Joint Reflection Research Articles

Sharing initial teacher education between school and university: participants’ perceptions of their roles and learning

ABSTRACTThis paper considers how student teachers, mentor teachers and university tutors who participate in collaborative settings for joint reflection on practical teaching situations during students’ practicum perceive their roles and opportunities for learning in these settings. We are also interested in how the participants experience this kind of collaboration between schools and university in the context of initial teacher education. To this end, we created and analysed three settings for joint reflection among mentor teachers, university tutors and students. Twenty-seven students teachers in three schools as part of their Primary Education degree took part, along with their respective mentor teachers and university tutors. All the discussion sessions were videotaped and the participants were interviewed in-depth about their experience. Content analysis of the resulting material enabled us to describe the dynamics of interaction in each setting, the perceived role of mentor teachers and university tutors, and the participants’ perceptions regarding the learning achieved. We conclude that, for the participants, the creation of these settings for joint reflection enabled mutual learning and closer collaboration between schools and university, bringing greater coherence to practicum.

Do the key functions of an intervention designed from the same specifications vary according to context? Investigating the transferability of a public health intervention in France

BackgroundThe processes at play in the implementation of one program in different contexts are complex and not yet well understood. In order to facilitate both the analysis and transfer of interventions, a “key functions/implementation/context” (FIC) model was developed to structure the description of public health interventions by distinguishing their potentially transferable dimensions (their “key functions”) from those associated with their translation within a specific context (their “form”). It was used to describe and compare preschool preventative nutrition interventions routinely implemented across three territories, in accordance with same national specifications.MethodsThe interventions were independently described by researchers and intervention’s implementers using the FIC model, during several workshops. Their key functions were then classified into 12 themes and compared to assess the extent to which the three interventions were similar.ResultsDespite being produced from the same set of specifications and having similar objectives, the key functions of the interventions in the three departments mostly reflected the same major themes, they did not overlap and were in some cases very different. In one of the three departments, the intervention was markedly different from those of the other two departments. The historical context of the interventions and the specificities of the local actors appear highly determinant of the key functions described.ConclusionsFor the interventions that we studied, some of the key functions varied greatly and translated different concepts of health education and modes of intervention to the population. It now seems vital to improve the description of interventions on the ground in order to highlight the key functions on which they are based, which still often remain implicit. The FIC model could be used to complement other models and theories focusing on the description of the implementation process, its determinants or its evaluation. Its interest is to provide a structure for joint reflection by various actors on the transferable aspects of an intervention, its form and its interactions with the context, in order ultimately to analyse or to improve its potential transferability.

Improving requirements-test alignment by prescribing practices that mitigate communication gaps

The communication of requirements within software development is vital for project success. Requirements engineering and testing are two processes that when aligned can enable the discovery of issues and misunderstandings earlier, rather than later, and avoid costly and time-consuming rework and delays. There are a number of practices that support requirements-test alignment. However, each organisation and project is different and there is no one-fits-all set of practices. The software process improvement method called Gap Finder is designed to increase requirements-test alignment. The method contains two parts: an assessment part and a prescriptive part. It detects potential communication gaps between people and between artefacts (the assessment part), and identifies practices for mitigating these gaps (the prescriptive part). This paper presents the design and formative evaluation of the prescriptive part; an evaluation of the assessment part was published previously. The Gap Finder method was constructed using a design science research approach and is built on the Theory of Distances for Software Engineering, which in turn is grounded in empirical evidence from five case companies. The formative evaluation was performed through a case study in which Gap Finder was applied to an on-going development project. A qualitative and mixed-method approach was taken in the evaluation, including ethnographically-informed observations. The results show that Gap Finder can detect relevant communication gaps and seven of the nine prescribed practices were deemed practically relevant for mitigating these gaps. The project team found the method to be useful and supported joint reflection and improvement of their requirements communication. Our findings demonstrate that an empirically-based theory can be used to improve software development practices and provide a foundation for further research on factors that affect requirements communication.

Improving the quality of vocational students\u2019 collaboration and knowledge acquisition through instruction and joint reflection

New societal demands call for schools to train students’ collaboration skills. However, research thus far has focused mainly on promoting collaboration to facilitate knowledge acquisition and has rarely provided insight into how to train students’ collaboration skills. This study demonstrates the positive effects on the quality of students’ collaboration and their knowledge acquisition of an instructional approach that consists of conventional instruction and an online tool that fosters students’ joint reflection on their collaborative behavior by employing self- and peer assessment and goal setting. Both the instruction and the collaboration reflection tool were designed to promote students’ awareness of effective collaboration characteristics (the RIDE rules) and their own collaborative behavior. First-year technical vocational students (N = 198, Mage = 17.7 years) worked in heterogeneous triads in a computer-supported collaborative learning environment (CSCL) on topics concerning electricity. They received either 1) conventional instruction about collaboration and the online collaboration reflection tool, 2) collaboration instruction only, or 3) no collaboration instruction and no tool. Analysis of chat data (n = 92) and knowledge tests (n = 87) showed that students from the instruction with tool condition outperformed the other students as far as their collaborative behavior and their domain knowledge gains.

The post-cancer period in geriatric oncology

The increase in life expectancy together with the increased survival of patients with cancer is resulting in the emergence of a new population: that of cancer survivors whose health status is inferior to that of people not affected by this disease. The interaction between the cancer, the sequelae of the different treatments and other ageing-related health problems requires joint reflection on the best way of caring for this emerging geriatric population.

La Ley Foral de Derechos Culturales de Navarra: Una norma pionera en Europa

The Foral Community of Navarre recently passed the Foral Law 1/2019, of 15 January, on Cultural Rights of Navarre, a pioneering and innovative law in Europe. With the implementation of a joint reflection framework between cultural policies and cultural rights, cultural rights are granted full recognition as fundamental rights and indispensable for the integral development of the human being, by promoting a cultural citizenship that exercises its right to culture, to participation in it as well as in cultural and creative processes.

‘What you put in, you get out’. A joint reflection on practice development days

‘What you put in, you get out’. A joint reflection on practice development days

Peer mentoring in entrepreneurship education: towards a role typology

PurposeThe purpose of this paper is to explore the contributions of peer mentoring as a learning support for mentee students in higher entrepreneurship education.Design/methodology/approachThis paper presents a single embedded case study focussing on mentee students’ perceptions of peer mentors’ support of their entrepreneurial learning during an experiential master’s course. Employing an abductive approach, the researchers conducted cross-sectional, thematic analyses of individual mentee interviews complemented by data from joint reflection sessions, reflection reports and observations during the course timeline.FindingsThe peer mentors contributed to the mentee students’ learning through various forms of support, which were categorised into mentor roles, mentor functions and intervention styles. The analysis found that peer mentors fulfil three coexisting roles: learning facilitator, supportive coach and familiar role model. These roles constitute the pillars of a typology of entrepreneurial peer mentoring.Research limitations/implicationsThis study contributes theoretical and empirical insights on peer mentoring in entrepreneurship education. It represents a first benchmark of best practices for future studies.Practical implicationsThe case study suggests that adding peer mentoring represents more efficient support for entrepreneurial learning than a teacher alone is able to provide. The typology can also be used for training peer mentors.Originality/valueThe researchers construct a new typology for entrepreneurial learning support, which contributes to theory development within the field of entrepreneurship education.

From Continental Hyperextension to Seafloor Spreading: New Insights on the Porcupine Basin From Wide‐Angle Seismic Data

AbstractThe deep structure and sedimentary record of rift basins provide an important insight into understanding the geological processes involved in lithospheric extension. We investigate the crustal structure and large‐scale sedimentary architecture of the southern Porcupine Basin, offshore Ireland along three wide‐angle seismic profiles, supplemented by 13 selected seismic reflection profiles. The seismic velocity and crustal geometry models obtained by joint refraction and reflection traveltime inversion clearly image the deep structure of the basin. Our results suggest the presence of three distinct crustal domains along the rifting axis: (a) continental crust becoming progressively hyperextended from north to south through the basin, (b) a transitional zone of uncertain nature, and (c) a 7‐ to 8‐km‐thick zone of oceanic crust. The latter is overlain by an ~8‐km compacted Upper Paleozoic‐Mesozoic succession and ~ 2 km of Cenozoic strata. Due to the lack of clear magnetic anomalies and in the absence of well control, the precise age of interpreted oceanic crust is unknown. However, we can determine an age range of Late Jurassic to Late Cretaceous from the regional context. We propose a northward propagating rifting process in the Porcupine Basin, resulting in variations in strain along the rift axis.

Users’ Choice in Providing Services to the Most Vulnerable Homeless People

Several municipalities in Norway have tried the Housing First model to facilitate permanent housing for homeless people with substance abuse problems and/or mental illness. This article discusses users’ experiences from receiving social support as part of the Housing First programme. In particular, the article discusses the users’ experiences with the model’s emphasis on users’ choice and self-determination. The analysis shows that what the programs practise is not entirely freedom of choice for the participants but a greater respect of the users’ knowledge, perspectives, and opinions as a starting point for interventions. The analysis shows that participants and staff engage in joint reflection work to help the participants take more reflected decisions in their life. The article discusses how this method can contribute to overcome a diagnostic approach to marginalised and often stigmatised users and provide more personalised and effective services. The discussions draw on data from an evaluation of two trial projects of the Housing First model. The article is mainly based on an analysis of 16 qualitative interviews with users that participated in the projects.

Complexifying reflection: Towards how collective reflection works in organizations

Reflection in its social notion has mainly been studied in a temporary way of actors stepping back to question taken-for-granted assumptions of organizing. Drawing on a single case study of introducing lean production to a hospital’s emergency care unit (ECU) over a period of 23 months, we aim to explore how reflection works in organizations given the ongoing flux of organizing and understanding reflection as a social phenomenon. We identify four practices that together make up collective reflection in our case and whose activities differ according to where joint reflection takes place, what it is mainly about, who is involved and when it occurs. These insights complexify our current understanding of collective reflection in four ways: First, reflection in its social notion contains several activities, which together ensure communicative availability that cannot be taken as given in organizations. Second, collectively reflecting in organizations calls for taking its value creation into account (reflecting from within or from outside the organizational value creation). Third, collective reflection encompasses two different orientations regarding the organizational value creation (reflecting in order to keep day-to-day business running and/or to improve the conditions for the value creation). Fourth, we empirically find that the reflection activities follow two different temporal rhythms (ad-hoc responses to a situation at hand or pre-planned regular activities). With these insights we contribute new nuances to our understanding of how collective reflection works in organizing.

Verification of MATLAB/Simulink Power Cable Modelling with Experimental Analysis

Cross-linked polyethylene (XLPE) power cable is commonly used as the medium for transmitting power supply in the power system network. However, frequent exposure of XLPE cable to the high voltage causes its insulation to degrade over time leading to electricity outages. Degradation of cable can be prevented if regular maintenance is performed using the accurate assessment method. This study models and simulates a cable system comprising of three cable sections connected by two un-degraded cable joints. This model aims to assess defect along the tested cable with the application of time domain reflectometry (TDR) technique. A series of simulations are conducted by varying the cable insulation condition to study its influence on the cable joint reflection. These simulation results from MATLAB/Simulink are validated against the actual TDR experimental results. The identical results shown between the simulation and experimental results indicate that the cable model is valid and can be used to assess the condition of a cable.

IMPROVING THE DEBATE ABILITY THROUGH INQUIRY METHOD AND AUDIO VISUAL LEARNING MEDIA IN COURSE OF SPEAKING SKILL (Lesson Study Results)

AbstractThis study aims to apply the model of professional development of lesson study in Speech Skills course through debating ability of student of lndonesian language and literature study program of Faculty of Teacher Training and Education of Muhammadiyah University Professor Dr. Hamka. This lesson study program involves various elements, namely the lecturers team of lesson study, lecturers of speech skills students and semester III students of Indonesian Language and Literature Studies Program FKIP UHAMKA. This research uses Classroom Action Research which consists of (1) Plan stage, is development of teaching materials that is debate. (2) Do stage in the form of activities or implementation in the classroom by the model lecturer in the form of learning to students of the third semester, and (3) See stage or joint reflection between the model lecturer and the observer team about the advantages and disadvantages of teaching materials and processes that have been implemented. Lesson Study activities are designed in two cycles, each cycle consists of 2X meetings, at each meeting will be Plan, Do, and See stages in each learning process. The purpose of phasing in each cycle is to improve the students 'ability to speak which was previously passive, but continuously improved by using appropriate methods and media can improve students' ability in expressing their arguments so that students can improve their ability to argue. The results of this study indicate that: (1) the implementation of lesson study has given satisfaction to lecturer model and observer and student. (2) the are able to produce lessons (RPS, LKM, teaching materials, learning media, and quality assessment instruments) as they are made together with model lecturers and lecturers observer teams) (3) Dean of FKIP Uhamka’s support and its staff on lesson study activities for the improvement of lecturers professionalism that will ultimately improve the quality of education.Keywords: Ability, Inquiry, Media, Speech Skills

Gorputza eta identitatearen eraikuntza Haur Hezkuntzako hezitzaileen ikuspegitik

The present work intends to approach the conception that professionals of the Preschool Education have about on the body, in relation to gender identity. Given the increasingly widespread discourse on the need to overcome a binarist model (male or female), in the 5 interviews and in the 5 discussion groups analyzed here, various difficulties are identified, among others, absence of training and time for joint reflection, lack of stability of the templates in schools and, finally, defined projects. Educational activities in preschool classes are carried out following two main approaches: on the one hand, there is a direct, explicit work, through traditional methodological resources such as silhouettes or something more innovative such as small projects; and, on the other hand, a transversal work that is carried out on a day to day basis in the usual spaces as “txokos”, assemblies or toilets. However, there is doubt about the real change, since the scope of activities with explicit objectives is more limited, whereas the work that ismost effective, the transversal one in its words, is seldom preceded by the necessary conditions: training, reflection and joint definition. A review of the didactic resources available in Basque is also carried out.

Community of Inquiry

This article establishes a connection between research-based learning and the development of inclusive practices in teacher education with a special focus on pre-service teachers' ways of talking in philosophical dialogues with children. Adopting an interactionist point of view on learning as a co-constructive process and a processual understanding of inclusion and exclusion on the classroom level, the fundamental importance of conversational practices to learning is carved out and then exemplified using transcripts from a teacher education project. Building on this analysis, inclusive conversational practices are identified. Moreover, it is shown how joint reflection and peer feedback in teacher education courses lead to changes in pre-service teachers' conversational practices. These findings lead to reflections on how research-based learning in teacher education can contribute to inclusive education by looking at habitual ways of talking in class.

Trabajo Social Comunitario: hacia unas políticas públicas sostenibles

El Trabajo Social Comunitario, que había dejado de lado su labor de organización y desarrollo social de las comunidades, reaparece como un enfoque complementario, técnicamente viable y éticamente necesario, como respuesta a la mercantilización de lo social, en un escenario global de políticas sociales de austeridad que priorizan un trabajo social exclusivamente individual y asistencial. Frente a las políticas neoliberales que priman la responsabilización del individuo, culpabilizándolo por su exclusión, el Trabajo Social está apostando, como vía complementaria de actuación y de posicionamiento ético, por una nueva dimensión comunitaria que exige una renovación metodológica y que necesita de nuevas competencias profesionales. Mediante un análisis comparativo de cuatro experiencias de intervención, señalamos al Trabajo Social Comunitario como una herramienta para la generación de políticas públicas capaces de recuperar derechos sociales, y de ofrecer un modelo de gestión más eficaz, eficiente y sostenible. Las intervenciones comunitarias analizadas, concluimos, eluden la competencia entre los actores de lo social; favorecen una comunicación fluida entre administradores políticos, recursos técnico-profesionales y ciudadanía; e incorporan la evaluación y la sistematización de la práctica profesional, contribuyendo a una mayor cohesión social, mediante la reflexión colectiva y solidaria sobre soluciones comunes.

Removal of reflections in LWIR image with polarization characteristics.

Long-wave infrared (LWIR) imaging has been successfully used in surveillance applications in low illumination conditions. However, infrared energy reflected from smooth surfaces such as floors and metallic objects may reduce object detection and tracking accuracies. In this paper, we present a novel reflection removal method using polarization properties of the reflection in LWIR imagery. Reflection can be distinguished from the scene by two unique characteristics of polarization: the difference of two orthogonal polarized components (OPC) and the uniformity of angle of polarization (AoP). The OPC difference helps locate the regions of reflection. The uniformity of AoP in the reflection region pose a strong constraint for reflection detection. The proposed joint reflection detection method combines the OPC difference and the uniformity of AoP can detect actual reflection region. Then the closed-form matting method improves the robustness of the method and removes the reflection from the scene. Experiment results demonstrate that the proposed scheme effectively removes the reflection in challenging situations where many existing techniques may fail.

Problematización de las prácticas docentes y contextualización de la enseñanza

<p>El artículo es una reflexión en tres planos: el primero, sobre cómo los docentes problematizan sus propias prácticas dada la complejidad de los escenarios que deben enfrentar cotidianamente en las aulas. El segundo, sobre cómo la problematización de la docencia en percibida en el mundo académico y el escolar. El tercero, sobre cuánto y cómo los contenidos, las herramientas metodológicas y los formatos de capacitación, que son necesarios para fortalecer en los docentes las capacidades y las actitudes proclives a la problematización, están siendo asumidos por los programas de formación docente continua. Se concluye con una reflexión conjunta que trata de establecer el vínculo entre los planos.</p>

CATEGORY OF ADDRESSING IN THE POLEMICAL DISCOURSE (ON THE BASIS OF THE GERMAN LANGUAGE MEDIA)

The article is devoted to the study of the nature of addressing and internal dialogueness nature of polemical texts of the journal articles of the German media. The polemical discourse, considered in the article within the framework of the cognitive-discursive approach, is a multifaceted process of communication, including the text in indissoluble connection with the situational context: together with social and psychological factors, together with communicative-pragmatic and cognitive goals of the author interacting with the addressee. Directivity or addressing is one of the constituent properties of the polemical text. The article justifies the thesis that there is a definite relationship between the targeted orientation of the text and the choice of lexical and syntactic means when creating a message with the aim of better impact on the recipient. As part of the study significant features of the addressing signals, realizing the global polemical strategies of cooperation / confrontation, are revealed. The article analyzes the main linguistic means of expressing the relevance of the polemic strategy (personalization, citation, indirect appeals, rhetorical questions, precedent names); methods are being explored for establishing dialogical relations with the reader’s audience (the phatic tactic, the tactics of focusing the topic, invitations to joint reflection, generalizations). Means of addressing, implicitly or explicitly pointing to the addressee, constitute the category of addressing – a communicative category that performs the task of organizing communication.

The role of leadership in place-based development and building institutional arrangements.

In various case studies across Europe the vital role of rural place leadership in enabling a place-based approach to local and regional development has been highlighted, although not always explicitly addressed as such. This paper aims to do so by reviewing the findings from a selection of earlier research projects within a framework of the role of rural leadership in place-based development. Building on the increasing body of literature on place leadership, the review reveals how place leadership in rural areas is performed by varied public, private and civic actors; is able to bridge vested stakes and make new connections; is supportive to joint learning and innovation and an increasing range of bottom-up grassroots initiatives. Effective rural place leadership initiates joint reflection and enforces a collaborative spirit resulting in an expanding spiral of new alliances and new (institutional) arrangements. This underpins the importance of rural place leadership in building collective agency and its capacity to better attune the institutional setting to the specificities of place and thus enhance place-based development.