Reflective Practice Research Articles

Cultivating kindness and emotional care: a transformative teacher training programme in Sicily

ABSTRACT In the complex landscape of human interaction, bullying and cyberbullying emerge as profound social, educational, and psychological challenges. These acts, whether rooted in physical space or the boundless realm of cyberspace, reflect deeper issues related to power dynamics, identity, and the human condition. The ‘1nessuno100Giga’ project, implemented in Sicily (2023–2025) offers an innovative intervention aimed at addressing these issues through a holistic and collaborative educational methodology. This paper focuses on the teacher training component conducted in 2024, which involved 150 educators from primary and secondary schools. The training programme adopted experiential learning methodologies, emphasising active participation, reflective practices, and collaborative project development. The primary aim of this approach was to move beyond the traditional notions of bullying and cyberbullying, focusing instead on cultivating care, kindness, and respect within human relationships. The results of this study indicate that teachers experienced a significant shift in perspective, recognising the importance of addressing power dynamics and social norms in managing bullying. This study underscores the effectiveness of experiential teacher training in not only addressing bullying and cyberbullying, but also in promoting a supportive and inclusive educational environment.

Coming to critical technology consciousness: a phenomenological study of educators

ABSTRACT Educators need critical perspectives toward technology to navigate the rapid pace of technological change in schools, but little is known about how educators develop critical perspectives. In this phenomenological study, we explore the experiences of 30 educators (across a range of educational settings) who self-identified as holding critical perspectives about technology. They described their critical perspectives through four overlapping orientations: question the technology, question the narratives, put the technology in its sociopolitical context, and engage in reflective practice. Our participants often began with enthusiastic or uncritical views toward technology but gained critical perspectives through change agent experiences in work, school, and/or everyday life. We interpret these findings through the lens of raising critical consciousness, comparing our participants’ experiences with those outlined by theories of sociopolitical critical consciousness formation. Our findings offer insights for educators who seek to integrate more critical technology curriculum, especially in K-12 and undergraduate settings.

Value sets and the problem of redundancy in value set repositories.

Crafting high-quality value sets is time-consuming and requires a range of clinical, terminological, and informatics expertise. Despite widespread agreement on the importance of reusing value sets, value set repositories suffer from clutter and redundancy, greatly complicating efforts at reuse. When users encounter multiple value sets with the same name or ostensibly representing the same clinical condition, it can be difficult to choose amongst them or determine if any differences among them are due to error or intentional decision. This paper offers a view of value set development and reuse based on a field study of researchers and informaticists. The results emerge from an analysis of relevant literature, reflective practice, and the field research data. Qualitative analysis of our study data, the relevant literature, and our own professional experience led us to three dichotomous concepts that frame an understanding of diverse practices and perspectives surrounding value set development: Permissible values versus analytic value sets;Prescriptive versus descriptive approaches to controlled medical vocabulary use; andSemantic and empirical types of value set development and evaluation practices and the data they rely on.This three-fold framework opens up the redundancy problem, explaining why multiple value sets may or may not be needed and advancing academic understanding of value set development. In order for value set repositories to become more rather than less useful over time, software must channel user efforts into either improving existing value sets or making new ones only when absolutely necessary. This would require major, innovative changes to value set repository platforms. We believe the most direct path to giving value set developers the ability to leverage prior work is by encouraging them to compare existing value sets using advanced interfaces like VS-Hub, and by collecting and using metadata about code inclusion and exclusion decisions during the authoring process.

Thinking Reflectively: Insights from Academic Leaders in Higher Education

Reflective thinking is essential for effective leadership in higher education, enabling academic leaders to address complex challenges and improve decision-making and problem-solving skills. This study explores the importance of reflective thinking for academic leaders, focusing on its role in fostering open-mindedness, critical evaluation, and continuous learning. The study adopted a mixed-method approach, with semi-structured interviews with 13 department heads and a survey of 130 academic administrators across universities in Islamabad. The findings of the study highlight the necessity of reflective thinking for strategic decision-making, conflict resolution, and the creation of a positive institutional culture. Reflective thinking encourages academic leaders to consider multiple perspectives, identify patterns, and challenge assumptions, thereby facilitating innovative solutions and adaptive strategies. Key elements identified include open-mindedness, full engagement, and accountability, which are essential for effective reflection. By addressing these challenges, the study proposes practical strategies for fostering reflective thinking skills, including participation in communication networks and continuous professional development. Overall, this study contributes to the field of higher education leadership by providing insights into the role of reflective thinking in improving decision-making and problem-solving. It advocates for the integration of reflective practices into leadership development programs and emphasizes the importance of fostering a culture of reflection to improve the overall effectiveness of academic institutions. Through continuous self-reflection and adaptive leadership, academic leaders can better navigate the complexity of their roles, ultimately benefiting faculty, staff, and students. Quantitative analysis revealed that 85% of the surveyed academic administrators identified reflective thinking as crucial in their leadership roles.

Reflective Practices of Secondary School Teachers for Effective Teaching and Learning: Using Gibb's Reflective Model

Reflection is essential to continuous improvement, learning and professional proficiencies. Although it is not evident in Pakistani public schools, the teachers are implicitly involved in reflection. Gibbs' reflective cycle offers them a systematic and organized structure to write their reflection about the different events they experienced and tackled. This study explores the reflective practices of secondary teachers in Punjab, using the 6-stage cyclic model of Gibbs. This is a qualitative study; structured interviews were conducted based on Gibbs' model. For this purpose 14 secondary school teachers were the study participants. Deductive coding and thematic analysis were used to analyze the data. The study explored the events the secondary school teachers reflected upon and how their reflections added to their professional practices. The participants could also devise future action plans if they faced a similar situation next time. The study contributed to the existing body of knowledge and implications of Gibbs' reflective model in exploring systematic reflections of secondary school teachers.

Using Legitimation Code Theory to Underpin the Development of Undergraduate Nursing Students' Breastfeeding Knowledge: A Qualitative Study.

To explore how undergraduate nursing students develop knowledge during a breastfeeding module. A qualitative study using a single case-study approach. This study was conducted in Australia over 2 years during the period between July 2021 and December 2022. Semi-structured interviews and artefact collection were conducted with a purposive sample of undergraduate nurses (n = 10) who completed a paediatric elective subject that included a breastfeeding module. Thematic and content analysis were used. The specialisation dimension in Legitimation Code Theory (LCT) was used for the content analysis, and students' data was mapped on the specialisation plane. This study reveals how participants developed knowledge by linking personal breastfeeding experiences to theoretical components within the nursing program. Using the LCT dimension of specialisation, this study provides new insights into how participants move through distinct quadrants of the specialisation plane. Learners tour between the knowledge, knower, and elite quadrants of the plane as they integrate their knowledge. The research maps the journey towards becoming the 'right kind of knower' and reveals how personal experience and theoretical knowledge intersect to create disciplinary expertise. This study advances the LCT dimension of specialisation by illustrating the fluid, non-linear nature of knowledge acquisition and knower development. This study highlights the value of integrating personal experiences into nursing education, demonstrating how students use these to build knowledge and professional identity. The findings emphasise the dynamic knowledge development process in preparing future healthcare professionals. Integrating lived experiences and interprofessional education equips nurses to address complex health issues, leading to more effective, personalised care and better health outcomes for breastfeeding mothers and infants. This approach signals a transformative shift in nursing education. By personalising and contextualising learning, fostering reflective practice, deepening disciplinary knowledge, and promoting a collaborative practice environment, this approach enriches nursing education. The consolidated criteria for reporting qualitative research (COREQ). No patient or public contribution.

Model for an International Case Sharing Program to Enhance Global Palliative Care Education.

In Thailand, the field of palliative medicine is growing but access and training remain limited. We sought to expand education of resident physicians at Chiang Mai University (CMU) in Thailand through development of an international case sharing program. The goals of this project were to increase knowledge of core palliative care topics, to cultivate a culture of reflective clinical practice, and to create a model for collaboration in international palliative care education that can be replicated by other institutions. We used a virtual case conference platform, in which two Family Medicine residents from CMU selected a challenging palliative care case. They prepared the case using an outline that included reflections on ethics, compassion and social responsibility. The residents presented the case in English to palliative care faculty from Thailand and Minnesota. Each case was followed by unstructured discussion. Over the course of 5.5 years (Nov 2018 - Mar 2024), 14 cases were presented. Each case discussion included at least 3 to 7 core palliative care topics. The program was adopted as one of the core activities of the Department of Family Medicine at CMU and led to clinical practice changes. We present a sustainable, convenient, low-cost, cross-cultural palliative care case conference model that has the potential to enrich palliative care education globally.

Bridging Boundaries to Acquire Research and Professional Skills: Reflecting on the Impact and Experiences of Technology-Enabled Collaborative Cross-Institutional and Transnational Social Work Placement Projects

Worldwide, social work educators’ teaching and learning practices are founded on social justice principles and recognised for their evidence-based, interpersonal, cross-cultural, and problem-solving approaches. Placements are integral to social work education preparing students for practice. Learning experienced on such placements, particularly those involving research, can assist students to develop a broad understanding of diversity, inequality, and anti-oppressive practice in local, national, or international contexts. Technology-enhanced, online research opportunities have revolutionised research placements. This article offers a reflective dialogue on the insights gained from two transnational, technology-enhanced social work research-based placements. The first example reviews three student-led, rural-focused inquiries completed in Australia and Ireland; the second pertains to students physically situated in Ireland and who engaged in collaborative online projects while completing their USA-based social work placements online. The authors reflect on the experiences and the skills the students developed and how the application of technology helped meet an increasing need for environmentally sustainable practices in teaching, learning, and research on placement. Publicly available student reflections on significant knowledge and practice benefits gained from their transnational experiences are considered. The study highlights how reflective practice assisted in the enactment of research in online contexts.

The VR-AI–Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training

AbstractPre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students’ questions on the content. High-immersion virtual reality (VR) is increasingly seen as technology facilitating teacher training. When integrated with Artificial Intelligence (AI), VR simulations can enhance teacher education by providing real-world practice opportunities. Drawing on cognitive flexibility theory (CFT), this case study investigated how pre-service EFL teachers (N = 17) in Poland interpret the VR-AI–assisted simulation designed to facilitate their content knowledge application. The results suggest that such simulations are valuable for professional development and reflective practice regarding content knowledge in pre-service EFL teacher training. The findings contribute to the broader understanding of the integration of VR and AI technology in language teachers’ training programs aiming to support the application of content knowledge in real-life classrooms.

Visual decision aids to support communication and shared decision-making: How are they valued and used in practice?

It is unknown how visual decision aids support communication and shared decision-making in everyday clinical practice, and how they are perceived by patients with varying levels of health literacy and their healthcare providers. Recently, three visual decision aids have been developed for renal replacement treatment, osteoarthritis of the knee, and osteoarthritis of the hip. This study aims to explore how patients and healthcare providers use and value these visual decision aids. The evaluation of the visual decision aids was performed by coding video-recorded outpatient consultations (n = 35), by conducting reflective practice interviews with healthcare providers (n = 9), and through interviews with patients (n = 29). Consultations were coded using the 5-item OPTION instrument to measure shared decision-making, and self-developed items based on the visual decision aids and user guide. Both healthcare providers and patients valued the use of the visual decision aids, especially the overview page with all treatment options. Accordingly, it was observed that most providers mainly used the overview page. However, providers in nephrology discussed the individual treatment pages more often than providers in osteoarthritis care. This study also showed that most providers were unfamiliar with the user guide for the visual decision aids. Visual decision aids for nephrology and osteoarthritis care seem particularly useful for patients with limited health literacy. Healthcare providers in this study mainly used the overview page of the visual decision aids. Although this is valued by both providers and patients, it is also important to discuss the individual treatment pages, including the pros and cons, with patients. This study also points to differences between outpatient clinics or departments in the use and implementation of the visual decision aids. The visual decision aids for osteoarthritis are used to a limited extent. In nephrology clinics, the visual decision aid is implemented.

Navigating mortality: A multidisciplinary approach to the epistemology and practice of death education

The paper adopts a multidisciplinary approach to death education, incorporating ideas from anthropology, psychology, sociology, and other disciplines to develop a holistic approach. The paper offers a theoretical framework for comprehending mortality by looking at existential viewpoints, lived experiences, and the social construction of death. Experiential learning, reflective practice, and dialogue are some of the pedagogical techniques that are covered in order to provide a deeper comprehension of the cultural and ethical aspects of death. The paper also discusses sociocultural contexts, focusing on social injustices and cultural variations in death education. Strategies for a multidisciplinary approach’s practical application are suggested. This approach equips teachers and students to deal with the complexity of dying and death in diverse contexts.

Factors Associated With Reflective Practice Among Specialist Nurses in China: A Latent Profile Analysis.

The objective of this study was to investigate the level of reflective practice and its influencing factors among specialist nurses in Chinese tertiary general hospitals. A cross-sectional study design was adopted. A General Information Questionnaire and a Reflective Practice Questionnaire were distributed from July to August 2023 to specialist nurses who had obtained a Certificate of Nursing Practice, completed systematic specialist nurse training and were professionally qualified in six tertiary general hospitals in Xiamen, China. A total of 344 specialist nurses participated in the study. Specialist nurses' reflective practice was categorised into four potential characteristics. According to univariate analysis, reflective practice of specialist nurses was associated with marital status, participation in nursing consultations, feelings of lack of competence, perceived low patient recognition of specialist nurses, and perceived low physician recognition of specialist nurses. In the ordered logistic analysis, marital status and whether or not to participate in nursing consultations were influential factors in the reflective practice of specialist nurses. Based on the results of this study, we recommend that nursing administrators should take some steps to improve reflective practice among specialist nurses.

Clinical Research Practitioner: Transformation to a Competent Professional Through Reflective Practice.

The National Institute for Health and Care Research (NIHR) has significantly contributed to the growth of clinical research activities in the United Kingdom. Central to this expansion is the pivotal role of Clinical Research Practitioners (CRPs) within the healthcare organization. This narrative explores reflective practice as a dynamic tool and essential requirements for their transformation and development into competent CRPs. Additionally, this article adds to the growing literature to highlight the benefits of having a professionally registered CRP for NHS organizations. By weaving together personal insights, professional development, and the integration of acquired knowledge, the narrative illuminates the profound impact of reflective practice on the evolution of a skilled and adept CRP. This review adds to the current literature on the importance of reflective practice in improving professionalism and competency for registered CRPs. The narrative emphasizes lifelong learning and reflective practice integration in clinical research training programs. It suggests further research on workplace reflection for knowledge integration. This resource is valuable for CRPs, organizations, and policymakers, emphasizing professionalism, competency development, and reflective practice in clinical research.

A Reflective Account of Character-Based Professional Learning in Higher Education

This manuscript will reflect on the planning and development of professional learning opportunities provided to diverse university stakeholders on character education and virtue formation. While reflecting on the approach to the project, planning logistics and content development are explored explicitly. An evaluation exploring training modalities, attendance, arrangement, and feedback were used to gain insight and guide the authors in their reflective practice. The reflective narrative and evaluation of ideas led to a decision about the factors that aided the project's implementation. In future professional learning opportunities, determining attendees' prior knowledge of the content and additional internal support for communication and development plans is key. While evaluating how to implement professional learning opportunities focused on character, the planning and development process were explored; in coming to a decision, the reflective criteria of responsibility, open-mindedness, and wholeheartedness were focal points. Keywords: reflection, readiness attitudes, planning, professional learning opportunities, planning and development

Pedagogical Pivot: Reflecting on Alternating Between Higher Education and K-12 Teaching

The purpose of this reflective practice was to explore the strategies that helped me with the daily transition between teaching higher education and K-12. Reflectiveness and adaptability are critical characteristics of any effective teacher, especially in today's ever-changing educational landscape. The need for a reflective approach and a purposeful call to action came to me as I completed my first few weeks in a middle school classroom after having taught in higher education for five years. When stepping back into the K-12 classroom, I recognized the need for a vastly different instructional approach than the one I had used in my previous five years of working with adult learners. Through the reflective process, I identified the strategies that helped me make and sustain this transition. I learned that my mindset and instructional approaches are constantly in flux and that I have to make this daily shift in an intentional and impactful manner. This reflective manuscript details my experiences navigating the differences between the two student populations I serve daily. Keywords: reflection, pedagogy, andragogy, differentiation, classroom management communication style

Medical students’ perspectives of reflection for their professional development

BackgroundReflection is a critical component of learning which plays a significant role in improving knowledge and skills. It is a metacognitive process that aims to create a deeper understanding of the situation. This study sought to explore the perspectives of medical students concerning the role of reflection in their professional development.MethodologyThis qualitative content analysis study was undertaken with 20 medical students across different year levels in 2023. Participants entered the study by purposive sampling. Data was collected through individual semi-structured interviews. Interviews were audio recorded and transcribed verbatim. Collected data was analyzed based on the steps proposed by Graneheim and Lundman. Data analysis was performed using MAXQDA-10 software.ResultsA total of 168 primary codes were extracted. After removing duplicate codes and merging similar codes, finally 54 codes were extracted, which were placed in 3 main themes and 7 subthemes. They encompassed: self-awareness (self-acceptance, metacognitive self-exploration, semantic perception); professional competence (self-directed learning, professional commitment); and reflection culture (organizational climate, educational structure).ConclusionsFindings revealed that the most important aspect of reflection is the recognition and acceptance of individual identity, along with the metacognitive awareness of how to know, especially in the early years, and understanding the meaning of behaviors and relationships over time. Students explained the undeniable impact of reflection on individual and self-directed learning and the development of professional commitment during their studies. The findings of this study, specifically major themes from reflection culture narratives, provide us with a better understanding of the lack of a positive organizational atmosphere, inappropriate educational structure and intensive clinical rotations, as well as lack of trust between students and medical teachers, which negatively impact on or hinder professional development. It seems that by faculty development initiatives, mentoring, group reflection sessions, reflective practices can turn into an opportunity to improve the quality of education.

“You write what you want and what you need”: incorporating reflective practice in the ELA classroom through caring pedagogy

ABSTRACT Caring pedagogy is critical in today’s classrooms, and supporting students’ emotional needs as well as educational needs is an integral part of the teaching profession. This qualitative case study examines how one 9th grade ELA teacher uses reflective practices to enact care for her students. Creating a specially designed 50-minute freewrite class, the participant centers students by welcoming their voices into the classroom. Notes from observations and semi-structured interviews are used to show how the participant’s reflections about her students’ journals and discussions drive instruction. Findings show that care-based instruction -giving students space to write about any topic, removing the potential barriers of correct spelling and grammar, and engaging in caring, collaborative discussion- encourages student investment in writing.

Advancing Teacher Competencies through Lesson Study for Learning Community (LSLC): Insights from SMP Muhammadiyah 8 Batu City

Lesson Study for Learning Community (LSLC) is a collaborative approach designed to enhance the quality of teaching and learning by addressing the professional development needs of both teachers and students. This study analyzes the cognitive understanding and practical abilities of teachers at SMP Muhammadiyah 8 Batu City (SMPM 8) in implementing LSLC. The objectives include evaluating teachers’ knowledge and competencies related to LSLC, assessing progress in planning, conducting, and reflecting on LSLC-based activities through pre-test and post-test assessments, and providing foundational insights into the effectiveness of LSLC implementation for future improvement. This descriptive study, conducted from August 2023 to April 2024, involved 10 teachers actively engaged in LSLC activities. Data were collected using questionnaires, observations, written tests, and document analysis and analyzed descriptively. The results indicate significant improvements in teachers' cognitive understanding and practical implementation of LSLC, with average scores increasing from 58 (pre-test) to 88 (post-test). These findings underscore the effectiveness of LSLC workshops in enhancing teacher competencies, particularly in collaborative planning, student engagement, and reflective practices. The study offers initial insights into teachers’ knowledge of LSLC, which can inform the development of targeted professional development programs. It also highlights effective strategies for scaling LSLC practices to other schools and contributes to the broader understanding of LSLC's impact on teacher development and learning quality, providing evidence to inform educational policy at local and district levels.

An Exploration of Secondary School English Language Teachers Reflective Teaching Practices, Techniques and Challenges

The purpose of this study was to explore secondary school English language teachers’ reflective teaching practices, techniques, and challenges in Bishoftu Town, Oromia Regional State, Ethiopia. A descriptive cross-sectional case study using mixed research methods (quantitative and qualitative) is the design of this study. Primary data were collected from 43 English teachers and 6 English department heads, selected through comprehensive and purposive sampling, respectively. Data collection methods included questionnaires and semi-structured interviews. Quantitative data were analyzed using SPSS version 20, employing frequencies, percentages, and mean scores. Qualitative data were analyzed using thematic content analysis. The results revealed that the majority of English teachers had low engagement in reflective teaching and rarely used techniques such as audio-video recording, journal writing, and peer observation, while completely neglecting student feedback. The main challenges identified were lack of knowledge, skills, and experience; lack of institutional support and commitment; and absence of clear guidelines. The study recommends institutional commitment to reinforce and design tailor-made training based on clear guidelines at regional and national levels.

Assessing the Psychometric Properties of a Reflective Practice Questionnaire Among Medical Sciences Students at Tabriz University of Medical Sciences

The Article Abstract is not available.