Development Of Reflective Skills Research Articles

“Not just limited to the class itself”

This study represents the account and analysis of an attempt to make the development of higher-level reflection skills an explicit learning outcome on a Trinity College London CertTESOL course. It analyses the effect that this attempt had on the depth of the written reflections of trainee teachers, and attempts to uncover their perceptions of their own development. Previous work has examined the effect of interventions to encourage the development of reflective skills in preservice state-school teacher education and in-service teacher training. However, it has not addressed such an intervention on a TESOL Certificate course. The present study draws on the relevant literature to design a process of reflection, and analyses its effectiveness. Qualitative analysis consists of deductive analysis of participants’ written reflections and inductive analysis of transcripts from semi-structured interviews. Findings show that trainees developed their reflective skills, could use their reflections to adapt their teaching, and were aware of their own development. It concludes that aspects of TESOL Certificate courses are conducive to the development of reflective skills, and suggests a procedure which can maximise the benefits of these aspects and a level of reflection appropriate as a learning aim of such a course.

Reflection in action of the HEI lecturers using digital tools

This article is devoted to the analysis of the balance of development of reflective skills among higher education lecturers in the process of scientific and pedagogical activity. The analysis is conducted in two directions: reflection on the activity (reflection of the result) and reflection in the activity (reflection of the process of obtaining the result). The authors present an analysis of two aspects of reflection on the example of teaching language disciplines in the specialty "Foreign Language: Two Foreign Languages" on the basis of JSC "Kostanay Regional University named after A. Baitursynov". A total of 12 teachers from higher education institutions participated in the initial phase of the research. An algorithm for implementing the balance of development of the reflective skills of HEI (higher educational institution) lecturers has been developed. The article presents the initial and intermediate results of the participation of the HEI lecturers in the program "Media Literacy - Reflection on / in action", built on the basis of a massive open online course of the Coursera web platform. The available results obtained in the course of the study indicate the presence of the imbalance in the development of skills for reflecting the process of obtaining a result and reflecting the result itself on the basis of digital resources. The presented program has a balanced influence on the formation of two types of reflection of HEI lecturers - reflection on activity (the effective, control and measuring / assessing component of the pedagogical activity, the aspect of assessment, self-assessment, peer assessment of teaching results), and reflection of the activity itself (methodological and technological component of pedagogical activity, aspect of stage-by-stage planning, forecasting, mapping and foresight of the prospects for the development of the process of implementing the pedagogical activity itself in the higher educational institutions).

“How are you getting on?”

This research evaluates the use of asynchronous online discussion boards in assessment of work-based placement in a social care degree programme. Owing to a scarcity of educational technologies in the programme at the time (pre-COVID), discussion boards were introduced in a pilot endeavour to assess students' reflections on placement experiences. Individualised feedback was pledged from the programme instructors with a view to enhancing their reflective skills and their engagement with their work placement.
 Staff and learners’ attitudes and experiences were investigated to identify the effectiveness of using discussion boards for work-based placement. The components of discussion boards for this purpose are identified, and the considerations to be made when implementing discussion boards to support the development of reflection skills are presented.
 Using a mixed methods sequential complementarity research design, two student focus groups were held following the distribution of an online survey. Four staff instructors were interviewed about their experiences of and attitudes towards the experience. Finally, a hybrid code adapted from Henri’s (1992) computer mediated conferencing framework and Kolb’s (1984) learning cycle was created to analyse the reflectivity and interactivity in the group discussions.
 Whilst discussion boards are useful as a digital platform to foster collaboration and discursive activities, in practice this assessment as delivered fell short of maximising their efficacy. Despite this, four components of discussion boards were identified and key considerations when using discussion boards to encourage reflective activity in social care work-based placement are proposed and discussed.

Written reflective practice abilities of SLT students across the degree programme.

Written reflective practice (WRP) is a teaching tool used across speech-language therapy (SLT) clinical education programmes. The process aims to support the development of reflective skills required for the workplace (e.g., problem-solving and self-evaluation). This cross-sectional and repeated-measures study design investigated students' demonstration of breadth of WRP across the clinical education programme. The participants were 77 undergraduate SLT students in their first, second or final professional year of the clinical programme. Participants wrote critical reflections following an interaction with a client/s as part of their clinical education experiences. Formative feedback was provided after each written reflection (WR). In total four WRs per participant were coded for breadth of WRP using a modification of Plack etal.'s coding schema from 2005. This was completed for each of the four time points across the academic year for each professional year. There was a statistically significant association between time (i.e., professional year of the programme) and likelihood of demonstration of breadth of reflection for the lower level reflective element of 'attend' and higher level reflective element of 're-evaluate'. A positive trend between time and likelihood of demonstration of breadth of reflection was seen for the lower level element of 'reflection-for-action'. Final-professional-year students exhibited significant enhancements in the higher level elements (e.g., 'premise') compared with first- and second-professional-year students. This group of SLT students exhibited significant change in breadth of WRP across the degree programme. This finding has positive implications for facilitating WRP with students and using the current coding framework in clinical programmes. What is already known on this subject WRP is one form of reflective practice (RP) used in SLT, allied health, medical and nursing clinical education programmes. Researchers have suggested that RP skills develop over time for students. Previously, studies examining WRP have focused on one off assessment of skill or over a timeframe of 6-10 weeks. Here, we examine SLT students' WRP skills across the degree programme. What this paper adds to existing knowledge SLT students exhibited significant positive change in breadth of WRP across the degree programme as their clinical experience increased. Our results provide quantitative information in support of using RP as a learning tool throughout clinical education programmes for SLT. What are the potential or actual clinical implications of this work? This study offers support for educators of SLT students; for example, how educators can assess WRP, and how educators can foster SLT student skill development with formative feedback and reflective questioning. This study also offers support for student SLT, for example, describing how WRP can be part of their individualized learning approach and provide a purposeful examination of self and clinical skill development.

The exploration of speech language pathology students’ perceptions and attitudes towards written clinical reflection

Purpose: Written clinical reflection is frequently used in speech-language pathology training programs to develop student clinical skills. The aim of this study was to explore speech-language pathology students’ perceptions towards written clinical reflection. Method: Seventy-two undergraduate speech-language pathology students completed an online survey. An observational research design was undertaken. Descriptive statistics were used to analyse quantitative data. Inductive content analysis was used for qualitative data analysis. Result: Speech-language pathology students reported that written clinical reflections are useful but also wanted to explore alternative ways to reflect. Most students used written clinical reflection to focus on self-improvement of clinical skills and a small number of students used reflection to consider stakeholders’ points of view. Students wanted more guidance and feedback on written clinical reflections. Conclusion: The results indicate that written clinical reflection is a useful learning tool. To facilitate the development of reflection skills in speech-language pathology students, it is important to explicitly teach clinical reflection in university curricula and to receive guidance from professional practice educators.

The development of reflective skills in physical education teacher education: a systematic review

Research has shown an increased attention towards Reflective Practice as a successful aspect in the professional development of Physical Education Teacher Education. Notwithstanding, there is a lack of empirical research about how teachers’ reflective skills should be developed in this context. The aim of this systematic review was to understand what and how has been studied about physical education teachers’ reflective skills, and how such strategies can be further developed and refined in Physical Education Teacher Education. Following Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) (Page et al., 2021) six databases were included to ensure that all relevant data was considered, and criteria scales were adapted in order to access studies’ quality. The results show the importance of incorporating meticulously planned and organized practicum in teachers’ training of reflective skills. Despite the importance of collaborative work in reflective skills development, there is a need to perform a deeper examination of those which contribute to improve reflective skills and how teachers develop reflection in collaborative settings, such as through the examination of communities of practice. Besides, writing reflections and video-taped classroom situations can enhance teachers’ reflective skills, although supervision is required. This review highlights the important yet challenging role of teachers’ reflective skills investigation, in order to achieve a deeper understanding of the contexts and strategies through which this issue is developed.

Using blogs to develop and determine graduate competencies in an undergraduate business subject


 
 
 Graduate competencies are increasingly in demand from professional sectors, but with insufficient response from professional degree programs. This study examines the use of blogs as assessment in a first-year Bachelor of Business program. Three hundred and nine students responded to an online questionnaire exploring their perceptions of blog as a learning and assessment tool. Of particular focus were students' perceptions on ease of use, benefit and impact on the recognized graduate competency of writing skills. A regression model was applied to data analys in association between perception of improvement in the quality and quantity of the students' work (Q&Q) and several other variables. Results suggest a significant and complex relationship between participants' perception of the flexibility and benefit of the blog and three areas relevant to writing skills: self-reported improvement in writing, increased ownership of learning, and development of reflective skills. Implications for further research and practice are discussed.
 
 

Project Assignments Assessment in the Content-Integrated Language Course: Stages, Forms, and Online Tools

Today, according to various educational documents, a university teacher must be able to control the learning process not only in order to compare the level achieved by students with a certain minimum of requirements laid down in the curriculum on the basis of competent and transparent assessment criteria and to record changes in the general level of preparedness of each student and the dynamics of his successes, but for the diagnosis of problems that arise among students in the learning process (formative assessment); for the development of reflection skills; skills of self-assessment and peer-assessment by students of their achievements. Unfortunately, at the current stage, peer-assessment, reflection and self-assessment are a weak point in the educational process, since usually the student does not participate in control and assessment, he is not involved in the process of developing or choosing assessment criteria, in peer and self-assessment, in reflective activity after completing the project assignment or taking a course. The article examines control and feedback as important components of the methodological system: the stages of control, assessment methods, control and reflection tools. The purpose of this article is to develop the approaches for assessing professionally oriented projects within the framework of a content-integrated language course (CLIL). The article analyzes the didactic potential of feedback during project activities and the conditions for providing effective feedback. The stages of web projects’ assessment, the pre requisites for the successful implementation of the activity in blended learning are described as well as online tools and mobile applications that allow to ensure effective feedback, reflection and assessment in a content-integrated language course.

Development of reflexion skills while studying language disciplines at a technical university

The purpose of the study is to explore the opportunities that the study of language disciplines provides in the development of reflection skills. The article deals with the problem of the development of reflexive skills of students of technical specialties at the initial stage of training. Scientific novelty lies in the presentation of the characteristics of the learning process that affect the manifestation of reflection: awareness and independence; inclusion in joint activities not only at the level of interpersonal communication, but also at the level of the organization of the cognitive process; the need to change the position of the student and teacher. As a result, it is concluded that the development of reflexive skills at the initial stage of study at a university forms the qualities necessary for further study and professional activity.

РЕФЛЕКСИВНЕ ПОРТФОЛІО У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ФАХІВЦІВ

The authors make actual the possibilities of a reflexive portfolio use in future specialists’ professional training. A reflexive portfolio provides an assessment and self-assessment of achieving goals, features of the course and quality of work with various sources of information, feelings, reflections, impressions and it also reflects both a problem of a study topic and a working process on it. An algorithm for creating a reflective portfolio is considered, which consists of three stages. The preparatory stage provides modelling of the structure and content of a reflexive portfolio. The search and analytical stage includes the systematization of materials reflecting the analysis, evaluation of the process and results of activities. At the final stage, there is a reflection of one’s own reflective activity and the presentation of a reflective portfolio. The article suggests the structure of a reflective portfolio: sections «My expectations», «A step to success», «Defect-effect», «I am a creator». In the process of the creation and presentation of a reflective portfolio, training exercises «The goal of studying», «The chart of my goals», «A suitcase», «The diary of double notes», «Gifts», which develop situational, retrospective and prospective reflection in students. Based on the results of the analysis of the results of the implementation of a reflexive portfolio, it was revealed that this work contributes to the development of reflective skills, the determination of the possibilities of one’s own activity, the choice of optimal options for achieving the intended goals, and the forecasting of the results of one’s activity.

Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group reflection in a Czech primary school

In the current rapidly changing world, demands on teacher quality and teacher change are ever- increasing. One important and powerful way to transform schools is through teacher professional development focusing on teachers’ reflective skills. But the development of reflective skills is challenging not only from a practical standpoint but also in terms of the demands it places on teachers’ cognitive operations. In our study we examined how a specific highly-structured method called WANDA facilitates the development of teachers’ reflective skills. WANDA is a form of professional development through group reflection embedded in a five-stage reflective cycle. We connected the stages with cognitive operations employed in the development of reflective skills, and assessed how teachers respond to each stage. Our case study draws on a qualitative research inquiry including semi-structured interviews with nine WANDA participants who teach in a Czech primary school. Our results show that a crucial phase of WANDA that comes early in the process imposes very high demands on teachers’ cognitive operations. Teachers might be better prepared to engage in this phase if it comes later in the process and is swapped with another stage that the teachers found highly engaging and fun thanks to its playful form. Overall, WANDA appears to be a meaningful tool in developing teachers’ reflective skills, leading them to metacognition, the ultimate peak of self-reflection. Keywords: professional development, WANDA method, group reflection, professional learning communities

Do Trainee Mindfulness Teachers Practice What They Teach? Motivation, Challenges, and Learning Gaps

ObjectivesResearch concerned with mindfulness-based program (MBP) teacher training has focused on the importance of developing teacher competency and integrity, with little emphasis on the experience of trainees themselves. The aim of this study was to investigate the experiences of trainee MBPs teachers as they delivered their first MBPs, with a focus on how they utilized their personal mindfulness practice to support themselves during this time.MethodsWe explored the experiences of university-based trainee teachers of Mindfulness-Based Stress Reduction (MBSR) when starting to teach, the ways they negotiated any challenges, and the extent to which they felt supported by their mindfulness practice. Semi-structured interviews were conducted with new MBSR teachers currently on a training course (N = 8). The interview data were analyzed using inductive thematic analysis.ResultsThe key findings of the study were that trainee teachers were deeply motivated to teach MBPs with great integrity; did not anticipate the amount of time and effort needed to deliver their first MBSR courses; had concerns about the viability of the 8-week format of MBSR; needed more development in the area of self-reflection; and do indeed practice what they teach, and used their personal mindfulness practice to work with challenges.ConclusionsThese findings show that trainee mindfulness teachers are actively engaged with developing their teaching skills, and offer directions for how the pedagogy of MBP teacher training may be further developed. Trainees might benefit from additional pedagogical input on the practicalities of delivering MBSR in community settings, and on the development of reflective skills.

РЕФЛЕКСІЯ ЯК МЕХАНІЗМ ФАХОВОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ

The aim of the article is to study reflection as a mechanism of professional training of future teachers. The psychological nature of reflection as a universal mechanism of self – regulation and self – development of the personality is considered. In the scientific community there are various approaches to understanding pedagogical reflection. It is interpreted as: activity; component of pedagogical abilities of the teacher; mental neoplasm of the student's personality. The reflection of the future specialist, as his inner mental activity, is aimed at self-knowledge and understanding of their own actions and states, interpersonal relationships and communication with others, because self-knowledge is the initial stage of self-improvement. The teacher's ability to reflect is a mechanism for rethinking stereotypes of consciousness, behavior, communication, thinking, awareness of the bases, means, stereotypes of activity, their critical and heuristic rethinking, generating innovations in various aspects of professional activity. The development of reflexive-project skills allows the teacher not only to realize his professional activity, but also to make the transition from the position of «response» to the position of «self-organization». The teacher learns to teach himself to define the limits of his knowledge (ignorance) and independently find the conditions to overcome their own limitations, thereby increasing their professional competence. An experienced teacher's process of reflection is permanent, depending on: individual and personal characteristics; personal maturity; practical experience; professional erudition; level of general culture. The model of development of reflective skills of future teachers includes a set of different methods and tools, as well as various forms of organization of the educational process, such as lectures, seminars and practical classes, trainings, independent and self-educational work, individual and group consultations. Internships are a key component of each course (compulsory and optional). The key to students' professional development is to encourage continuous growth through critical theoretical understanding, practical application and experimental learning, both inside and outside the university. The ability to reflect is an important factor in the readiness of teachers to innovate, the desire for self- improvement, the introduction of educational innovative products in the educational process.

Reflective writing: Implementation and learning perception from students and teachers of French nursing schools

To support reflective skills development, French nursing students write analyses of professional situations (Situation Analysis) experienced during their practice. Sixteen nursing schools in Paris have developed a common framework to support and evaluate students on these skills. The aims of the study were to assess and understand the implementation of the Situation Analysis in French nursing schools as well as their effects on students' learning. A quantitative approach was based on two questionnaires: students (n = 1525, 27.6% of participation) and teachers (n = 131, 49.2%). The results showed that there were variations in teaching of situation analysis. There were correlations between the perception of learning and the modalities of implementation. Not always easy to choose, the situations described were authentic for 97.8% of students, concerned mainly their own practice and relationship with patients. Emotional situations were less frequent. Feedback was generally present and encouraging, but not enough on the students' self-evaluation skills. Slightly more than half of students and teachers were satisfied of the situation analysis. Both of them made positive and negative comments. The study highlights what can be improved in teaching to increase student's learning through situation analysis, for example teamdefined objectives.

Развитие субъектности студентов вуза, обучающихся по направлению «Психология», на основе формирования рефлексивных умений

The research objective includes identifying the role of reflexive activity when forming psychology students’ subjectivity and professional consciousness. The article reveals the role of reflexive activity in the formation of students’ professional subjectivity as a component of their self-consciousness, professional self-esteem and autonomy. The essential features of students’ subjectivity acquired in the process of reflexive activity are specified. Contrary to previous studies, the author focuses on revealing pedagogical conditions for reflective skills formation among future bachelors of psychology. Scientific originality of the study involves identifying pedagogical conditions for the formation of reflective skills required to proceed from spontaneous-reproductive performance of everyday professional tasks to conscious management of professional activity, and then to conscious application of professional reflection principles, creative self-realization techniques, self-diagnosis and self-regulation techniques (reflective skills). The conducted research allows identifying pedagogical conditions for reflective skills formation: criteria-based monitoring of the level of reflective skills development; imitational modelling of professional tasks-situations, which require reflective skills; stage-by-stage complication of educational tasks, so as to enrich students’ reflexive experience; stage-by-stage transfer of reflective skills acquired in simulation training to the sphere of practical psychology.

Mechanisms of Improving Processes for Developing the Reflective Skills of Students

In this article, the authors sought to consistently introduce secondary school students to the truths of the past (history) and express scientific thoughts about the development of reflective skills based on the development of objective thinking within History classes. The results of the survey are also described in order to ensure the effectiveness of the research.

Using the capabilities of artificial intelligence in the development of reflection skills

The problems of developing of soft skills of people involved in educational activities are examined, their composition in the field of education is revealed. Special attention is paid to the formation of reflective skills using the capabilities of artificial intelligence, in particular Chatbots. A technique has been developed for implementing the reflective management of the student’s intellectual activity in the Chatbots system. Case scenaries are proposed that immerse the user in the problem space of the educational situation. The effectiveness of using the capabilities of artificial intelligence in the formation of reflective skill is proved.

Contemporary criminal defence practice: importance of active involvement at the investigative stage and related training requirements

ABSTRACTThe shifting focus of criminal proceedings from the trial to the pre-trial stages leads to a changing role of criminal defence practitioners across Europe. European criminal defence lawyers are now expected to enter the proceedings earlier and exercise “active” and “participatory” defence as early as the investigative stage. Criminal lawyers, trained in the traditional trial-centred paradigm, are ill-prepared for this role, which results in an important skills gap. Legal representation at the investigative stage presents unique challenges, such as shortage of information, time pressures and the closed nature of pre-trial proceedings. It requires lawyers to operate in a more complex communication environment, than the one to which they have been accustomed. This article sets out the main elements of a professional training programme aiming to fill in the emerging skills gap. The training programme (SUPRALAT) was successfully implemented in Belgium, Hungary, Ireland and the Netherlands, and is being expanded further. The training focuses on effective communication skills, experiential learning and the development of reflective skills. It includes elements of interprofessional training and encourages the development of “communities of practice”.

Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development

ABSTRACT Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff.

ROLA REFLEKSJI W PROCESIE PRZYGOTOWANIA DO ZAWODU NAUCZYCIELA JĘZYKA OBCEGO

The process of foreign language teacher training requires the introduction and development of reflection skills for teaching and work as an educator. That is why the process of teacher training must provide students with the necessary knowledge and practice. This article presents the rationale of the teacher training process at the Institute of German Philology, Adam Mickiewicz University in Poznań, according to the standards for teaching from the years 2004 and 2012. The research described concerns the role of self-reflection in students both during the process of their training as future teachers and in their teaching practice in schools.