Individual Reflection Research Articles

Reflective practice as a tool for teacher education: a comparison between individual and peer reflection of Iranian EFL teachers

Reflective practice as a tool for teacher education: a comparison between individual and peer reflection of Iranian EFL teachers

On the Epistemic Value of Reflection

Against philosophical orthodoxy, Kornblith (2012) has mounted an empirically grounded critique of the epistemic value of reflection. In this paper, I argue that this recent critique fails even if we concede that the empirical facts are as Kornblith says they are, and assume that reliability is the only determinant of epistemic value. The critique fails because it seeks to undermine the reliability of reflection in general but targets only one of its variants, namely individual reflection, while neglecting social reflection. This critique comprises two arguments which have a common structure: they both impose a requirement on the reliability of reflection, but deny, on empirical grounds, that the requirement is met. One argument imposes an introspection requirement, which I reject as superfluous. I show how reflection can proceed without introspection. The other argument imposes an efficacy requirement. This requirement concerns whether reflection is causally efficacious i.e., whether it leads us to change our minds for the better. I accept this as a genuine requirement. Even if we concede that individual reflection fails to meet this requirement, I argue that we have not been given sufficient evidence to believe that social reflection is bound to violate this requirement. Furthermore, my analysis of the conditions under which social reflection works best provides us with prima facie grounds for optimism regarding the reliability of social reflection. Ultimately, then, these arguments fail to undermine the epistemic value of reflection in general.

Active education for reducing the attainment gap in a public health course in the United Kingdom (UK)

Abstract Background A diverse cohort of students join our UK postgraduate public health programme. We wanted to reduce attainment gaps between students. Active and inclusive educational activities may be important mechanisms for reducing attainment gaps as well as promoting student wellbeing. Our aim was to explore how active and inclusive curriculum design could support development of public health functions (e.g., designing interventions to address health inequalities) whilst reducing attainment gaps. Objectives Our 12-week module included a project to model determinants of adolescent’s health inequalities and design an evidence-based intervention to address determinants. Informed by Fink’s taxonomy and the assessment for learning framework, we designed educational activities (i.e., small group work and presentations, ethnographic visits, discussions with stakeholders) and assessments (i.e., group poster presentation and individual critical reflection) to structure the project. We assessed attainment gaps in student marks and surveyed student attitudes to the project (1 = strongly disagree; 5 = strongly agree). Results 53 students (9 groups) completed the assessment with the following marks: poster (M = 61, SD = 7), critical reflection (M = 59, SD = 9), overall mark (M = 59, SD = 10). More students received ‘fails’ and ‘distinctions’ when only the critical reflection was considered (p < 0.001). Students (N = 39; 72% response rate) agreed that activities were intellectually stimulating (M = 5, SD = 0.8), supported their learning (M = 4, SD = 0.8) and made them feel included (M = 5, SD = 0.7). Active learning approach (i.e., benefits of interactions; creating effective groups); student’s caring and commitment; choice and inclusivity; complex and authentic tasks; informal, formal and timely feedback were highlighted. Conclusions Evidence that an active and inclusive approach functions to reduce attainment gaps is equivocal but appears to promote engagement, inclusion and learning. Key messages • Active learning strategies combined with authentic and flexible tasks and rich in feedback stimulate student’s interactions, inclusivity, and learning with potential for reducing attainment gaps. • Active and authentic education requires educators to work on how to properly implement these strategies.

Exploration and creation of meaningful teacher educator practises in physical education teacher education

ABSTRACT This paper examines four teacher educators’ work practices which either perceive to enhance or diminish meaningfulness in physical education teacher education. Through a community of learners, we took a narrative inquiry approach and in particular, a storytelling approach (Chiu-Ching & Chan, 2009. Teaching and learning through narrative inquiry. In D. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), In Research Methods for the Self-Study of Practice. Springer), to exploring, identifying, and examining meaningful teacher education practices. Stories (and elicited stories) were collected through recorded zoom meetings, critical discussions, and note taking. Collaborative data analysis resulted in three categories: (i) Ownership of practice as key to meaningful teacher educator practices; (ii) The influential interdependent relationships on the potential of meaningful teacher educator practices; and (iii) The power of reflection in learning from, and designing, meaningful teacher educator practices. We share considerations for other teacher educators in how they can strive towards developing meaningful teacher education practice, for example, we encourage teacher educators to engage in individual and collective reflection by being vulnerable.

An Evidence-Based Nurse-Led Intervention to Reduce Diabetes Distress Among Adults With Type 1 Diabetes and Diabetes Distress (REDUCE): Development of a Complex Intervention Using Qualitative Methods Informed by the Medical Research Council Framework.

Diabetes distress refers to the negative emotional reaction to living with the demands of diabetes; it occurs in >40% of adults with type 1 diabetes (T1D). However, no interventions to reduce diabetes distress are specifically designed to be an integral part of diabetes care. This study aims to modify and adapt existing evidence-based methods into a nurse-led group intervention to reduce diabetes distress among adults with T1D and moderate to severe diabetes distress. The overall framework of this study was informed by the initial phase of the Medical Research Council's complex intervention framework that focused on undertaking intervention identification and development to guide the adaptation of the intervention. This study took place at 2 specialized diabetes centers in Denmark from November 2019 to June 2021. A total of 36 adults with T1D participated in 10 parallel workshops. A total of 12 diabetes-specialized nurses were interviewed and participated in 1 cocreation workshop; 12 multidisciplinary specialists, including psychologists, educational specialists, and researchers, participated in 4 cocreation workshops and 14 feedback meetings. Data were analyzed by applying a deductive analytic approach. The intervention included 5 biweekly 2.5-hour small group sessions involving adults with T1D and diabetes distress. Guided by a detailed step-by-step manual, the intervention was delivered by 2 trained diabetes specialist nurses. The intervention material included visual conversation tools covering seven diabetes-specific sources derived from the 28-item Type 1 Diabetes Distress Scale for measuring diabetes distress: (1) powerlessness, (2) self-management, (3) fear of hypoglycemia, (4) food and eating, (5) friends and family, (6) negative social perception, and (7) physician distress. The tools are designed to kick-start awareness and sharing of diabetes-specific challenges and strengths, individual reflections, as well as plenary and peer-to-peer discussions about strategies to manage diabetes distress, providing new perspectives on diabetes worries and strategies to overcome negative emotions. Diabetes specialist nurses expressed a need for a manual with descriptions of methods and detailed guidelines for using the tools. To deliver the intervention, nurses need increased knowledge about diabetes distress, how to support diabetes distress reduction, and training and supervision to improve skills. This co-design study describes the adaptation of a complex intervention with a strong evidence base, including detailed reporting of the theoretical underpinnings and core mechanisms.

Understanding EFL teachers’ experiences of ChatGPT-driven collaborative reflective practice through a community of practice lens

ABSTRACT Purpose: Despite the acknowledged impact of generative artificial intelligence chatbot (ChatGPT) in the field of education, further research is necessary to explore the potential of ChatGPT in enhancing the professional growth of English as a foreign language (EFL) teachers. Hence, this study aims to uncover how Iranian EFL teachers’ (four novice and four experienced teachers) ChatGPT-driven collaborative reflective practice (CRP), both independently and collaboratively, can contribute to their professional development. Design/methodology/approach: We adopted a transcendental phenomenology approach which encouraged us to eliminate any biases or preconceived notions we may have had regarding the phenomenon under investigation and analyzed the data thematically. Findings: Findings gathered through group discussions, observations, and semi-structured interviews demonstrated that EFL teachers developed professionally through ChatGPT-driven CRP done individually and collaboratively. Teachers’ individual reflection with ChatGPT served as a complementary preparatory step for contributing insightful perspectives during CRP in the community of practice (CoP). Originality/value: Discussion of findings indicates the ways ChatGPT-driven CRP as a new mode can enhance the quality of language teacher education and professional development programs, especially in disadvantaged contexts where mentors and teacher educators are not always available to provide language teachers with reflective feedback.

Enhancing the Precision of Forest Growing Stock Volume in the Estonian National Forest Inventory with Different Predictive Techniques and Remote Sensing Data

Estimating forest growing stock volume (GSV) is crucial for forest growth and resource management, as it reflects forest productivity. National measurements are laborious and costly; however, integrating satellite data such as optical, Synthetic Aperture Radar (SAR), and airborne laser scanning (ALS) with National Forest Inventory (NFI) data and machine learning (ML) methods has transformed forest management. In this study, random forest (RF), support vector regression (SVR), and Extreme Gradient Boosting (XGBoost) were used to predict GSV using Estonian NFI data, Sentinel-2 imagery, and ALS point cloud data. Four variable combinations were tested: CO1 (vegetation indices and LiDAR), CO2 (vegetation indices and individual band reflectance), CO3 (LiDAR and individual band reflectance), and CO4 (a combination of vegetation indices, individual band reflectance, and LiDAR). Across Estonia’s geographical regions, RF consistently delivered the best performance. In the northwest (NW), the RF model achieved the best performance with the CO3 combination, having an R2 of 0.63 and an RMSE of 125.39 m3/plot. In the southwest (SW), the RF model also performed exceptionally well, achieving an R2 of 0.73 and an RMSE of 128.86 m3/plot with the CO4 variable combination. In the northeast (NE), the RF model outperformed other ML models, achieving an R2 of 0.64 and an RMSE of 133.77 m3/plot under the CO4 combination. Finally, in the southeast (SE) region, the best performance was achieved with the CO4 combination, yielding an R2 of 0.70 and an RMSE of 21,120.72 m3/plot. These results underscore RF’s precision in predicting GSV across diverse environments, though refining variable selection and improving tree species data could further enhance accuracy.

Coupling adaptive filters with acoustic travel time tomography for indoor climate measurements in occupied room conditions

Acoustic travel time TOMography (ATOM) as a remote sensing technique allows for the measurement of indoor climate parameters, such as air temperature and airflow velocity distributions. The performance of ATOM in monitoring indoor air temperature in empty room conditions was evaluated recently, utilizing a combined analysis approach of room acoustics and tomography. This study shifts focus to the assessment of ATOM in an occupied room condition where fixed objects are introduced to the test area. The presence of objects in a room can result in notable shifts in the travel times of individual reflections. In some cases, these shifts can cause reflections to disappear completely or be replaced by new ones. These partial disruptions in the reflection pattern present challenges in obtaining accurate information about the room's temperature. To ensure the accurate identification of undisturbed reflection paths, an algorithm was developed that can convert distorted signals into a pure reference signal using a suitable adaptive filter. The measurement results confirm the validity of the approach for a temperature interval of 4°C where the system was trained for two temperatures of 20°C and 24°C in a climate chamber.

“My Japanese is Blue, Because it Makes Me Blue”: Centering Emotion in Language Practices Through Language Mapping

Since the social turn in applied linguistics, there has been growing interest in the role of emotion in language practices. This role is especially relevant to self-access language learning in terms of how it influences learner autonomy and motivation. With its focus on autonomy and sociality, self-access learning offers unique affordances for facilitating learner and advisor awareness of emotion in language learning. To this end, this study used an arts-based method, language mapping, for learners to express their language practices in multimodal ways. Language mapping integrates body mapping and language portraits methods to catalyze individual and group reflection anchored by embodied, emotional experiences. The researchers collaborated with a Japanese university self-access language learning center to engage seven volunteer participants in a series of two workshops. Data were gathered through participants’ language maps, narratives shared in workshops, and questionnaire responses. Findings highlight the potential of language mapping in exploring learners’ affective connections to their named languages. While mother tongues were generally portrayed as comforting, vivid, default, and unconscious, relationships to learned languages were represented through more diverse visual and verbal metaphors. Key pedagogical considerations include the impact of exemplars and group processes.

“My Japanese is Blue, Because it Makes Me Blue”: Centering Emotion in Language Practices Through Language Mapping

Since the social turn in applied linguistics, there has been growing interest in the role of emotion in language practices. This role is especially relevant to self-access language learning in terms of how it influences learner autonomy and motivation. With its focus on autonomy and sociality, self-access learning offers unique affordances for facilitating learner and advisor awareness of emotion in language learning. To this end, this study used an arts-based method, language mapping, for learners to express their language practices in multimodal ways. Language mapping integrates body mapping and language portraits methods to catalyze individual and group reflection anchored by embodied, emotional experiences. The researchers collaborated with a Japanese university self-access language learning center to engage seven volunteer participants in a series of two workshops. Data were gathered through participants’ language maps, narratives shared in workshops, and questionnaire responses. Findings highlight the potential of language mapping in exploring learners’ affective connections to their named languages. While mother tongues were generally portrayed as comforting, vivid, default, and unconscious, relationships to learned languages were represented through more diverse visual and verbal metaphors. Key pedagogical considerations include the impact of exemplars and group processes.

Speaking and Individual Identity Reflection

Identity is a complex and multifaceted concept that encompasses an individual's sense of self, their unique characteristics, beliefs, values, and affiliations. It is a dynamic construct that evolves over time and is shaped by various internal and external factors, including personal experiences, social interactions, cultural background, and societal norms. This paper explores the various dimensions of identity and examines the role that identity plays in shaping human behavior, beliefs, and attitudes. It also discusses the challenges and opportunities associated with identity construction, as well as the potential implications of identity-related issues for teaching and learning.

Advanced computational screening of X2CaH4 (X = Rb and Cs) for hydrogen storage applications

Utilizing cutting-edge computational screening methods, this study explores the hydrogen storage capacity of two complex metal hydrides, Cs2CaH4 and Rb2CaH4. We perform a thorough analysis of their structural, electrical, optical, and hydrogen storage properties using density functional theory (DFT). Within the I4/mmm space group, both compounds display stable tetragonal crystal structures, and their thermodynamic stability is confirmed by their formation energies. Notably, compared to Rb2CaH4, Cs2CaH4 is more stable. With band gaps of 2.99 eV for Cs2CaH4 and 3.28 eV for Rb2CaH4, the electronic properties show insulating behavior, which is beneficial for reducing electronic interference during hydrogen absorption and desorption. A comparative research reveals that the potential gravimetric hydrogen storage capacities of Cs2CaH4 (1.28%) and Rb2CaH4 (1.86%) are comparable to, albeit marginally less than, those of materials that are frequently explored, such as lithium borohydride. With their individual absorption and reflectivity peaks, the optical characteristics offer more information about how they interact with electromagnetic radiation, information that may be useful for improving their performance in real-world applications. Our results imply that Cs2CaH4and Rb2CaH4 have considerable potential for use in practical hydrogen storage systems, especially in situations where stability and minimal electronic interference are essential. Subsequent research endeavors may concentrate on enhancing the hydrogen storage capacity of these materials, so rendering their incorporation into existing hydrogen storage methods more feasible.

Individual Reflection Papers as a Means to Support Individual Assessment in Group Examinations in Problem-Based Learning

Even though using group examinations aligns well with the epistemology of problem-based learning (PBL), the dilemma of using joint learning while simultaneously fulfilling individual assessment requirements in higher education make group examinations difficult to use. In this study, the aim was to explore whether an individual reflection paper (IRP) can act as a means to support individual assessment in group examinations in PBL. 152 IRPs were used to assess whether a particular group of students had acquired theoretical and analytical knowledge that would affect results on a group examination. Overall, completed IRPs clearly showed a concurrence between the students’ acquired and requested theoretical and analytical knowledge on the examination, except on a few occasions. These findings are promising and suggest that IRPs can act as a means to support individual assessment in group examinations in PBL and that it is possible to combine joint learning in tutorial groups with individual group work assessment.

Meaning-oriented understanding of L2 academic writing development with task-type repetition

From a meaning-oriented perspective, the study drew on the nominalization in Systemic Functional Linguistics with Coh-Metrix and interviews to check how L2 academic writing of student writers may develop with the implementation of task-type repetition (TtR). The findings revealed that the development of L2 academic writing was presumably staged rather than constantly linear. Over the development, language proficiency dynamically resonated with TtR. First, the beginning session of TtR (from Task 1 to around Task 4) witnessed a more dynamic developmental trajectory during which the low-proficiency student constantly outperformed the other two in inter-sentential cohesion, while the intermediate-level student stood out over the middle session (Task 4- around Task 8). Second, at three genre stagings, students’ genre knowledge deeply resonated with their meaning-making activities throughout TtR, particularly in facilitating individual iterative reflection on their established writing knowledge. Third, the deficiency of genre knowledge may cause wide-range absence of nominalization at DESCRIPTION and CONCLUSION than EXPOSITION. Fourth, the linguistic fossilization identified at DESCRIPTION implies that anaphoric reconstrual may be individually mediated (by grammatically complicating the syntax in the study). Finally, a nuanced improvement in metaphorical enrichment and control was identified.

Strength Underutilization: Why Talented People Don't Use Their Strengths

This article explores why talented individuals frequently fail to fully utilize their innate strengths in their work despite years spent developing skills and abilities. Several reasons for strengths underutilization are examined based on research evidence. A key factor is the paradox between skills, which can be expanded through training and experience, versus immutable strengths that energize individuals. Additionally, rigid job descriptions and misalignment between individual strengths and organizational cultures that reward other attributes over talents hinder strengths application. Barriers like the difficulty of strengths development and lack of a shared strengths language are also discussed. Practical recommendations are provided for activating strengths through individual reflection, leadership support, and building an organizational strengths culture. The article aims to spark meaningful changes enabling every person to optimize their inborn talents daily through a concerted, multi-level strengths focus.

Characterization of extended defects in 2D materials using aperture-based dark-field STEM in SEM

Quantitative diffraction contrast analysis with defined diffraction vectors is a well-established method in TEM for studying defects in crystalline materials. A comparable transmission technique is however not available in the more widely used SEM platforms. In this work, we transfer the aperture-based dark-field imaging method from the TEM to the SEM, thus enabling quantitative diffraction contrast studies at lower voltages in SEM. This is achieved in STEM mode by inserting a custom-made aperture between the sample and the STEM detector and centering the hole on a desired reflection. To select individual reflections for dark-field imaging, we use our Low Energy Nanodiffraction (LEND) setup [Schweizer et al., Ultramicroscopy 213, 112956 (2020)], which captures transmission diffraction patterns from a fluorescent screen positioned below the sample. The aperture-based dark-field STEM method is particularly useful for studying extended defects in 2D materials, where (i) stronger diffraction at the lower voltages used in SEM is advantageous, but (ii) two-beam conditions cannot be established, making quantitative diffraction contrast analysis with standard bright-field and annular dark-field detectors impossible. We demonstrate the method by studying basal plane dislocations in bilayer graphene, which have attracted considerable research interest due to their exceptional structural and electronic properties. Direct comparison of results obtained on identical dislocations by the established TEM method and by the new aperture-based dark-field STEM method in SEM shows that a reliable Burgers vector analysis is possible by applying the well-known g·b=0 invisibility criterion. We further use the LEND setup to acquire 4D-STEM data and show that the virtual dark-field images match well with those in aperture-based dark-field STEM images for reliable Burgers vector analysis.

A digital positive psychology intervention for college student mental health and health behaviors

PurposeThe purpose of this study is to evaluate the impact of a 10-week positive psychology course on college student stress, anxiety, self-compassion, resilience and health behaviors.Design/methodology/approachThis study implemented a 10-week positive psychology program that included ten one-week modules. Each module consisted of a reading on a given positive psychology topic, a guided learning slideshow, a video to reinforce topical understanding and individual reflection or application exercises. Participants completed pre and postintervention measures, including the perceived stress scale, generalized anxiety disorder-7, self-compassion scale, brief resilience scale and wellness behavior inventory.FindingsA total of 48 students consented to participate in the study, of which 35 completed the 10-week positive psychology online intervention as well as the pre and postsurveys (27.1% attrition rate). There were no statistically significant differences between pre and postresponses for any of the outcome scales. However, there was a trend toward a decrease in perceived stress and generalized anxiety, as well as a trend toward an increase in self-compassion and health behaviors from pre to posttest.Research limitations/implicationsThe main limitation of this study was design and sample size. Although it was a pilot study, future research should consider a randomized control trial, including pre and postevaluation and blind comparison group. Finally, this intervention was only implemented in the online, asynchronous format. Future research might consider comparing face-to-face, asynchronous online and synchronous online modalities.Practical implicationsFuture implementation should include a more rigorous design, such as a comparison group with randomization as well as a larger sample size.Social implicationsGiven the previous effectiveness of positive psychological interventions on health behaviors, continued research may use direct measures of health behavior engagement throughout the intervention (Biber and Ellis, 2019). This study provides other researchers and practitioners with a model for utilization with middle, high and university students.Originality/valueThis study used open-access content that was free of charge to students to promote positive mental health and health behavior change.

“How long is life worth living for the horse?” A focus group study on how Austrian equine stakeholders assess quality of life for chronically ill or old horses

BackgroundQuality of life (QoL) provides a comprehensive concept underpinning veterinary decision-making that encompasses factors beyond physical health. It becomes particularly pertinent when seeking responsible choices for chronically ill or old horses that emphasise their well-being and a good QoL over the extension of life. How different stakeholders use the concept of QoL is highly relevant when considering the complexity of these decisions in real-life situations.MethodsSeven focus group discussions (N = 39) were conducted to gain insights into how stakeholders assess and use equine QoL in veterinary care decisions for chronically ill and/or old horses. The discussions included horse owners (n = 17), equine veterinarians (n = 7), veterinary officers (n = 6), farriers (n = 4), and horse caregivers (n = 5). The combination of deductive and inductive qualitative content analysis of the group discussions focused on identifying both similarities and differences in the views of these groups regarding QoL for old and/or chronically ill horses.ResultsFindings show agreement about two issues: the importance of the individuality of the horse for assessing QoL and the relevance of QoL in making decisions about veterinary interventions. We identified differences between the groups with respect to three issues: the time required to assess QoL, stakeholders’ contributions to QoL assessments, and challenges resulting from those contributions. While owners and caregivers of horses emphasised their knowledge of a horse and the relevance of the time they spend with their horse, the veterinarians in the study focused on the differences between their own QoL assessments and those of horse owners. In response to challenges regarding QoL assessments and decision-making, stakeholders described different strategies such as drawing comparisons to human experiences.ConclusionsDifferences between stakeholders regarding equine QoL assessments contribute to challenges when making decisions about the care of chronically ill or old horses. The results of this study suggest that individual and collaborative reflection about a horse’s QoL should be encouraged, for example by developing practicable QoL assessment tools that support relevant stakeholders in this process.

Designing with Data: An Annotated Portfolio

This paper presents an account of the Interaction Research Studio’s distinctive approach to incorporating data into design, unpacking a vital but previously unexamined facet of our two-decade-long research programme. We demonstrate how data has served as a pragmatic tool in creating engaging, contextually-aware computational products that provide alternatives to dominant task-oriented and consumerist narratives by promoting interpretation, imagination, spirituality, and socio-cultural reflection. Leveraging an annotated portfolio approach, we revisit our diverse portfolio of designs, starting from individual reflections before surfacing overarching themes. This paper foregrounds our strategies for utilising data, the associated labour, and the challenges that have arisen throughout our design process. This emergent and empirical account may complement more theoretical treatments of designing with data and provide valuable insights for researchers, designers, and practitioners navigating the complexities of data-integrated design in the contemporary technological landscape.

Symposium 4: The Networked Learning Forum 2021: Early researchers’ expectations and experiences

Early researchers (ERs) benefit from opportunities to present, discuss and develop their research work. A typical professional learning experience that may support ERs is their active participation in conferences. In this paper, we report on the expectations and experiences of five ERs who participated in the Networked Learning (NL) Forum 2021 by presenting their research and then having opportunities to gain feedback and insights from one-to-one interactions with more knowledgeable others and the larger community within the event itself. We draw on qualitative research with our main data sources being a pre- and a post-event online survey. We were interested to explore the extent to which the experiences described by the five ERs participants met their pre-event perceived views and expectations. While the pre-event survey delved into the participants’ professional background, motivations for participation and expectations, the post-event survey targeted participants’ perceptions about their learning and potential takeaways. Findings indicate that the five ERs saw their participation as an opportunity for their professional development and as an avenue to make and create professional connections with others in the same field of research. Most notably, they expected feedback from the NL Forum 2021 community and their interactions with field experts (referred to also as knowledgeable others) as support that could help them gain new and deepened insights for developing their research ideas and work. In describing their experiences (post-event), participants highlight opportunities for one-to-one conversations with experts, discussions in small groups, individual and collective reflections, connections with other ERs and the possibilities for expanding their professional learning networks. These findings highlight the importance of design features when offering events specifically targeted for ERs. In particular, findings indicate that creating an intimate, interactive and safe environment is essential for ERs to feel confident to present their research, critically analyse new perspectives and knowledge shared by others, and eventually acquire new knowledge.