able to produce solutions since the components of the portfolio guided them to define their weaknesses by examining the underlying reasons. This was achieved through the step-by-step approach and the guiding questions given in the journals/reports which enabled them to think from multiple perspectives and to behave differently in different situations which contributed to their critical thinking skills. They also claimed that they did not find the observation tasks useful and underlined the importance of the communication and interaction rather than observation in getting acquainted with the students. Student teachers reported that the communication and the dialogue held during the feedback sessions provided multiplicity of voices and helped them develop their critical and reflective thinking skills through the questions posed and the reasoning and comments made during guidance. Student teachers reported that peer collaboration helped them improve their critical thinking skills by helping them develop a ‘critical eye’ which enabled them to observe objectively and consciously. However, they also reported about the weaknesses of the peer collaboration suggesting for a necessity of continuous peer observation and of the suitability of partners in improving the weaknesses. The guiding questions, continuous guidance and peer collaboration tasks acted as the instructional scaffolds promoting reflective and self-assessment skills of the student teachers.
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Zarezadeh, 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.
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The purpose of this study is to develop a comparative understanding of the teaching and learning of reflection in medical and healthcare education in two UK universities. Reflection is claimed to fill the gap between theory and practice (Schon, 1987), encourage a deeper level of learning (Entwistle, 1997), and promote lifelong learning (Moon, 1999). Using symbolic interactionism as an interpretivist theoretical perspective, this study adopted the grounded theory methodology. A hermeneutic approach informed both the theoretical perspective and the methodology of the study. The methods of data collection used in the study included semi-structured interviews (n=38), non-participant observation, students' reflective assignments, and students' reflective diaries. Data were analysed by theoretical coding to identify concepts and categories. A constant comparison method (Glaser, 2004) of data analysis enabled the generation of theory. This was supported by the understanding and insight gained through a movement between the parts and the whole of the data in a hermeneutic circle. This study revealed that teaching and learning reflection in different courses is based on the perceived image of the reflective practitioner and the personal and professional benefits of reflection. Different professions use reflection for different purposes. This is influenced by their socio-political stance, social position, and ambitions of the profession. These, in tum affect methods, strategies, and outcomes of reflection. This research contributes to a growing recognition of the sensitivity of assessing students' reflective works, supports the idea that it is problematic and suggests that there are ethical and delicate educational issues to be considered in terms of assessing students' reflective works. This thesis concludes with an acknowledgement of the complexity of teaching and learning reflection in medical and healthcare education. It calls for considering teaching and learning reflection as a "whole" when dealing with its different features (parts) in order to understand and work with the phenomenon. This study has some implications for lecturers, students, and educationalists.
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Merilainen, 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.
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Includes abstract.Includes 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.
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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.
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Within the field of mental healthcare, clinical supervision has been increasingly rolled out not only as an attempt to safeguard patients from harm, but also to fulfil the functions of aiding staff development, reviewing of patient’s clinical outcomes, and addressing levels of supervisee satisfaction or burnout. As with therapeutic clinical care itself, there is a need to ensure that the provision of supervision is based upon evidence-based practice. Although there has been much research into the impact of clinical supervision on staff outcomes, the related topic of the impact of clinical supervision on client outcomes has been relatively neglected within research. The current literature review has aimed to review the quantitative evidence on the clinical impact of clinical supervision on client outcomes. Synthesis of the findings of thirteen empirical quantitative studies suggested that regular and planned supervision with a focus on clients, especially that which incorporates discussion of the results of session-by-session outcome measures can lead to significantly improved client outcomes. In addition, live supervision has the potential to result in improved outcomes. The current research study aimed to generate an explanatory theoretical model of how the provision of a reflective practice group, as a type of clinical supervision, could impact on client outcomes upon attendees’ subsequent contact with their clients. A Grounded Theory methodology was utilised in the collection and analysis of naturalistic data from a pre-existing reflective practice group. The theoretical model generated was discussed in relation to the existing theory and literature. Implications for clinical practice and future research were also discussed. The critical appraisal offers a reflective account of the research process conducted. This aims to maximise transparency and offers a critique of the current research.
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Shephard, 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/.
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It has been said that of the various possible school-based factors, it is the headteachers’ leadership that has the second greatest impact on student outcomes. If that is the case, it is not surprising that a great deal of research has focused on headteacher leadership. There has been very little research, however, that focuses on the leadership of selective schools. This study, therefore, considers headteacher leadership in four state, boys’ selective schools. The study considers the interaction of three issues – what it is the headteachers say they are doing (their declared conceptualisations of leadership), what their staff expect of them (the staff’s conceptualisations of leadership) and the perceptions and judgements made by the staff of their headteachers. The study generates four models of headteacher leadership, three from the data and one from the literature. The three are perspectival in origin, although one of them is abstracted beyond its original perspective. Three of the areas considered in relation to perceptions and judgments are: headteacher ‘success’, communication, and conflict. The subsequent discussion leads to the development of new models and frameworks, plus the extension of two concepts in new ways and also recommendations for both practice and research.
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Jong, 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/.
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The purpose of the present study is to investigate effective ways of designing taskbased collaborative writing lessons in the EFL classroom in South Korea. In this research, a group of 11/12 year-old children were involved in repeating three different writing tasks three times. In order to examine the effects of task type and task repetition on task performance and outcomes, written texts were measured in terms of fluency, accuracy, and lexical complexity with seven sub-measures and pair dialogues were quantified by the focus on a particular aspect of the language and then categorised into form-focus, lexical-focus, and mechanical-focus language-related episodes. Follow-up interviews were undertaken with the children to examine their perspectives on collaborative writing from their first experience of paired writing. On the basis of self-reflection on my prior learning and teaching experience in the EFL context, a classroom action research project was designed and conducted to promote my personal and professional growth. Classroom observation was undertaken to monitor the children’s performance and engagement when working together. The results of quantitative and qualitative data analysis showed strong effects of task type and task repetition on the products and processes of Korean children’s writing and the pedagogical benefits of collaborative writing. In addition, this teacher research gave me a valuable opportunity to explore ways of becoming a reflective teacher. The research findings may help classroom teachers who want to develop task-based collaborative writing lessons in the classroom and teacher researchers who want to initiate classroom action research to improve their teaching practice.
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Reutin-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.
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Sun-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.
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This dissertation describes a qualitative case study that investigated novice teachers’ video-aided reflection on their own teaching. To date, most studies that have investigated novice teachers’ video-aided reflective practice have focused on examining novice teachers’ levels of reflective writing rather than the cognitive processes involved during their reflection. Few studies have probed how novice teachers schematize and theorize their newly acquired and/or existing knowledge during video-aided reflection.
The purpose of this study was to explore novice teachers’ cognitive processes, particularly video-aided schematization and theorization (VAST), which is a set of cognitive processes that help novice teachers construct, restructure and reconstruct their professional knowledge and pedagogical thinking while reflecting on videos of their own teaching. The researcher measured novice teachers’ VAST by examining their schema construction and automation in terms of schema accretion, schema tuning and schema restructuring. The study attempted to answer the following questions: a) What is the focus of novice teachers’ video-aided reflection? and b) How do novice teachers connect the focus of their reflections to their prior knowledge and future actions?
The findings indicate that video-aided reflection could help novice teachers (1) notice what was needed to improve in their teaching practice, (2) realize how various elements in teaching were interrelated, and (3) construct, restructure, or reconstruct their professional knowledge – in other words, develop their schemata about teaching and learning through VAST. With a more developed and mature schemata, novice teachers could be able to better understand the various elements involved in teaching and learning, and handle the situations they encounter in their teaching. This may be because people’s schemata can provide the link between concepts and patterns of what they do (Rumelhart, 1980).
This research has provided a new way to look at novice teachers’ video-aided reflection: how the cognitive processes they experience during their reflection can help them develop the knowledge about teaching and learning, and how their cognitive development can help them grow toward becoming teaching experts. The research findings add to the knowledge base about the use of video technology in teachers’ self-reflection and professional development in teacher education.
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Okhakhu, 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.
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Fairhurst, 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/.
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Section A: This section critically considers reflective practice definitions, conceptualisations and implementation within dominant theoretical models. The value and limitations of the favoured method for developing reflective capacities in clinical psychology training, the reflective practice group (RPG), are described. Group theory and the current empirical evidence base for RPGs within counsellor and clinical psychology training are critically considered and future research is suggested. Section B: This section presents a preliminary grounded theory study of qualified clinical psychologists’ experiences of attending a reflective practice group during training. Reflective practice has become implicit within the clinical psychology profession; there is a lack however of empirical research on the methods through which reflective capacities are developed in trainees. This study aimed to build upon earlier research by Knight et al. (2010), which investigated the impact of reflective practice groups (RPG) whilst training, through further qualitative exploration of the mechanisms of experience related to participants perceiving the RPG as valuable and the role of distressing experiences. Eleven qualified clinical psychologists from a UK training programme who had previously (Knight el al. 2010) been categorised into 1 of 4 factor groups based on level of perceived value and distress (e.g. high value-low distress), took part in semi-structured interviews. Grounded theory methodology informed the data collection and analysis. A preliminary interactional map of experience was constructed from the data and five categories were important in understanding how the groups were perceived as valuable in the context of varying distress levels: ‘negotiating the unknown’; ‘managing emotion’; ‘negotiating the development of self-awareness’; ‘negotiating the reciprocal impact of others’; and ‘reflection-on-reflection’. It was recommended that training programmes should consider: trainee expectations; approach and motivation; the dual-relationships within groups/cohort; and facilitator style in offering RPGs. Recommendations were made for future research to attempt to match trainee personal learning style with appropriate reflective development methods, to build an evidence base for reflective practice methods generally and to establish the benefits of reflection for clinical practice. Section C: This section presents a critical appraisal of the study undertaken in relation to 4 stipulated questions. Learning outcomes and future research skill development needs are considered, limitations of the study and proposed retrospective changes are highlighted and the impact on practice is considered. Finally suggestions for future research are elaborated upon.
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Rawal, 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/.
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This thesis is a reflective account of an action research project set in a drama classroom. It is a multi-voiced patchwork text which is created and built imaginatively to re-present my students and my experience in the drama classroom. On one level it deals with the question ‘How can drama be used to enhance life skills in children with specific learning disabilities studying in a school in Mumbai?’ On the second level it is related to the question ‘How can I improve my practice?’ This research is concerned with a teacher’s capacity to recognise and realise the opportunity of an alternate reality in teaching. The reality of loving and caring for the students. The reality of an empathetic, compassionate, just and democratic classroom. The foundation of this study was laid when I saw the children in need suffer due to insensitive teaching practices and uncooperative peers and family. I was concerned with the trauma faced by students in the prevalent educational setting in India. I believe that what I do in education should help make changes for the better in our society. Life skills enhancement, in my understanding, was a way to alleviate the stress the children experienced seeing that life skill education promotes mental well-being in young people and behavioural preparedness. As a drama teacher I see drama as tool for education. It is a natural vehicle for explorative and experiential learning. The aim of my thesis is to describe and reflect on the learning process and the context in which it occurs. I present the critical points with close analysis of the choices made by me as I taught my pupils using drama as a learning medium. Additionally, this study investigates the influences of action research on my practice and the impact of engaging in the stages of action research which provided me with a methodical structure for implementing and analyzing the teaching and the learning process. This defined structure guided me through systematic and conscious data collection, data analysis, and reflection. The data is composed of classroom observations and transcripts, a collection of the students and my work and interviews with their schoolteachers and parents. The main objective of this research was to enable a gain in positive behavioural intentions and improved psychosocial competence in children. This was accomplished through augmentation of creativity, emotional understanding and development, improved self-esteem and a notion of the joy of autonomy to enable the students to deal effectively with the demands and challenges of everyday life.
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Johansson, 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.
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Sammanfattning Det här är en kvalitativ studie i syfte att undersöka hur vetenskapliga teorier synliggörs i lärarstudenters reflektioner över sin undervisning i ämnet svenska på lågstadiet. Materialet är insamlat i samband med lärarstudenters verksamhetsförlagda utbildning och består av intervjuer, observationer av undervisning och texter i form av pedagogiska planeringar. Resultatet visar att lärarkandidaters reflektioner håller en låg nivå när det gäller skoldidaktisk reflektion och att grunda sina resonemang i teorier om lärande och i professionella ämneskunskaper i svenska, även om deras undervisning håller god kvalitet. Sammantaget är min slutsats att olika metoder eller förklaringsmodeller som används inom forskning skulle kunna synliggöras i större utsträckning inom ramen för svenskkurser i lärarutbildningen. De kan dessutom användas som redskap för dokumentation av elevers kunskaper samt studenters egna skoldidaktiska reflektioner men även för det systematiska arbetet med att dokumentera elevers lärande som en förutsättning och utgångspunkt för planering av kommande undervisning, det vill säga formativ undervisning. Det skulle kunna vara ett sätt att överbrygga teori-praktikproblemet i lärarutbildningen såväl som att höja nivån av hur studenter relaterar till vetenskapliga modeller som stöd för skoldidaktisk reflektion.Title: “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.
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*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.
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Sammanfattning Det här är en kvalitativ studie i syfte att undersöka hur vetenskapliga teorier synliggörs i lärarstudenters reflektioner över sin undervisning i ämnet svenska på lågstadiet. Materialet är insamlat i samband med lärarstudenters verksamhetsförlagda utbildning och består av intervjuer, observationer av undervisning och texter i form av pedagogiska planeringar. Resultatet visar att lärarkandidaters reflektioner håller en låg nivå när det gäller skoldidaktisk reflektion och att grunda sina resonemang i teorier om lärande och i professionella ämneskunskaper i svenska, även om deras undervisning håller god kvalitet. Sammantaget är min slutsats att olika metoder eller förklaringsmodeller som används inom forskning skulle kunna synliggöras i större utsträckning inom ramen för svenskkurser i lärarutbildningen. De kan dessutom användas som redskap för dokumentation av elevers kunskaper samt studenters egna skoldidaktiska reflektioner men även för det systematiska arbetet med att dokumentera elevers lärande som en förutsättning och utgångspunkt för planering av kommande undervisning, det vill säga formativ undervisning. Det skulle kunna vara ett sätt att överbrygga teori-praktikproblemet i lärarutbildningen såväl som att höja nivån av hur studenter relaterar till vetenskapliga modeller som stöd för skoldidaktisk reflektion.Title: “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.
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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.
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The reflective game design theory outlined by Rilla Khaled (2018) argues for designing disruptive experiences to promote reflection within the player. We decided to design and produce a game based on her theory to then engage with Khaled’s theory critically. We define the act of making a game as a three-step process consisting of ideation (influenced by Khaled’s theory), articulation of the design based on a framework (SGDA Framework by Mitgutsch & Alvarado, 2012), and finally the implementation of it (based on principles outlined by Swink, 2009 and Boyer, 2010). We make a theoretical argument for our design decisions, test the game in a user study, and then discuss the successes and shortcomings of our design. To conclude we tie our discoveries to the steps taken in the application of theory into practice. We discover that the best design intentions often cannot reach the player because their interaction with the game is hindered by un-polished implementation. We identify further gaps between theory and practice and are stating what designers should watch out for when making reflective games.I 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”.