Log in

Relevant bibliographies by topics / Theory-practice reflection / Journal articles

Journal articles on the topic 'Theory-practice reflection'

To see the other types of publications on this topic, follow the link: Theory-practice reflection.

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Theory-practice reflection.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Swanwick, Keith. "Reflection, theory and practice." British Journal of Music Education 25, no. 3 (November 2008): 223–32. http://dx.doi.org/10.1017/s026505170800805x.

Full text

Abstract:

A brief review of the state of music education in the UK at the time of the creation of the British Journal of Music Education (BJME) leads to a consideration of the range and focus of topics since the initiation of the Journal. In particular, the initial requirement of careful and critical enquiry is amplified, drawing out the inevitability of theorising, an activity which is considered to be essential for reflective practice. The relationship of theory and data is examined, in particular differentiating between the sciences and the arts. A ‘case study’ of theorising is presented and examined in some detail and possible strands of future development are identified.

APA, Harvard, Vancouver, ISO, and other styles

2

Robinson, Evan T., and Frances K. Kochan. "Theory and Practice: Discovery Through Reflection." Journal of Pharmacy Teaching 8, no. 2 (2000): 63–76. http://dx.doi.org/10.1300/j060v08n02_05.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Dzidowski, Adam. "Aesthetic Reflection in Managerial Theory and Practice." Problemy Zarzadzania 6/2018, no. 80 (August 8, 2019): 39–51. http://dx.doi.org/10.7172/1644-9584.80.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Stenberg, Katariina, Antti Rajala, and Jaakko Hilppo. "Fostering theory–practice reflection in teaching practicums." Asia-Pacific Journal of Teacher Education 44, no. 5 (January 27, 2016): 470–85. http://dx.doi.org/10.1080/1359866x.2015.1136406.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Alcock, Martha Wilson. "Theory, Practice, Reflection: A Model for Professionalism." Contemporary Psychology 48, no. 2 (April 2003): 218–20. http://dx.doi.org/10.1037/000770.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Stephens, Zoe, Jacqueline Lee, and Elinor Wilde. "Coaching in Schools – theory, practice and reflection." DECP Debate 1, no. 132 (September 2009): 49. http://dx.doi.org/10.53841/bpsdeb.2009.1.132.49.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Clark, Phillip G. "Reflecting on reflection in interprofessional education: Implications for theory and practice." Journal of Interprofessional Care 23, no. 3 (January 2009): 213–23. http://dx.doi.org/10.1080/13561820902877195.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Clarke, Margaret. "Action and reflection: practice and theory in nursing." Journal of Advanced Nursing 11, no. 1 (January 1986): 3–11. http://dx.doi.org/10.1111/j.1365-2648.1986.tb01214.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

TAM, MATTHEW K. "ITERATIVE PROJECTION AND REFLECTION METHODS: THEORY AND PRACTICE." Bulletin of the Australian Mathematical Society 94, no. 1 (May 18, 2016): 175–76. http://dx.doi.org/10.1017/s0004972716000265.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Mathieson, Luke. "Synergies in critical reflective practice and science: Science as reflection and reflection as science." Journal of University Teaching and Learning Practice 13, no. 2 (April 1, 2016): 46–59. http://dx.doi.org/10.53761/1.13.2.4.

Full text

Abstract:

The conceptions of reflective practice in education have their roots at least partly in the work of Dewey, who describes reflection as “the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends” (Dewey 1933, p.9). This conception of reflection has carried on into more-focused efforts to describe critical reflection as a tool for improving professional practice (where academic and educational practice is the particular interest of this study); “… some puzzling or troubling or interesting phenomenon” allows the practitioner to access “the understandings which have been implicit in his action, understandings which he surfaces, criticizes, restructures, and embodies in further action” (Schön 1983, p. 50). Both of these descriptions embody a central idea of critical reflective practice: that the examination of practice involves the divination (in a rational, critical sense) of order and perhaps meaning from the facts at hand (which, in turn, are brought to light by the events that occur as the results of implementation of theory). As part of a lecture series, Gottlieb defined science as “an intellectual activity carried out by humans to understand the structure and functions of the world in which they live” (Gottlieb 1997). While science and critical reflective practice attempt to build models about different parts of our world – the natural world and the world of professional (educational) practice respectively – both embody certain underlying aims and methodologies. Indeed, it is striking that in these definitions the simple replacement of the terminology of reflective practice with the terminology of science (or vice versa) leads to a perfectly comprehensible definition of either. It is this confluence that this paper studies, building from two separate foundations, critical reflective practice and science. Via their models and exemplars of their “models-in-practice” – action research and the scientific method – the paper forms a bridge between two empirical practices. We contend that the ability to do this is no accident, but stems from a deeper substrate that they have in common: empirical epistemology, as expressed in post-enlightenment models of the development of reliable knowledge.

APA, Harvard, Vancouver, ISO, and other styles

11

Gómez Arias, Rubén Darío. "Public Policies Between Theory and Practice." ÁNFORA 26, no. 46 (December 12, 2018): 111–20. http://dx.doi.org/10.30854/anf.v26.n46.2019.561.

Full text

Abstract:

Objective: this Reflection paper intends to question some theoretical issues that cloud the practice and whose improvement could increase the social benefit of management. Methodology: an interpretative and critical reflection was made on the social phenomenon of Public Policies (PP); thus, the analysis of some issues from the fundamental theoretical perspectives on the subject were taken into account such as the cited original sources. This reflection was particularly focused on five issues to help understand the rationality of PP and their performance: the formal issues, the actors, the contexts, the processes, and the results. Results: It was found that in many social scenarios, including academic, the PPs are introduced as technocratic options that political leaders assume neutrally and rationally for the benefit of people. Although this concept is very interesting, it is ideological and far from reality. The PPs are political devices that were developed in late modernity to control the tangible and intangible resources of society, and, as such, they are administered by different subgroups in defense of their own interests. Unlike the aim of the official discourse, the PPs are not always decisions made in favor of public interests, rather they are changeable expressions of social conflicts between antagonistic groups fighting for their own benefit. Conclusions: beyond technical matters, the PPs are political issues whose main characteristic comes from the particular interests of their defenders. The PPs have become a good opportunity to face and solve priority public problems.

APA, Harvard, Vancouver, ISO, and other styles

12

Wilson, Dee, and William Horner. "Chronic Child Neglect: Needed Developments in Theory and Practice." Families in Society: The Journal of Contemporary Social Services 86, no. 4 (October 2005): 471–81. http://dx.doi.org/10.1606/1044-3894.3452.

Full text

Abstract:

The purpose of this article is to stimulate reflection and discussion on a subject that has received surprisingly little coverage: chronic child neglect. The article selectively reviews the literature and offers fresh observations and critical reflections pertaining to both causation and intervention. Chronic child neglect must, it is argued, be understood in greater depth and complexity in order to develop more effective interventions. In particular, a better understanding of the effects of long term, severe and concentrated poverty on parent's morale is needed to support interventions capable of infusing hope and bringing about a social world in which hope can thrive.

APA, Harvard, Vancouver, ISO, and other styles

13

Grushka, Kath, Julie Hinde McLeod, and Ruth Reynolds. "Reflecting upon reflection: theory and practice in one Australian University teacher education program." Reflective Practice 6, no. 2 (January 2005): 239–46. http://dx.doi.org/10.1080/14623940500106187.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

15

Dalsgaard, Christian. "Theory into practice: situated reflection in product-oriented courses." Education Inquiry 9, no. 3 (October 24, 2017): 267–83. http://dx.doi.org/10.1080/20004508.2017.1390379.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Fenech, Giliane. "Critical reflection in midwifery practice: the protection motivation theory." Reflective Practice 17, no. 3 (April 29, 2016): 308–16. http://dx.doi.org/10.1080/14623943.2016.1164680.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Barge, J. Kevin. "Practical theory as mapping, engaged reflection, and transformative practice." Communication Theory 11, no. 1 (February 2001): 5–13. http://dx.doi.org/10.1111/j.1468-2885.2001.tb00230.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Roscoe, Karen D. "Understanding Emotions in Social Work: Theory. Practice and Reflection." Social Work Education 35, no. 4 (April 21, 2016): 485–86. http://dx.doi.org/10.1080/02615479.2015.1126007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Westwood, Joanne. "Understanding emotions in social work: theory practice and reflection." Social Work Education 35, no. 8 (September 19, 2016): 997–98. http://dx.doi.org/10.1080/02615479.2016.1183745.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Ahmad, Rizal, and Francis Buttle. "Customer retention management: a reflection of theory and practice." Marketing Intelligence & Planning 20, no. 3 (June 2002): 149–61. http://dx.doi.org/10.1108/02634500210428003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Jones, Elizabeth. "Personal theory and reflection in a professional practice portfolio." Assessment & Evaluation in Higher Education 35, no. 6 (October 2010): 699–710. http://dx.doi.org/10.1080/02602930902977731.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Oldenburg, D. W., S. Levy, and K. J. Stinson. "Inversion of band-limited reflection seismograms: Theory and practice." Proceedings of the IEEE 74, no. 3 (1986): 487–97. http://dx.doi.org/10.1109/proc.1986.13489.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Raelin, Joseph A. "Leadership-as-practice: Theory and application—An editor’s reflection." Leadership 13, no. 2 (April 2017): 215–21. http://dx.doi.org/10.1177/1742715017702273.

Full text

Abstract:

In this review article, the editor of the new Routledge volume, Leadership-as-Practice: Research and Application, describes the foundation, thematic attributes, and critical uniqueness of leadership-as-practice, comparing it to related collective traditions in leadership and contrasting it to individualistic approaches that emphasize leader psychology. The review highlights the contributions of each chapter writer in weaving a tapestry of an emerging movement seeking to find leadership not in people but within the practices from which it springs.

APA, Harvard, Vancouver, ISO, and other styles

24

Morley, Louise. "Understanding Emotions in Social Work: Theory, Practice and Reflection." Australian Social Work 69, no. 2 (March 16, 2016): 227–28. http://dx.doi.org/10.1080/0312407x.2016.1140084.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

WANG, Hua-Zhong, Kai YANG, and Zai-Tian MA. "Applied Theory and Practice on Common Reflection Surface Stack." Chinese Journal of Geophysics 47, no. 1 (January 2004): 155–61. http://dx.doi.org/10.1002/cjg2.467.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Juhler, Martin Vogt. "Pre-service teachers’ reflections on teaching a physics lesson: How does Lesson Study and Content Representation affect pre-service teachers’ potential to start developing PCK during reflections on a physics lesson." Nordic Studies in Science Education 14, no. 1 (January 19, 2018): 22–36. http://dx.doi.org/10.5617/nordina.2433.

Full text

Abstract:

Shulman states that deliberate reflections are needed in order for teachers to start developing their Pedagogical Content Knowledge (PCK). This is important, since a teacher who has a well-developed PCK, also has integrated knowledge of theory and practice. However, recent research has found that reflection, as used during mentoring in field practice, regularly is an obstacle to deliberate reflection. Thus, the theory-practice divide persists. This study addresses this problem by introducing Lesson Study and Content Representation as an intervention in teacher education field practice. The results of the intervention showed that the pre-service teachers reflected differently compared to the current state of practice. During the intervention, they focused more on ‘Goals for instruction’, ‘Pupils and their learning’, ‘Best representation of specific content’, and ‘Specific assessment’. These differences in reflection might lead to pre-service teachers developing a more inter-related understanding of these focus areas as opposed to what happens in the current state of practice. This, in turn, could affect the per-service teachers’ potential to start developing their PCK. Consequently, this might give teacher educators a new way of addressing the problem of the theory-practice divide. However, further studies are needed on the quality of these differences and whether or not the intervention influences the pre-service teachers’ practices in the future.

APA, Harvard, Vancouver, ISO, and other styles

27

Yaffe, Elika. "The reflective beginner: using theory and practice to facilitate reflection among newly qualified teachers." Reflective Practice 11, no. 3 (June 18, 2010): 381–91. http://dx.doi.org/10.1080/14623943.2010.490070.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Gerdes, Michele. "Teaching-Learning Strategy for Promoting Student Success: Asynchronous Post-Exam Reflections." Nursing Science Quarterly 31, no. 4 (September 17, 2018): 335–39. http://dx.doi.org/10.1177/0894318418792876.

Full text

Abstract:

Students who actively engage in reflection and receive guidance from faculty may assume accountability for learning and adjust study habits based on academic performance. The literature supports a need for nurse educators to develop theory-based strategies to integrate reflection and meaningful feedback in large didactic courses. The author in this paper describes the use of King’s goal attainment theory and debriefing best practice guidelines to develop an asynchronous post-exam reflection teaching-learning strategy to promote student success in an undergraduate nursing pathophysiology course. Incorporation of the reflections enabled the nurse educator to collaborate with each student, provide prompt and personalized feedback, and efficiently identify at-risk students.

APA, Harvard, Vancouver, ISO, and other styles

29

Lai, Yan-Ling. "Critical emancipatory reflection on establishing an equal, trusting relationship among surgery participants in clinical practice in China." Frontiers of Nursing 6, no. 1 (May 20, 2019): 47–52. http://dx.doi.org/10.2478/fon-2019-0009.

Full text

Abstract:

AbstractObjectiveReflection is considered to be one of the important ways to learn from one’s experience, and one should be encouraged to apply the skill of reflection in lifelong learning. The author used the critical emancipatory reflection theory to reflect on a practice issue, which was related to the relationship between doctors and nurses, and tries to become a lifelong reflective practitioner in clinical work.MethodsSmyth’s reflective framework, which includes the steps describe, inform, confront, and reconstruct, will be used in this article to help the author to understand the process of reflection and improve the skill of reflection. Utilizing Smyth’s reflective framework to reflect on an issue in practice allows the author to break the routine way of thinking and learn from experience, as well as providing a higher quality of service for patients.ResultsThe theory of emancipatory reflection along with the critical reflection theory will be used to determine the beliefs and values that rule the author’s action and derive how these are distinct from what the author is supposed to achieve. Besides, critical emancipatory reflection theory will be used to discover the dominant power structures in clinical practice; symbolic interaction and hegemony will be utilized to discover the factors that prevent the author from achieving the desired goals; socialization theory will be applied to facilitate the author in improving the professional identity.ConclusionsUsing the critical emancipatory reflection on the issue in practice helps the author to find out the constraints in practice, bridge the espoused value and enacted value, and thereafter undertake transformative changes in practice. Eventually, the author can improve the skill of critical emancipatory reflection and become a lifelong reflective practitioner, and the quality of clinical practice can be improved as a result.

APA, Harvard, Vancouver, ISO, and other styles

30

Neustupny, J. V. "Theory and practice in language management." Language Management Approach 22, no. 2 (November 2, 2012): 295–301. http://dx.doi.org/10.1075/japc.22.2.09neu.

Full text

Abstract:

This paper addresses the distinction between theory and practice networks and the ways in which theory can be made more useful for language management practitioners. With regard to the dissemination of knowledge of language management theories, one should not forget that many of these theories contain components that are a direct reflection of their authors’ interests. Therefore, rather than teaching practitioners a set of concepts of a language management theory, it is more rewarding to acquaint them with the basic strategies that govern more than one of these theories. Six examples of such strategies are proposed.

APA, Harvard, Vancouver, ISO, and other styles

31

Harvey, Marina, Debra Coulson, and Anne McMaugh. "Towards a theory of the Ecology of Reflection: Reflective practice for experiential learning in higher education." Journal of University Teaching and Learning Practice 13, no. 2 (April 1, 2016): 7–27. http://dx.doi.org/10.53761/1.13.2.2.

Full text

Abstract:

Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence for the role of reflection for learning, it became evident that not only was there no clear agreement about the definition of reflection, there has been little theoretical development in this area. An integrated participatory action research and ecological approach was adopted to build a theory about the ecology of reflection for learning through experience. Through this process the assumptions, or truths that are taken for granted, that underpin the new theory were declared and substantiated. Key concepts and the principle tenets of the theory were then identified and defined, leading to an overview of the ecologies of the learner, the learning context and the experiential learning context.

APA, Harvard, Vancouver, ISO, and other styles

32

Carson, Pauline. "Clinical Skills for Student Nurses – Theory, Practice and ReflectionClinical Skills for Student Nurses – Theory, Practice and Reflection." Nursing Standard 23, no. 30 (April 2, 2009): 30. http://dx.doi.org/10.7748/ns2009.04.23.30.30.b887.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

NURMUKHAMEDOVA, Kh Sh. "EQUITY CAPITAL: PROBLEMS OF THEORY AND PRACTICE OF ACCOUNTING." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, no. 2 (2021): 78–82. http://dx.doi.org/10.36871/ek.up.p.r.2021.02.02.014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Kantawala, Ami. "Action and Reflection as “living theory and practice” (hooks, 2013)." Art Education 75, no. 2 (March 4, 2022): 4–7. http://dx.doi.org/10.1080/00043125.2022.2037382.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Stevens, Douglas M., Mary Brydon-Miller, and Miriam Raider-Roth. "Structured Ethical Reflection in Practitioner Inquiry: Theory, Pedagogy, and Practice." Educational Forum 80, no. 4 (August 23, 2016): 430–43. http://dx.doi.org/10.1080/00131725.2016.1206160.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Butt, Graham. "Book Review: Successful Teaching 14-19: Theory, Practice and Reflection." Educational Management Administration & Leadership 39, no. 1 (January 2011): 146–47. http://dx.doi.org/10.1177/1741143210389111.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Mahan, Brian J. "Practice Talks Back to Theory: A Critical Reflection on Teaching." Teaching Theology & Religion 5, no. 4 (October 2002): 201–10. http://dx.doi.org/10.1111/1467-9647.00139.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Amundson, Norman, Spencer Niles, and Hyung Joon Yoon. "Hope-Action Theory and Practice." Educational Psychology 60, no. 18 (December 31, 2020): 91–102. http://dx.doi.org/10.5604/01.3001.0014.6227.

Full text

Abstract:

Hope-Action Theory presents a theoretical structure that holds Hope as the center point of career development. Associated with hope are competencies such as self-reflection, self-clarity, visioning, goal setting and planning, implementation, and adapting. There also are environmental factors that influence the entire career development process. In order to assess the practical utility of Hope-Action Theory a series of intervention research studies were initiated in different contexts. This article reviews the results from these studies. The first one applied specific active interventions with a group of internationally trained health professionals. The second study involved unemployed clients using a series of face-to-face and online interventions. The third group focused on the needs of refugees and was set up with a control and experimental groups using a two week group delivery approach. Positive results from all of these studies supports the utility of Hope-Action Theory and the set of active interventions that were used in this research.

APA, Harvard, Vancouver, ISO, and other styles

39

Yamuragiye, Assumpta, and Elizabeth Anne Kinsella. "Reflective Practice in Anesthesia Clinical Teaching." Rwanda Journal of Medicine and Health Sciences 4, no. 3 (December 30, 2021): 406–11. http://dx.doi.org/10.4314/rjmhs.v4i3.10.

Full text

Abstract:

BackgroundReflective practice is an essential aspect of knowledge generation for professional practice. By reflecting on action, professionals learn to improve their practices. Through processes of reflection, practitioners participate in a dialogue between theory and practice. Even though reflective practice is an important approach for learning from experience, its place remains unclear in anesthesia clinical education as well as anesthesia practice in a broad sense.AimThe aim of this paper was to examine the affordances of reflective practice in anesthesia clinical education.MethodsTwo cases, illustrating critical incidents in the anesthesia clinical teaching environment, were examined to consider how incorporating reflective practice into clinical education can advance knowledge generation in the field.FindingsThe two cases studies show how reflective practice can contribute to experiential learning, particularly through reflection on critical incidents.ConclusionReflective practice can help bridge the gap between theoretical knowledge and practice in anesthesia education and practice.Rwanda J Med Health Sci 2021;4(3):406-411

APA, Harvard, Vancouver, ISO, and other styles

40

Yan, Binpeng, Shangxu Wang, Yongzhen Ji, Xingguo Huang, and Nuno V. da Silva. "Frequency-dependent spherical-wave reflection coefficient inversion in acoustic media: Theory to practice." GEOPHYSICS 85, no. 4 (June 15, 2020): R425—R435. http://dx.doi.org/10.1190/geo2019-0643.1.

Full text

Abstract:

As an approximation of the spherical-wave reflection coefficient (SRC), the plane-wave reflection coefficient does not fully describe the reflection phenomenon of a seismic wave generated by a point source. The applications of SRC to improve analyses of seismic data have also been studied. However, most of the studies focus on the time-domain SRC and its benefit to using the long-offset information instead of the dependency of SRC on frequency. Consequently, we have investigated and accounted for the frequency-dependent spherical-wave reflection coefficient (FSRC) and analyzed the feasibility of this type of inversion. Our inversion strategy requires a single incident angle using reflection data for inverting the density and velocity ratios, which is distinctly different from conventional inversion methods using amplitude variation with offset. Hence, this investigation provides an alternative approach for estimating media properties in some contexts, especially when the range of aperture of the reflection angles is limited. We apply the FSRC theory to the inversion of noisy synthetic and field data using a heuristic algorithm. The multirealization results of the inversion strategy are consistent with the feasibility analysis and demonstrate the potential of the outlined method for practical application.

APA, Harvard, Vancouver, ISO, and other styles

41

Oonk, Wil, Nico Verloop, and Koeno P. E. Gravemeijer. "Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice." Mathematics Education Research Journal 32, no. 4 (July 4, 2019): 563–88. http://dx.doi.org/10.1007/s13394-019-00269-y.

Full text

Abstract:

Abstract This study was conducted among 269 student teachers at 11 primary teacher training colleges in the Netherlands. To investigate their competence in integrating theory and practice in their reflections on mathematics teaching, a learning environment was designed to evoke theory use in reflections on practice. To be able to systematically describe the use of theory, we distinguished two dimensions, which we called the nature and level of theory use. A Reflection Analysis Instrument was used to univocally code the nature and level of the student teachers’ theory use in the reflective notes of their final assessments into 1740 meaningful units. We found that nearly all student teachers used theory. However, they differed markedly in the way they linked theory and practice and with which depth they used theoretical concepts in their reflections. A remarkable finding of the study was the important influence of prior mathematics education on the nature and level of theory use, especially the low results of the third-year student teachers in their level of theory use. The outcome may have consequences for the design of the teacher education curricula and for the intake of first-year student teachers.

APA, Harvard, Vancouver, ISO, and other styles

42

Yaegashi, Solange Franci Raimundo, Alexandre Shigunov Neto, Nathália Fafarão Ruiz, and João Luiz Gasparin. "Leontiev’s Theory of Activity and Donald Schön’s Reflective Professor: reflections on teacher education." Acta Scientiarum. Education 43 (November 23, 2020): e48355. http://dx.doi.org/10.4025/actascieduc.v43i1.48355.

Full text

Abstract:

The present theoretical essay intends to analyze Leontiev's Theory of Activity and Donald Schön's Theory of the Reflective Professor in order to understand the common points between them and in what way they can be related to the formation of teachers. Leontiev, a disciple of Vygotsky, understands that human development occurs in the work and in social relations established by men in their surroundings. For Schön, the training of teachers occurs in their practice and reflection on this pedagogical practice. By contrasting the assumptions of the two authors, we come to the conclusion that Donald Schön's reflective teacher's proposal is closely related to Leontiev's Theory of Activity by considering that the teacher improves when reflecting on his or her pedagogical practice and, therefore, at work, the main activity of his or her life. In this sense formation is in fact self-training, since teachers re-elaborate initial knowledge in comparison with their practical experiences, which are lived daily in school contexts.

APA, Harvard, Vancouver, ISO, and other styles

43

Ling, Dong-Lan, and Hong-Jing Yu. "Critical emancipatory reflection on a practice-based issue in relation to the working relationship between doctors and nurses in China." Frontiers of Nursing 6, no. 1 (May 20, 2019): 5–11. http://dx.doi.org/10.2478/fon-2019-0003.

Full text

Abstract:

Abstract Objective Reflection is viewed as the most significant skill and should be advocated for lifelong learning. In order to grasp the process of reflection and embrace the reflective skill, one of the authors of this paper reflects on a practice-based issue in relation to the communication between doctors and nurses, to gain new understanding and thus improve the authors’ clinical practice. Methods Smyth’s framework with four stages is utilized as an ideal framework to guide the author’s reflection on the practice-based issue to free the author from her entrenched assumptions and the oppressive forces that limit her practice. Results The espoused and enacted theory, together with the critical reflection theory, are used to explore the values and beliefs that essentially govern the author’s practice and how these are distinct from the author’s worldviews. Following this, critical emancipatory reflection is undertaken to explore the dominant power structures within the author’s workplace. Furthermore, given the hegemonic and chaotic working context of this issue, hegemony and symbolic interaction theory are applied to unearth the various hidden constraining and oppressive forces. Additionally, socialization theory is utilized to help the author achieve professional identity. Conclusions Reconstructing the practice-based issue empowers the author to realize that in the future, she should act as a reflective practitioner, creating a daily habit, staying alert to practice, seeing things freshly, finding support systems, improving communication skills, conducting reflective research, and reifying reflective practice. Ultimately, the author will be sufficiently equipped to be able to transform her practice and change its outcomes.

APA, Harvard, Vancouver, ISO, and other styles

44

Nelson, Lee J., and Christopher J. Cushion. "Reflection in Coach Education: The Case of the National Governing Body Coaching Certificate." Sport Psychologist 20, no. 2 (June 2006): 174–83. http://dx.doi.org/10.1123/tsp.20.2.174.

Full text

Abstract:

Research frequently demonstrates that coaches learn by reflecting on practical coaching experience (Gilbert & Trudel, 2001), hence both reflection and experience have been identified as essential elements of coach education (Cushion, Armour, & Jones, 2003). The case being studied was a United Kingdom (UK) National Governing Body (NGB) in the process of developing a coach education program. The purpose of this study was to empirically explore the use of reflection as a conceptual underpinning to connect and understand coach education, theory, and practice. Findings suggest that the curriculum could promote reflective practice, albeit in a largely decontextualized learning environment. Future research should attempt to directly measure, in situ, the impact of such courses on coaching knowledge and coaching practice.

APA, Harvard, Vancouver, ISO, and other styles

45

Nga, Phan Thi Thu. "Reflective practice in English language teacher training: From theory to practice." SOCIAL SCIENCES 9, no. 2 (June 2, 2020): 31–44. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.2.259.2019.

Full text

Abstract:

The main aim of the study presented in this article is examining what teacher-trainees could learn from the reflective practice task after their teaching performance in the English Teaching Practice Course. Participants of this study were teacher-trainees (or senior students majoring in English language teaching) in the first semester of academic year 2018-2019. Each trainee had his/her lesson recorded when s/he was conducting an English lesson in front of his/her peers. Then each watched the lesson and found some strengths and weaknesses in this lesson and submitted this task to the trainer. The findings from this reflective task indicated that trainees could recognize not only their errors in using classroom English but also four main weaknesses in their teaching skills. Moreover, the findings from the questionnaire after the course ended reveal that these trainees classified their errors into seven groups and suggested solutions to overcome such problems. Some limitations and recommendations for further study on reflection can be seen at the end of this article.

APA, Harvard, Vancouver, ISO, and other styles

46

Soljan, Ivanka, Yvonne Stanghan, and Anna Henry. "Looking at Reflection within a Community of Practice of RTLBs." Kairaranga 14, no. 1 (January 1, 2013): 11–15. http://dx.doi.org/10.54322/kairaranga.v14i1.177.

Full text

Abstract:

The term ‘reflection’ is defined as a contemplation of one’s teaching craft with the view to improving it (Edwards & Thomas, 2010). Reflection is supported by a number of theories and is considered a key component of RTLB work. A community of practice (CoP), when used as a space for reflection, provides the potential for multiple and critical lenses to examine practice and enables a deeper, clearer understanding of casework. This article discusses some of the theory relating to reflection, positions reflection within a community of practice, and illustrates how it can be applied in the RTLB context.

APA, Harvard, Vancouver, ISO, and other styles

47

Zwicker, Jill G., and Susan R. Harris. "A Reflection on Motor Learning Theory in Pediatric Occupational Therapy Practice." Canadian Journal of Occupational Therapy 76, no. 1 (February 2009): 29–37. http://dx.doi.org/10.1177/000841740907600108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Kleinrichert, Denise. "Managers, Theory, and Practice: On What Do We Base Experienced Reflection?" Academy of Management Learning & Education 4, no. 2 (June 2005): 237–39. http://dx.doi.org/10.5465/amle.2005.17268573.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Hill, Lola. "Theory, Practice and Reflection: A pre-service primary mathematics education programme." Teachers and Teaching 6, no. 1 (February 2000): 23–39. http://dx.doi.org/10.1080/135406000114735.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Rafferty, Michael, David Lewis, Gaynor Mabbett, and Janet Vine. "Description of a module on the theory and practice of reflection." British Journal of Community Health Nursing 1, no. 2 (June 1996): 98–102. http://dx.doi.org/10.12968/bjch.1996.1.2.7558.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!