Pub Date : 2023-11-23DOI: 10.1080/14623943.2023.2285841
Okan Arslan
This study focused on the reflections of preservice middle school mathematics teachers who participated in informal learning environments (science and mathematics camps) as assistant teachers. It w...
本研究以助理教师身分参与非正式学习环境(科学营与数学营)的职前中学数学教师为研究对象。w…
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Pub Date : 2023-11-22DOI: 10.1080/14623943.2023.2284324
Tú Anh Hà, Minh Quang Nguyễn
The article identifies students’ difficulties in making interview questions, their solutions and reflection on a good interview question. This firstly aims at enhancing our knowledge of doing inter...
{"title":"Research on making interview questions among Vietnamese students: difficulties, reflection and solutions – a perspective of learning by doing","authors":"Tú Anh Hà, Minh Quang Nguyễn","doi":"10.1080/14623943.2023.2284324","DOIUrl":"https://doi.org/10.1080/14623943.2023.2284324","url":null,"abstract":"The article identifies students’ difficulties in making interview questions, their solutions and reflection on a good interview question. This firstly aims at enhancing our knowledge of doing inter...","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"36 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138524368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1080/14623943.2023.2281680
Hanane Aqadoh, Naima Trimasse
In light of some of the challenges of the present day, such as the changes brought about by the COVID-19 pandemic, the needs of the 21st century, and post-method pedagogy, reflection in education h...
{"title":"The role of gender and teaching experience in reflective thinking among Moroccan EFL teachers","authors":"Hanane Aqadoh, Naima Trimasse","doi":"10.1080/14623943.2023.2281680","DOIUrl":"https://doi.org/10.1080/14623943.2023.2281680","url":null,"abstract":"In light of some of the challenges of the present day, such as the changes brought about by the COVID-19 pandemic, the needs of the 21st century, and post-method pedagogy, reflection in education h...","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"57 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138524327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.1080/14623943.2023.2264195
Cynthia Elderson-Van Duin, Peter Johan Renkema, Huib Karel Tabbers
This study investigated whether an intervention aimed at self-development would stimulate the self-directed learning skills of university students within a problem-based learning program. In a randomized controlled trial study, 408 first-year psychology students were randomly assigned to an experimental or control condition. During their courses, all students received the problem-based program, including feedback from their tutors on professional behaviour and study skills. Students in the experimental group also received an extra self-development intervention including two sessions with a mentor, during which students were asked to reflect on personal learning goals. At the beginning and end of the year, students’ self-directed learning skills were measured with two questionnaires. Over the year, students in the experimental group showed a larger increase in their self-control, in their ability to monitor improvement during task performance, and in their ability to evaluate process and outcome after task execution. Also, their willingness to invest study effort had not decreased, in contrast to students in the control group. These findings show that a relatively simple intervention making students reflect more on their self-development can have a significant effect on a number of relevant self-directed learning skills, even when added to a problem-based learning university program that is already focused on stimulating self-directed learning.
{"title":"Promoting self-directed learning skills in a first-year problem-based university program with a self-development intervention","authors":"Cynthia Elderson-Van Duin, Peter Johan Renkema, Huib Karel Tabbers","doi":"10.1080/14623943.2023.2264195","DOIUrl":"https://doi.org/10.1080/14623943.2023.2264195","url":null,"abstract":"This study investigated whether an intervention aimed at self-development would stimulate the self-directed learning skills of university students within a problem-based learning program. In a randomized controlled trial study, 408 first-year psychology students were randomly assigned to an experimental or control condition. During their courses, all students received the problem-based program, including feedback from their tutors on professional behaviour and study skills. Students in the experimental group also received an extra self-development intervention including two sessions with a mentor, during which students were asked to reflect on personal learning goals. At the beginning and end of the year, students’ self-directed learning skills were measured with two questionnaires. Over the year, students in the experimental group showed a larger increase in their self-control, in their ability to monitor improvement during task performance, and in their ability to evaluate process and outcome after task execution. Also, their willingness to invest study effort had not decreased, in contrast to students in the control group. These findings show that a relatively simple intervention making students reflect more on their self-development can have a significant effect on a number of relevant self-directed learning skills, even when added to a problem-based learning university program that is already focused on stimulating self-directed learning.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"292 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136160233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-10DOI: 10.1080/14623943.2023.2264209
Úrsula Bravo, Catalina Cortés, Peter Lloyd, Derek Jones
ABSTRACTEducational systems face increasingly complex demands, confronting teachers with multidimensional people-centred problems rarely solved by linear or standardised solutions. Nevertheless, teachers must juggle multiple variables simultaneously in their daily work. This can lead to routine and unreflective decisions that do not consider unique situations. Considering that designers’ abductive reasoning could support problem-framing skills, this article discusses how a design thinking approach can contribute to developing reflective teaching practice. This case study explores how 20 Chilean teachers define, frame, and re-frame their pedagogical problems in a design-based teacher professional development programme. Findings revealed three problem-framing triggers that support teachers’ reflection: (a) collaborative discussions, (b) awareness of people and their context, and (c) visualising, making, and testing ideas. Combined, they articulate action and promote reflection, demonstrating the value of a design thinking approach in supporting teachers’ pedagogical decisions.KEYWORDS: Reflective processreflective teachingproblem framing and reframingdesign thinkingChilean teachers Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. According to Simon (Citation1996), all professionals ‘design’ when carrying out actions to change existing situations into preferred ones. Drawing on Simon, Schön (Schön, Citation1998) argues that the concept of design has expanded from architecture, urbanism, engineering and product design to other professions also concerned with changing a current situation into preferred, future and imagined ones.2. The Hasso Plattner Institute of Design at Stanford University.Additional informationFundingThis work was supported by the British Council and Universidad del Desarrollo under grant Newton-Picarte Institutional Skills ISCL22015002.Notes on contributorsÚrsula BravoÚrsula Bravo is an Associate Professor at the Design School of Universidad del Desarrollo in Chile. She has extensive experience teaching design methods in Design and Teaching undergraduate and graduate programmes. She has been a grantee from the Chilean National Research and Development Agency (ANID). She has led projects funded by the British Council, the Ministry of Education and the Ministry of Cultures, Arts and Heritage. She is a member of the Design Research Society and the Design Literacy International Network cofounder. She is the Editor-in-Chief of Base Diseño e Innovación, open access journal.Catalina CortésCatalina Cortés is a professor at the Design School of Universidad del Desarrollo in Chile. She has received national and international funds to enhance knowledge in various design-related areas. These include design literacy for transdisciplinary collaboration, emergent spatial design thinking processes, design thinking for problem-solving in school education, and sustainable packaging design. Additionally, sh
{"title":"Using design thinking to explore teaching problems in Chilean schools","authors":"Úrsula Bravo, Catalina Cortés, Peter Lloyd, Derek Jones","doi":"10.1080/14623943.2023.2264209","DOIUrl":"https://doi.org/10.1080/14623943.2023.2264209","url":null,"abstract":"ABSTRACTEducational systems face increasingly complex demands, confronting teachers with multidimensional people-centred problems rarely solved by linear or standardised solutions. Nevertheless, teachers must juggle multiple variables simultaneously in their daily work. This can lead to routine and unreflective decisions that do not consider unique situations. Considering that designers’ abductive reasoning could support problem-framing skills, this article discusses how a design thinking approach can contribute to developing reflective teaching practice. This case study explores how 20 Chilean teachers define, frame, and re-frame their pedagogical problems in a design-based teacher professional development programme. Findings revealed three problem-framing triggers that support teachers’ reflection: (a) collaborative discussions, (b) awareness of people and their context, and (c) visualising, making, and testing ideas. Combined, they articulate action and promote reflection, demonstrating the value of a design thinking approach in supporting teachers’ pedagogical decisions.KEYWORDS: Reflective processreflective teachingproblem framing and reframingdesign thinkingChilean teachers Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. According to Simon (Citation1996), all professionals ‘design’ when carrying out actions to change existing situations into preferred ones. Drawing on Simon, Schön (Schön, Citation1998) argues that the concept of design has expanded from architecture, urbanism, engineering and product design to other professions also concerned with changing a current situation into preferred, future and imagined ones.2. The Hasso Plattner Institute of Design at Stanford University.Additional informationFundingThis work was supported by the British Council and Universidad del Desarrollo under grant Newton-Picarte Institutional Skills ISCL22015002.Notes on contributorsÚrsula BravoÚrsula Bravo is an Associate Professor at the Design School of Universidad del Desarrollo in Chile. She has extensive experience teaching design methods in Design and Teaching undergraduate and graduate programmes. She has been a grantee from the Chilean National Research and Development Agency (ANID). She has led projects funded by the British Council, the Ministry of Education and the Ministry of Cultures, Arts and Heritage. She is a member of the Design Research Society and the Design Literacy International Network cofounder. She is the Editor-in-Chief of Base Diseño e Innovación, open access journal.Catalina CortésCatalina Cortés is a professor at the Design School of Universidad del Desarrollo in Chile. She has received national and international funds to enhance knowledge in various design-related areas. These include design literacy for transdisciplinary collaboration, emergent spatial design thinking processes, design thinking for problem-solving in school education, and sustainable packaging design. Additionally, sh","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136294972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/14623943.2023.2264193
Sandra T. Neil, Megan Johnstone, Katie Fox, Richard Collins, Lee D. Mulligan
ABSTRACTCrisis Resolution and Home Treatment Teams (CRHTTs) provide mental health support for people experiencing crises and its employees are at high risk of occupational stress. Reflective Practice Groups (RPGs) hold promise for reducing staff burnout. However, to date, there have been no evaluations of RPGs delivered in CRHTT settings. This study aimed to explore staff experiences of RPGs delivered in one CRHTT. All CRHTT staff members who had attended at least one RPG were approached to take part. Participants completed two supervision questionnaires and a semi-structured interview. Descriptive statistics were calculated to quantify staff experiences and qualitative themes were generated using thematic analysis. Thirteen people participated, all of whom reported positive experiences of RPGs. Three qualitative themes also emerged comprising ‘core components of RPGs’ ‘benefits to staff’ and ‘challenges of RPG delivery’. Staff value RPGs delivered in CRHTT settings, which may reduce staff burnout and contribute to workforce development.KEYWORDS: Adult mental healthcrisis resolution home treatmentreflective practice groupssupervisionservice evaluationstaff views AcknowledgmentsThe authors would like to acknowledge the contribution of Sidra Hussain for her assistance in this service evaluation.Disclosure statementNo potential conflict of interest was reported by the authors.Statements and declarationsThe authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.Additional informationNotes on contributorsSandra T. NeilSandra Neil is a Principal Clinical Psychologist in a Home-Based Treatment Team at Greater Manchester Mental Health NHS Foundation Trust, England. She has previously worked in community mental health and early intervention services. Her research interests include the measurement of recovery from psychosis, developing interventions for people at risk of developing psychosis and bipolar disorder and for those presenting in crisis.Megan JohnstoneMegan Johnstone is a Trainee Clinical Psychologist in her first year of study at Lancaster University, England. She has previously worked as an Associate Psychological Practitioner in a community NHS urgent care setting. Her research interests include understanding the experiences of Clinical Psychologists in positions of leadership, and evaluating interventions for adults experiencing a crisis in their mental health.Katie FoxKatie Fox is a Trainee Clinical Psychologist in her first year of study at the University of Liverpool, England. She has previously worked as an Assistant Psychologist in community learning disability and secondary care mental health services. Her research interests are in the field of perinatal mental health and include understanding the impact of childbirth, maternal mental health and infant attachment.Richard CollinsRichard Collins is a Senior Assistant Psychologist in a Home-Based Treatment Team at Greater Manc
摘要危机解决与家庭治疗团队(CRHTTs)为面临危机的人群及职业压力高危人群提供心理健康支持。反思实践小组(rpg)有望减少员工的倦怠。然而，到目前为止，还没有对在CRHTT环境下交付的rpg进行评估。本研究旨在探讨员工在一个CRHTT中交付的rpg体验。所有参加过至少一次RPG的CRHTT工作人员都被邀请参加。参与者完成了两份监督问卷和一份半结构化访谈。计算描述性统计以量化工作人员的经验，并利用专题分析产生定性主题。13人参与了调查，他们都报告了对rpg的积极体验。三个定性主题也出现了，包括“RPG的核心组件”、“员工的利益”和“RPG交付的挑战”。员工重视在CRHTT环境中交付的rpg，这可能会减少员工的倦怠，并有助于劳动力发展。关键词:成人心理健康危机解决家庭治疗反思性实践小组监督服务评价工作人员观点致谢作者感谢Sidra Hussain在本服务评价中提供的帮助。披露声明作者未报告潜在的利益冲突。声明与声明作者报告无利益冲突。作者独自负责这篇文章的内容和写作。sandra T. NeilSandra Neil是英格兰大曼彻斯特精神健康NHS基金会信托基金家庭治疗小组的首席临床心理学家。她曾在社区精神卫生和早期干预服务部门工作。她的研究兴趣包括精神病康复的测量，为有患精神病和双相情感障碍风险的人以及处于危机中的人制定干预措施。Megan Johnstone是英国兰开斯特大学的一名实习临床心理学家。她以前曾在一个社区NHS紧急护理设置心理执业助理。她的研究兴趣包括了解临床心理学家在领导岗位上的经验，以及评估对经历心理健康危机的成年人的干预措施。Katie Fox是一名实习临床心理学家，在英国利物浦大学学习第一年。她曾在社区学习障碍和二级护理精神卫生服务担任助理心理学家。她的研究兴趣是围产期心理健康领域，包括了解分娩，孕产妇心理健康和婴儿依恋的影响。理查德·柯林斯(Richard Collins)是大曼彻斯特心理健康NHS基金会信托基金家庭治疗小组的高级助理心理学家。他曾在NHS危机求助热线和老年人护理机构担任助理心理学家。他的研究兴趣包括对被诊断患有自闭症谱系疾病的人进行适应性心理干预。Lee D. Mulligan是英国曼彻斯特大学生物医学研究中心(BRC)的临床研究员。他曾在住院和社区NHS紧急护理设置担任首席临床心理学家。他的研究兴趣包括在经历精神健康问题的人群中识别与自杀相关结果的心理和行为风险因素，并为高危人群制定干预措施。
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Pub Date : 2023-10-01DOI: 10.1080/14623943.2023.2264213
Eugénia Lopes Azevedo, Carla Sofia Valério Fernandes, Rui Manuel Flores Araújo, Ana Gracinda Alves Ramos, Isabel Maria Ribeiro Mesquita
ABSTRACTThroughout a year-long Action Research (AR) conducted in Physical Education Teacher Education, this study explored how a facilitator’s caring approach can help develop strategies and create circumstances to enhance and deepen Pre-Service Teachers’ (PSTs) reflection on their pedagogical practice. Participants included six PSTs and the first author, who assumed the dual role of external facilitator (EF) and researcher. Three action research-cycles were conducted, enabling the EF to analyze the needs and thoughts of PSTs thoroughly. This allowed EF to tailor her interventions to developed strategies and created circumstances that triggered and deepened the PSTs’ reflection. Qualitative data collected through focus group interviews, informal interviews, reflective journals, and field notes guided the EF’s strategic progression in each AR-cycle through thematic analysis to design subsequent interventions. Through the ongoing AR-cycles, the facilitator underwent a strategic evolution propelled by PSTs’ needs and thoughts. Specifically, PSTs’ reflections transitioned from conformity to autonomy, which embraced multifaceted analysis, transcending consensus. It is recommended that Physical Education Teacher Education programs incorporate a customized caring environment that nurtures vulnerability, fosters the development of trusting relationships, and is responsive to the unique learning context.KEYWORDS: Reflective practiceethics of careinitial teacher educationfacilitatoraction research Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by Portuguese Foundation for Science and Technology (FCT). The authors have no conflict of interest to declare.Notes on contributorsEugénia Lopes AzevedoEugénia Azevedo is a PhD Student in Sport Sciences and is interested in reflective practice in Physical Education Teacher Education, action research, collaborative learning, and sports pedagogy.Carla Sofia Valério FernandesCarla Valerio is a Health and Physical Education lecturer and researcher interested in Physical Education Teacher Education, teacher professional learning, social learning theory, and student-centred approaches.Rui Manuel Flores AraújoRui Araújo is a Lecture and the Course leader of the Physical Education Teacher Education programme at University of Maia. Integrated researcher at the Research Centre in Sports Sciences, Health Sciences and Human Development and Research on Sport Pedagogy. More than 10 years of teaching experience in higher education.Ana Gracinda Alves RamosAna Ramos is a Lecturer at Faculty of Sport, University of Porto and member of Centre of Research, Education, Innovation, and Intervention in Sport (CIFI2D) interested in the area of Sports Sciences, her research interests are related to the topic of Sports Training, Sports Pedagogy, Didactics, Learning, Action-Research, and Long-term Athlete Development.Isabel Maria Ribeiro MesquitaIsabel Mesq
摘要通过对体育教师教育进行为期一年的行动研究(AR)，本研究探讨了辅导员的关怀方法如何帮助制定策略和创造环境，以增强和深化职前教师对其教学实践的反思。参与者包括6名pst和第一作者，他们承担了外部促进者(EF)和研究员的双重角色。进行了三个行动研究周期，使EF能够彻底分析pst的需求和想法。这使得英孚能够根据已制定的策略调整其干预措施，并创造触发和深化pst反思的环境。通过焦点小组访谈、非正式访谈、反思性期刊和实地记录收集的定性数据，通过专题分析设计后续干预措施，指导EF在每个ar周期中的战略进展。通过正在进行的ar周期，推动者经历了由PSTs的需求和思想推动的战略演变。具体来说，pst的反思从从众到自主的转变，包含了多方面的分析，超越了共识。建议体育教师教育项目包含一个定制的关怀环境，培养脆弱性，促进信任关系的发展，并对独特的学习环境做出反应。关键词:反思实践;护理伦理;初级教师教育;本研究由葡萄牙科学技术基金会(FCT)资助。作者无利益冲突需要声明。尤格·阿泽维多是体育科学专业的博士生，对体育教师教育、行动研究、合作学习和体育教育学的反思实践感兴趣。Carla Valerio是一名健康与体育讲师和研究员，对体育教师教育、教师专业学习、社会学习理论和以学生为中心的方法感兴趣。鲁伊·曼努埃尔·弗洛雷斯AraújoRui Araújo是马亚大学体育教师教育项目的讲师和课程负责人。体育科学、健康科学和人类发展研究中心以及体育教育学研究中心的综合研究员。10年以上高等教育教学经验。Ana Gracinda Alves RamosAna Ramos是波尔图大学体育学院的讲师，也是体育研究、教育、创新和干预中心(CIFI2D)的成员，对体育科学领域感兴趣，她的研究兴趣与体育训练、体育教学法、教学、学习、行动研究和长期运动员发展的主题有关。Isabel Maria Ribeiro Mesquita是波尔图大学体育学院的全职教授，也是体育研究、教育、创新和干预中心(CIFI2D)的成员，研究领域包括体育科学、体育训练、体育教育学、教学、学习和行动研究。
{"title":"How can a facilitator’s caring approach trigger and deepen pre-service teachers’ reflection on their pedagogical practice? A year-long action research study","authors":"Eugénia Lopes Azevedo, Carla Sofia Valério Fernandes, Rui Manuel Flores Araújo, Ana Gracinda Alves Ramos, Isabel Maria Ribeiro Mesquita","doi":"10.1080/14623943.2023.2264213","DOIUrl":"https://doi.org/10.1080/14623943.2023.2264213","url":null,"abstract":"ABSTRACTThroughout a year-long Action Research (AR) conducted in Physical Education Teacher Education, this study explored how a facilitator’s caring approach can help develop strategies and create circumstances to enhance and deepen Pre-Service Teachers’ (PSTs) reflection on their pedagogical practice. Participants included six PSTs and the first author, who assumed the dual role of external facilitator (EF) and researcher. Three action research-cycles were conducted, enabling the EF to analyze the needs and thoughts of PSTs thoroughly. This allowed EF to tailor her interventions to developed strategies and created circumstances that triggered and deepened the PSTs’ reflection. Qualitative data collected through focus group interviews, informal interviews, reflective journals, and field notes guided the EF’s strategic progression in each AR-cycle through thematic analysis to design subsequent interventions. Through the ongoing AR-cycles, the facilitator underwent a strategic evolution propelled by PSTs’ needs and thoughts. Specifically, PSTs’ reflections transitioned from conformity to autonomy, which embraced multifaceted analysis, transcending consensus. It is recommended that Physical Education Teacher Education programs incorporate a customized caring environment that nurtures vulnerability, fosters the development of trusting relationships, and is responsive to the unique learning context.KEYWORDS: Reflective practiceethics of careinitial teacher educationfacilitatoraction research Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by Portuguese Foundation for Science and Technology (FCT). The authors have no conflict of interest to declare.Notes on contributorsEugénia Lopes AzevedoEugénia Azevedo is a PhD Student in Sport Sciences and is interested in reflective practice in Physical Education Teacher Education, action research, collaborative learning, and sports pedagogy.Carla Sofia Valério FernandesCarla Valerio is a Health and Physical Education lecturer and researcher interested in Physical Education Teacher Education, teacher professional learning, social learning theory, and student-centred approaches.Rui Manuel Flores AraújoRui Araújo is a Lecture and the Course leader of the Physical Education Teacher Education programme at University of Maia. Integrated researcher at the Research Centre in Sports Sciences, Health Sciences and Human Development and Research on Sport Pedagogy. More than 10 years of teaching experience in higher education.Ana Gracinda Alves RamosAna Ramos is a Lecturer at Faculty of Sport, University of Porto and member of Centre of Research, Education, Innovation, and Intervention in Sport (CIFI2D) interested in the area of Sports Sciences, her research interests are related to the topic of Sports Training, Sports Pedagogy, Didactics, Learning, Action-Research, and Long-term Athlete Development.Isabel Maria Ribeiro MesquitaIsabel Mesq","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135458088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.1080/14623943.2023.2264204
Rina Marie Camus, Grace Ngai, Kam Por Kwan, Ka Hing Lau, Stephen Chan
ABSTRACTFaculty from diverse disciplines are involved in teaching service-learning where reflection is an essential component. This qualitative study explores disciplinary differences in understanding reflection and use of reflective pedagogy. We interviewed faculty (N = 24) from 18 departments to examine differences in how they conceive and practice reflective pedagogy in service-learning courses. We found that disciplinary differences are a factor in how faculty conceive and practice reflection. Faculty from health and social care disciplines demonstrated an advantage compared to colleagues from other fields. Further, we found that how faculty conceive reflection is a factor in reflective practice. Conceptualizations of reflection, which are more student-referent or learner-focused, correlate with the more intense and effective practice of reflective pedagogy.KEYWORDS: Reflectiondisciplinary differencesservice-learninghealth & social carebusiness & humanitiesapplied sciences & engineering AcknowledgmentsWe would like to thank Sarah Chung and Eugene Cheung for their help with the interviews and data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We refer readers to Camus et al. (Citation2021) for details about the research process and findings of our earlier study.Additional informationFundingThe work was supported by the Service-Learning and Leadership Office of The Hong Kong Polytechnic University Hong Kong University Grants Committee [Grant PolyU4/T&L/16–19].Notes on contributorsRina Marie CamusRina Marie Camus was Senior Service-Learning Officer at the Service-Learning & Leadership Office of The Hong Kong Polytechnic University. She is currently Senior Service-Learning Lead at the Centre for Innovative Service-Learning of Hong Kong Baptist University.Grace NgaiGrace Ngai is the head of the Service-Learning & Leadership Office and Associate Professor in the Department of Computing of the Hong Kong Polytechnic University.Kam Por KwanKam Por Kwan is a Professorial Project Fellow at the Service-Learning & Leadership Office of the Hong Kong Polytechnic University.Ka Hing LauKa Hing Lau was Project Associate at the Service-Learning & Leadership Office of The Hong Kong Polytechnic University. He is currently Assistant Manager at the Centre for Innovative Service-Learning and the General Education Office of Hong Kong Baptist University.Stephen ChanStephen Chan was founding head and currently consultant at the Service-Learning & Leadership Office of the Hong Kong Polytechnic University.
摘要不同学科的教师都参与了服务学习的教学，而反思是服务学习的重要组成部分。本质性研究探讨了理解反思和使用反思性教学法的学科差异。我们采访了来自18个系的教师(N = 24)，以研究他们在服务学习课程中如何构思和实践反思性教学法的差异。我们发现，学科差异是教师如何构思和实践反思的一个因素。与来自其他领域的同事相比，来自健康和社会护理学科的教师表现出了优势。此外，我们发现教师如何理解反思是反思实践的一个因素。反思的概念更加以学生为中心或以学习者为中心，与反思性教学法的更强烈和更有效的实践相关联。关键词:反思、学科差异、服务学习、健康与社会关怀、商业与人文、应用科学与工程致谢我们要感谢Sarah Chung和Eugene Cheung在访谈和数据收集方面的帮助。披露声明作者未报告潜在的利益冲突。我们参考Camus et al. (Citation2021)了解我们早期研究的详细过程和发现。本研究得到香港理工大学教育资助委员会服务学习及领导办公室的支持[Grant poly4 /T&L/ 16-19]。作者简介rina Marie Camus rina Marie Camus是香港理工大学服务学习及领导办公室的高级服务学习主任。她现为香港浸会大学创新服务学习中心高级服务学习主任。Grace Ngai是香港理工大学服务学习及领导办公室主任，亦是香港理工大学计算机学系副教授。关锦宝是香港理工大学服务学习及领导力办公室的教授项目研究员。刘嘉兴(Ka Hing LauKa Hing Lau)是香港理工大学服务学习及领导力办公室的项目助理。他现为香港浸会大学创新服务学习中心及通识教育处助理经理。陈志强是香港理工大学服务学习及领导力办公室的创始主任及现任顾问。
{"title":"Teaching reflection in service-learning: disciplinary differences in conception and practice","authors":"Rina Marie Camus, Grace Ngai, Kam Por Kwan, Ka Hing Lau, Stephen Chan","doi":"10.1080/14623943.2023.2264204","DOIUrl":"https://doi.org/10.1080/14623943.2023.2264204","url":null,"abstract":"ABSTRACTFaculty from diverse disciplines are involved in teaching service-learning where reflection is an essential component. This qualitative study explores disciplinary differences in understanding reflection and use of reflective pedagogy. We interviewed faculty (N = 24) from 18 departments to examine differences in how they conceive and practice reflective pedagogy in service-learning courses. We found that disciplinary differences are a factor in how faculty conceive and practice reflection. Faculty from health and social care disciplines demonstrated an advantage compared to colleagues from other fields. Further, we found that how faculty conceive reflection is a factor in reflective practice. Conceptualizations of reflection, which are more student-referent or learner-focused, correlate with the more intense and effective practice of reflective pedagogy.KEYWORDS: Reflectiondisciplinary differencesservice-learninghealth & social carebusiness & humanitiesapplied sciences & engineering AcknowledgmentsWe would like to thank Sarah Chung and Eugene Cheung for their help with the interviews and data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We refer readers to Camus et al. (Citation2021) for details about the research process and findings of our earlier study.Additional informationFundingThe work was supported by the Service-Learning and Leadership Office of The Hong Kong Polytechnic University Hong Kong University Grants Committee [Grant PolyU4/T&L/16–19].Notes on contributorsRina Marie CamusRina Marie Camus was Senior Service-Learning Officer at the Service-Learning & Leadership Office of The Hong Kong Polytechnic University. She is currently Senior Service-Learning Lead at the Centre for Innovative Service-Learning of Hong Kong Baptist University.Grace NgaiGrace Ngai is the head of the Service-Learning & Leadership Office and Associate Professor in the Department of Computing of the Hong Kong Polytechnic University.Kam Por KwanKam Por Kwan is a Professorial Project Fellow at the Service-Learning & Leadership Office of the Hong Kong Polytechnic University.Ka Hing LauKa Hing Lau was Project Associate at the Service-Learning & Leadership Office of The Hong Kong Polytechnic University. He is currently Assistant Manager at the Centre for Innovative Service-Learning and the General Education Office of Hong Kong Baptist University.Stephen ChanStephen Chan was founding head and currently consultant at the Service-Learning & Leadership Office of the Hong Kong Polytechnic University.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135407210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1080/14623943.2023.2246385
M. Mulik, G. Gawali
ABSTRACT Detrimental social behaviour radiates from vicious societies. Injustice, insecurity, and discrimination are hitches in social well-being; it generates psychosocial challenges to society. Endorsing congruent social behaviour initiates social well-being and establishes a secure and peaceful society. Allyship practice is wayfaring towards social well-being, but it takes a toll on the mental well-being of allies. Mental well-being contributes to individuals’ productivity, creativity, and overall social relationship. The present study aims to understand the relationship between reflective thinking, allyship, and mental well-being. The sample consists of 496 undergraduate students. The study further suggests that reflective thinking can envisage allyship and mental well-being. Reflection is a scientific inquiry and disciplined way of thinking; it helps to develop appropriate attitudes and beliefs toward other social groups. The study highlighted the significance of reflection in altruistic behaviour like allyship and in mental well-being. It also underlines the necessity to focus more on the well-being of allies.
{"title":"Reflective thinking, allyship and mental well-being: a correlational study","authors":"M. Mulik, G. Gawali","doi":"10.1080/14623943.2023.2246385","DOIUrl":"https://doi.org/10.1080/14623943.2023.2246385","url":null,"abstract":"ABSTRACT Detrimental social behaviour radiates from vicious societies. Injustice, insecurity, and discrimination are hitches in social well-being; it generates psychosocial challenges to society. Endorsing congruent social behaviour initiates social well-being and establishes a secure and peaceful society. Allyship practice is wayfaring towards social well-being, but it takes a toll on the mental well-being of allies. Mental well-being contributes to individuals’ productivity, creativity, and overall social relationship. The present study aims to understand the relationship between reflective thinking, allyship, and mental well-being. The sample consists of 496 undergraduate students. The study further suggests that reflective thinking can envisage allyship and mental well-being. Reflection is a scientific inquiry and disciplined way of thinking; it helps to develop appropriate attitudes and beliefs toward other social groups. The study highlighted the significance of reflection in altruistic behaviour like allyship and in mental well-being. It also underlines the necessity to focus more on the well-being of allies.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45617783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.1080/14623943.2023.2246909
Mark Minott
ABSTRACT This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs). Using purposeful convenient sampling, twenty-seven(n = 27) students on the education studies pathway at the university, studying the module entitled international and comparative education, participated. The usefulness of the MVRATPD is revealed in several ways. It is primarily a reflective assessment instrument as purported by Minott. It revealed a direct fulfilment of several module objectives linked to several LOCs. However, for this study, it was not useful in capturing data about all 4 LOCs. Specifically, it captured no data related to LOC 2. The conclusion is that the MVRATPD, in its present form should not be the sole determinant of the degree to which LOCs are achieved. It is however, a complementary indirect reflective instrument for assessing LOCs and a user-friendly, practical and uncomplicated data collection tool i.e. using three reflective questions.
{"title":"Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module","authors":"Mark Minott","doi":"10.1080/14623943.2023.2246909","DOIUrl":"https://doi.org/10.1080/14623943.2023.2246909","url":null,"abstract":"ABSTRACT This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs). Using purposeful convenient sampling, twenty-seven(n = 27) students on the education studies pathway at the university, studying the module entitled international and comparative education, participated. The usefulness of the MVRATPD is revealed in several ways. It is primarily a reflective assessment instrument as purported by Minott. It revealed a direct fulfilment of several module objectives linked to several LOCs. However, for this study, it was not useful in capturing data about all 4 LOCs. Specifically, it captured no data related to LOC 2. The conclusion is that the MVRATPD, in its present form should not be the sole determinant of the degree to which LOCs are achieved. It is however, a complementary indirect reflective instrument for assessing LOCs and a user-friendly, practical and uncomplicated data collection tool i.e. using three reflective questions.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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