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Supporting young children as they engage in reflective practices in the virtual classroom: Conditions, challenges and perspectives during the pandemic of the 21st Century 支持幼儿在虚拟课堂中进行反思性实践:21世纪疫情期间的条件、挑战和观点
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-06-06 DOI: 10.1080/14623943.2023.2222083
Jennifer Tan, Menn Sze Chua
ABSTRACT This qualitative study investigates conditions for online reflective sessions, the challenges faced and the perceptions of young children when classes moved online. 18 children ages 10–11 participated in the study; they attended 9 online reflection sessions over Zoom and an exit interview. The study concluded that challenges faced when conducting online reflection sessions were the common technical problems – the instability of the network connections and limitations of an online platform. The conditions necessary for reflective sessions include creating appropriate and effective questions to facilitate the process, provision of pictures to prompt discussions and ensuring that the contexts for discussions should be relatable to young children’s experiences. The children had overall positive experiences and considered online reflections as enjoyable learning opportunities. This study provides ideas for supportive and effective conditions for online reflection sessions to promote and motivate meaningful reflections amongst young children.
摘要:这项定性研究调查了在线反思课程的条件、面临的挑战以及幼儿在课堂转移到网上时的看法。18名10-11岁的儿童参与了这项研究;他们通过Zoom参加了9次在线反思会和一次离职面谈。该研究得出结论,在进行在线反思时面临的挑战是常见的技术问题——网络连接的不稳定性和在线平台的局限性。反思会议的必要条件包括提出适当有效的问题以促进讨论过程,提供图片以促进讨论,并确保讨论的背景与幼儿的经历相关。孩子们总体上有积极的体验,并认为在线反思是一种愉快的学习机会。这项研究为在线反思会议提供了支持和有效的条件,以促进和激励幼儿进行有意义的反思。
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引用次数: 0
Self-leadership through self-reflection: guiding nursing faculty in taking ownership of their teaching practices in nursing education institutions 自我反思中的自我领导:指导护理教师掌握护理教育机构的教学实践
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-06-05 DOI: 10.1080/14623943.2023.2222075
V. E. Matahela, G. V. van Rensburg
ABSTRACT The ever-changing higher education milieu calls for a new way of leadership that ensures success for faculty working in academic institutions, including nursing education institutions. Whilst the available literature describes faculty self-leadership and its benefits in broader academic environments, there is dearth of literature that describes how nursing faculty’s self-reflection could be enhanced through self-leadership. This article shares four validated guidelines related to nursing faculty taking responsibility for their self-leadership by reflecting on their teaching practices. A broad exploratory, descriptive sequential mixed-methods study was conducted with nursing faculty from two provinces in South Africa to develop guidelines to facilitate their self-leadership. Guidelines were developed based on the findings of an integrative literature review and data from the qualitative and quantitative phases. The integrated data were used to draw concluding statements. Based on these statements, guidelines for the facilitation of self-leadership in nursing faculty were developed. The four guidelines related to nursing faculty taking ownership of their self-leadership of their teaching practices relate to self-reflection, goal setting, self-development, and collaboration. Nursing faculty should be encouraged to take ownership of their teaching practices, acquaint, and align themselves to institutional values and vision, thus prompting them practice self-leadership through self-reflection.
摘要不断变化的高等教育环境需要一种新的领导方式,以确保在包括护理教育机构在内的学术机构工作的教师取得成功。虽然现有文献描述了教师的自我领导及其在更广泛的学术环境中的好处,但缺乏文献描述如何通过自我领导增强护理教师的自我反思。本文通过反思护理教师的教学实践,分享了四条经验证的指导方针,这些指导方针与护理教师承担自我领导责任有关。对来自南非两个省的护理人员进行了一项广泛的探索性、描述性、顺序混合方法研究,以制定指导方针,促进他们的自我领导。指南是根据综合文献综述的结果以及定性和定量阶段的数据制定的。综合数据用于编写结论性发言。基于这些陈述,制定了促进护理学院自我领导的指导方针。与护理教师自主领导教学实践有关的四条准则涉及自我反思、目标设定、自我发展和合作。应鼓励护理教师掌握自己的教学实践,熟悉并与机构价值观和愿景保持一致,从而促使他们通过自我反思实践自我领导。
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引用次数: 0
Experiencing pedagogical reflection as the virtue phronesis 体验教学反思是一种实践美德
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-05-15 DOI: 10.1080/14623943.2023.2212888
Carrie Birmingham
ABSTRACT After decades of work, a unified conceptualization of pedagogical reflection remains elusive. Seeking clarity on the identity of pedagogical reflection, this phenomenological study begins not with an a priori definition of reflection, but with the lived experiences of five veteran teachers. Its goal was to discern from the respondents’ narratives the essence of pedagogical reflection, what makes the experience of pedagogical reflection what it is. Analysis of respondents’ narratives show that their experiences of pedagogical reflection align with qualities of the classical virtue phronesis: an essentially moral, habitual way of being, concerned with practical situations, that weaves together thinking, feeling, wanting, deciding, and acting into a unified whole. This inclusive understanding of reflection organizes and harmonizes the varied work on reflection from Dewey to the present and provides direction for teacher educators in their work to help teacher candidates become reflective practitioners.
经过几十年的研究,教学反思的统一概念仍然难以捉摸。为了明确教学反思的身份,这项现象学研究不是从反思的先验定义开始,而是从五位资深教师的生活经验开始。其目的是从受访者的叙述中辨别出教学反思的本质,是什么使教学反思的经验成为现实。对受访者叙述的分析表明,他们的教学反思经验与经典的实践美德的品质是一致的:一种本质上道德的、习惯的存在方式,关注实际情况,将思考、感觉、欲望、决定和行动编织成一个统一的整体。这种对反思的包容性理解组织和协调了从杜威到现在关于反思的各种工作,并为教师教育者的工作提供了方向,以帮助教师候选人成为反思实践者。
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引用次数: 0
Clinical psychologists’ experience of cultivating reflective practice in trainee clinical psychologists during supervision: a qualitative study 临床心理学家在实习临床心理学家监督期间培养反思性实践的经验:质的研究
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-05-12 DOI: 10.1080/14623943.2023.2210069
S. Ooi, S. Coker, P. Fisher
ABSTRACT Reflective practice is regarded as an essential competency to maintain high clinical standards by various professional bodies and is therefore emphasised within healthcare training programmes including Clinical Psychology. Clinical supervision is seen as the most common and useful way to encourage reflective practice in healthcare professionals but there is limited evidence on effective strategies for its development. Given this, this research aims to investigate the experience of clinical psychologist supervisors’ in developing reflective skills in trainee clinical psychologists. Six themes have been derived by using thematic analysis and the findings are discussed along with implications and future research directions.
摘要反思性实践被各专业机构视为保持高临床标准的基本能力,因此在包括临床心理学在内的医疗培训计划中受到重视。临床监督被视为鼓励医疗保健专业人员进行反思性实践的最常见和最有用的方式,但关于其发展的有效策略的证据有限。鉴于此,本研究旨在调查临床心理学家主管在培养实习临床心理学家反思技能方面的经验。通过主题分析得出了六个主题,并讨论了研究结果以及启示和未来的研究方向。
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引用次数: 2
Fostering cognitive control through reflection in scientific writing 通过科学写作中的反思培养认知控制能力
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-05-12 DOI: 10.1080/14623943.2023.2210064
T. Serra, M. Gras, Dolors Cañabate, J. Colomer
ABSTRACT This paper aims to determine the role cognitive control awareness plays in university students through their scientific writing. Results show that through an assessment-centred instruction approach embedded in reflective learning, tertiary students at a faculty of sciences can achieve greater metacognitive awareness of their learning. Fourth-year students in a physical oceanography class displayed cognitive control over established activities designed to develop their discursive writing skills (writing components included objectives, subject content, methodologies, contextualization and environmental implications on local and global scales). Scientific writing was promoted through students managing their own learning processes and cognitive control through metacognitive awareness, i.e. through a constructivist scheme embedded in formative learning. In the POST test, students scored higher primarily in the categories of writing methodologies, and bibliographies. Teacher expertise, which was mainly provided through feedback and scaffolding for student autonomy was highly valued by the students, and included considering the effects of a teacher assessing their writing and providing strategies to write a better scientific paper
摘要本文旨在通过大学生的科技写作考察认知控制意识在大学生写作中的作用。结果表明,通过在反思学习中嵌入以评估为中心的教学方法,理学院的大学生可以对他们的学习获得更大的元认知意识。在海洋学物理课上,四年级学生展示了对既定活动的认知控制,这些活动旨在培养他们的话语写作技能(写作内容包括目标、主题内容、方法、本地和全球范围内的情境化和环境影响)。科学写作是通过学生通过元认知意识管理自己的学习过程和认知控制来促进的,即通过嵌入在形成性学习中的建构主义方案。在POST测试中,学生在写作方法和参考书目方面得分较高。教师的专业知识,主要是通过反馈和学生自主的脚手架提供的,受到学生的高度重视,包括考虑教师评估他们写作的效果,并提供撰写更好的科学论文的策略
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引用次数: 0
Reimagining reflective practice and reflective practice environments in a post pandemic world: A discussion paper 大流行后世界反思实践和反思实践环境的重新构想:讨论文件
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-05-11 DOI: 10.1080/14623943.2023.2210074
A. Donohoe
ABSTRACT Covid-19, the disease caused by severe acute respiratory syndrome coronavirus 2 is recognised as one of the most challenging global events of the twenty-first Century. The detrimental impact of the pandemic resulted in high rates of infection, morbidity, and mortality, with health-care workers firmly positioned on the frontline of this unparalleled international crisis. An emerging literature detailing the impact of COVID-19 on health-care practitioners identifies high levels of depression, anxiety, and distress. Accordingly, there are calls for the implementation of effective interventions to tackle the impending spectre of psychological morbidities and staff burnout. While it is important to explore new approaches, it is also valuable to examine how existing strategies, such as reflective practice, can be repurposed to specifically address practitioner well-being. This requires a reimagining of reflective practice and a reimagining of the reflective practice contexts in which reflective activity occurs. This paper presents The Reflective Practice Integrative Framework, which illustrates how reflective practice can be used to address the complex aims of supporting effective patient care, while also facilitating practitioner well-being. The Reflective Organisational Learning Framework is also presented which can be used to develop effective reflective practice environments through single, double, and/or triple loop learning.
摘要新冠肺炎是由严重急性呼吸综合征冠状病毒2引起的疾病,被公认为21世纪最具挑战性的全球事件之一。疫情的有害影响导致了高感染率、发病率和死亡率,医护人员坚定地站在这场前所未有的国际危机的前线。一篇新出现的文献详细描述了新冠肺炎对医护人员的影响,发现了高水平的抑郁、焦虑和痛苦。因此,有人呼吁实施有效的干预措施,以应对即将到来的心理疾病和工作人员倦怠的幽灵。虽然探索新方法很重要,但研究如何重新调整现有策略(如反思性实践),以专门解决从业者的福祉问题也很有价值。这需要重新构想反思实践,并重新构想反思活动发生的反思实践环境。本文介绍了反思性实践综合框架,该框架说明了如何使用反思性实践来解决支持有效患者护理的复杂目标,同时促进从业者的福祉。还提出了反思性组织学习框架,该框架可用于通过单循环、双循环和/或三循环学习开发有效的反思性实践环境。
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引用次数: 0
Reflective thinking in higher education: examining practices of higher education faculty 反思性思维在高等教育中的应用——对高等教育师资实践的考察
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-05-11 DOI: 10.1080/14623943.2023.2211525
Ulas Kayapinar, A. Alkhaldi
ABSTRACT A reflective teacher thinking paradigm usually might shape the teaching practices of professionals, especially in learner-centered educational environments. This study aims to reveal reflective thinking and reflective practices of qualified faculty in higher education institutions in more than twenty countries. To do that, 257 responses to a 5-point scale questionnaire from volunteer university faculty were analyzed. The relationship between reflective thinking and other components of the questionnaire is also presented in the study. The results provide evidence that reflective thinking is not a stand-alone attribute, and it works together with other abilities such as self-assessment, teaching awareness, and self-efficacy. The responses of the faculty were also examined and discussed. Based on the results, most of them have an interest in self-discovery and awareness on what they teach, assess their performance, and value feedback although the scores present a low performance on reflective thinking individually.
摘要反思性教师思维范式通常会影响专业人员的教学实践,尤其是在以学习者为中心的教育环境中。本研究旨在揭示20多个国家高等教育机构合格教师的反思思维和反思实践。为此,对257份来自志愿大学教师的5分制问卷进行了分析。研究中还介绍了反思思维与问卷其他组成部分之间的关系。研究结果证明,反思思维不是一个独立的属性,它与自我评估、教学意识和自我效能等其他能力协同作用。还对教员的反应进行了审查和讨论。根据研究结果,他们中的大多数人对自我发现和对所教内容的认识感兴趣,评估自己的表现,并重视反馈,尽管这些分数在个人反思思维方面表现不佳。
{"title":"Reflective thinking in higher education: examining practices of higher education faculty","authors":"Ulas Kayapinar, A. Alkhaldi","doi":"10.1080/14623943.2023.2211525","DOIUrl":"https://doi.org/10.1080/14623943.2023.2211525","url":null,"abstract":"ABSTRACT A reflective teacher thinking paradigm usually might shape the teaching practices of professionals, especially in learner-centered educational environments. This study aims to reveal reflective thinking and reflective practices of qualified faculty in higher education institutions in more than twenty countries. To do that, 257 responses to a 5-point scale questionnaire from volunteer university faculty were analyzed. The relationship between reflective thinking and other components of the questionnaire is also presented in the study. The results provide evidence that reflective thinking is not a stand-alone attribute, and it works together with other abilities such as self-assessment, teaching awareness, and self-efficacy. The responses of the faculty were also examined and discussed. Based on the results, most of them have an interest in self-discovery and awareness on what they teach, assess their performance, and value feedback although the scores present a low performance on reflective thinking individually.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49176359","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}
引用次数: 1
Using reflection to demonstrate development of active citizenship and critical consciousness through authentic and locally based projects 通过真实的和基于当地的项目,利用反思来展示积极的公民意识和批判性意识的发展
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-05-11 DOI: 10.1080/14623943.2023.2211534
Conor Keogh, Kathleen A. Corrales
ABSTRACT Concepts such as active citizenship and critical consciousness are increasingly relevant to enable students to meet the challenges of tomorrow. Additionally, self-reflection is a powerful tool to observe the development of abstract concepts such as these. This qualitative exploratory study examined the extent to which university students in Colombia enhanced their critical consciousness and a sense of active citizenship through projects focused on cases of violence against social leaders in their region. During the project, 93 students in four academic cohorts wrote a total of 155 reflections related to their experiences. These were analyzed using qualitative content analysis with the AtlasTi software. The results evidenced a shift in students’ critical consciousness including a deeper understanding, a recognition of significance, an acknowledgement of privilege, and an awareness of the connection between local and global issues in relation to the topic of the project. In addition, traits of active citizenship were observed such as a sense of collective responsibility, a desire to contribute, a sense of empowerment, and growth in empathy. This research demonstrates the potential for authentic locally based project topics for developing active citizenship and enhancing critical consciousness as well as reinforcing the potential for reflections to demonstrate such development.
摘要积极的公民意识和批判性意识等概念越来越与学生迎接明天的挑战相关。此外,自我反思是观察这些抽象概念发展的有力工具。这项定性探索性研究考察了哥伦比亚大学生通过关注该地区社会领袖遭受暴力侵害案件的项目,在多大程度上增强了他们的批判性意识和积极的公民意识。在这个项目中,来自四个学术小组的93名学生共写了155篇与他们的经历有关的反思。使用AtlasTi软件进行定性内容分析。研究结果表明,学生的批判性意识发生了转变,包括对项目主题的更深理解、对意义的认识、对特权的承认,以及对本地和全球问题之间联系的认识。此外,还观察到积极公民的特征,如集体责任感、贡献愿望、赋权感和同理心的增长。这项研究展示了真实的基于当地的项目主题在培养积极的公民意识和增强批判性意识方面的潜力,以及加强反思以展示这种发展的潜力。
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引用次数: 1
Adopting digital storytelling in English classrooms: lessons learned from Indonesian EFL teachers’ reflective practice 在英语课堂中采用数字讲故事:印尼英语教师反思实践的经验教训
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-05-09 DOI: 10.1080/14623943.2023.2210072
N. Drajati, Hilda Rakerda, Martono, I. Kusuma, S. Sulistyaningrum, Ma’rifatul Ilmi
ABSTRACT Digital Storytelling (DST) is a unique and powerful way of conveying knowledge and experiences in almost all fields. The use of DST as knowledge transfer media is a perfect choice, especially in classrooms where knowledge and experiences are shared. However, Indonesian English as Foreign Language (EFL) teachers have little experience in adopting DST in classrooms, especially in English language classrooms. In this regard, this study aims at exploring Indonesian EFL teachers’ experience of applying DST in their classrooms through reflective practice. This case study recruited six EFL teachers as the participants. The teachers participated in a four-week workshop introducing digital storytelling and its potential to be adopted in English classrooms. They were required to create a DST-based lesson plan, implement the lesson plan, and create a DST book. The data were collected from teachers’ written reflective journals and semi-structured interviews. Following Farrell’s stages of English teachers’ reflective practice, this study revealed that Indonesian EFL teachers refined their beliefs and teaching principles as a result of adopting DST in their classrooms. In the practice, teachers saw that DST-based teaching and learning activities encourage students’ active engagement. Implications and further recommendations are discussed.
摘要数字故事讲述(DST)是一种独特而强大的方式,几乎在所有领域都能传达知识和经验。使用夏令时作为知识转移媒介是一个完美的选择,尤其是在分享知识和经验的课堂上。然而,印尼外语教师在课堂上采用夏令时的经验很少,尤其是在英语课堂上。在这方面,本研究旨在通过反思性实践探索印尼外语教师在课堂上应用夏令时的经验。本案例研究招募了六名英语教师作为参与者。教师们参加了一个为期四周的研讨会,介绍数字讲故事及其在英语课堂上应用的潜力。他们被要求创建一个基于夏令时的课程计划,实施课程计划,并创建一本夏令时书。这些数据是从教师的书面反思期刊和半结构化访谈中收集的。根据Farrell的英语教师反思实践阶段,本研究表明,印尼英语教师在课堂上采用夏令时,从而完善了他们的信念和教学原则。在实践中,教师们发现,基于夏令时的教学活动鼓励学生积极参与。讨论了影响和进一步的建议。
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引用次数: 0
What do reflective writings of clinical year students say to medical educators?; a qualitative study 临床年级学生的反思性写作对医学教育者说了什么?定性研究
IF 1.2 Q1 Arts and Humanities Pub Date : 2023-05-08 DOI: 10.1080/14623943.2023.2210085
Selçuk Akturan, Bilge Tuncel, Yasemin Güner, Ayşenur Duman Dilbaz, Melek Üçüncüoğlu, Canan Ayazoğlu
ABSTRACT It is aimed to reveal the concepts and values on undergraduate medical education within the clinical students’ reflective writings, and to reveal what the students’ suggestions are to improve medical education in their reflective writings. This is a qualitative study, and the reflective writings of the 5th year students were examined. Qualitative document analysis method was used to evaluate and interpret the data to reveal meaning, gain understanding and develop empirical knowledge. As a result of the content analysis of 192 reflective writings obtained from the students, 8 themes were extracted. Themes covering many important concepts such as self-regulated learning, professional concerns, health literacy, problems related to professional ethical values, effective communication challenges, emotional challenges, limitations in clinical training have emerged. Subjects revealed from reflective writings give medical educators important clues about which topics should be developed in medical education. We think that analyzing reflective writings at regular intervals in the evaluation processes of integrated reflection training programs will provide important data to medical educators on development of undergraduate medical education. Therefore, students’ reflective writing can be an important tool for the development of the curriculum.
摘要从临床学生反思性写作中揭示本科医学教育的理念和价值,并从反思性写作的角度揭示学生对改进医学教育的建议。这是一项质的研究,并对五年级学生的反思性写作进行了检查。定性文献分析方法用于评估和解释数据,以揭示意义、获得理解和发展经验知识。通过对192篇学生反思性写作的内容分析,提炼出8个主题。主题涵盖了许多重要概念,如自我调节学习、专业问题、健康素养、与职业道德价值观相关的问题、有效沟通挑战、情感挑战、临床培训的局限性。反思性写作中揭示的主题为医学教育工作者提供了重要的线索,让他们了解医学教育中应该发展哪些主题。我们认为,在综合反思训练项目的评估过程中,定期分析反思性写作,将为医学教育工作者提供关于本科医学教育发展的重要数据。因此,学生的反思性写作可以成为课程发展的重要工具。
{"title":"What do reflective writings of clinical year students say to medical educators?; a qualitative study","authors":"Selçuk Akturan, Bilge Tuncel, Yasemin Güner, Ayşenur Duman Dilbaz, Melek Üçüncüoğlu, Canan Ayazoğlu","doi":"10.1080/14623943.2023.2210085","DOIUrl":"https://doi.org/10.1080/14623943.2023.2210085","url":null,"abstract":"ABSTRACT It is aimed to reveal the concepts and values on undergraduate medical education within the clinical students’ reflective writings, and to reveal what the students’ suggestions are to improve medical education in their reflective writings. This is a qualitative study, and the reflective writings of the 5th year students were examined. Qualitative document analysis method was used to evaluate and interpret the data to reveal meaning, gain understanding and develop empirical knowledge. As a result of the content analysis of 192 reflective writings obtained from the students, 8 themes were extracted. Themes covering many important concepts such as self-regulated learning, professional concerns, health literacy, problems related to professional ethical values, effective communication challenges, emotional challenges, limitations in clinical training have emerged. Subjects revealed from reflective writings give medical educators important clues about which topics should be developed in medical education. We think that analyzing reflective writings at regular intervals in the evaluation processes of integrated reflection training programs will provide important data to medical educators on development of undergraduate medical education. Therefore, students’ reflective writing can be an important tool for the development of the curriculum.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46351940","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}
引用次数: 0
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Reflective Practice
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