Reflective Practice Research Articles

Ariadne's Thread Metacognition for emancipatory rationality in education

Emancipatory rationality in education empowers individuals and promotes social justice.Metacognition and critical thinking play vital roles in supporting this approach by encouraging learners and professionals to reflect on their thinking processes, question assumptions, and develop the ability to engage critically with information. The research presented in this paper falls within the action research framework, which provides for theinvestigation to be conducted in the field based on close collaboration between researchers and practitioners. Action research aims to generate improvement and change in the context in which it is implemented. The roots of this approach can be found in Dewey’s criticism of the traditional separation of knowledge and action and in Freire’s idea of conscientization, the process of developing critical awareness through reflection and action. In their view, learning depends upon uncovering real problems and actual needs. Starting from four criticalincidents, the paper demonstrates how reflective practices based on metacognition can be used to train education professionals. Metacognitive work is essential for analyzing problems and responsibilities and identifying any distortions preventing educational action from responding effectively to people's needs. When faced with an educational problem, the professional needs to be able to use two forms of rationality: heuristic-reflective andemancipatory. The first type of rationality guides through the investigation of the experience to build the necessary knowledge to interpret and manage it. The second makes the educator an agent of transformation and change.

Effectiveness of professional development training on reflective practice and action research: a case study from Ecuador

ABSTRACT This article presents the findings of a case study involving 31 English language teacher-learners who took part in a three-week professional development (PD) project at a state university in Ecuador. The purpose of this case study was twofold. It attempted to measure the extent to which the participants were able to increase their understanding of (1) reflective practice (RP) and (2) action research (AR) by attending the PD project. The data were gathered quantitatively and qualitatively using four instruments: a pre-/post-training questionnaire on the participants’ understanding of RP and AR, a pre/post-training task on types of reflection, and an action research poster reflection form. The findings revealed that the teacher-learners deepened their knowledge and understanding of RP through the project; however, they did not increase their knowledge of AR. The article discusses the possible reasons for these results and provides implications for future teacher-training provision.

An antiracism framework for educating nursing professionals

BackgroundA conceptual, methodological, and theoretical framework is needed in Nursing Education to center racism, in the curriculum, as a root cause of health inequity. MethodsCritical race theory is the underpinning for a historical analysis of racism and a critique of scientific racism, whiteness, and white supremacy ideologies that perpetuate harmful and lethal outcomes for racialized individuals and communities. ResultsThis framework conceptualizes learning, unlearning, relearning, and reflective practice as the fundamental process needed to transformative nursing education and advance health equity. DiscussionMethodological application is given for 1) unlearning harmful white supremacy ideology 2) learning that racism as it is embedded in every sector of American life and racial inequities are inherent in the health care system 3) relearning the importance of counternarratives and building structural competency and 4) engaging in reflective practice to challenge deficit paradigms assigned to racialized people and their communities.

Impact of Mobile Learning on Self-Regulated Learning Abilities of Higher Education Students

This study examines the influence of mobile learning (m-learning) on the self-regulated learning skills of college students using the Z-number AROMAN decision-making approach. The rapid integration of mobile technologies into educational practices has transformed traditional learning environments, offering unprecedented opportunities to enhance student autonomy and engagement. This study introduces a novel method for evaluating complex and uncertain educational scenarios through the Z-number AROMAN decision-making process. This approach provides a robust framework for assessing various intricate aspects of self-regulated learning, including goal setting (GS), self-monitoring, and reflective practices. The study underscores the transformative potential of m-learning in education, underscoring the importance of leveraging such technology to foster student-centered learning environments. This study contributes to the body of literature on educational technology, offering valuable insights for educators, policymakers, and scholars seeking to effectively implement m-learning strategies to enhance student learning outcomes.

Keep quiet or act? Challenges in integrating ethical theory into gerontological nursing care during students’ first clinical rotation: A discussion paper

AimThe aim of the paper is twofold: 1. To present observations based on first-year nursing students’ narratives during clinical rotation in gerontological nursing care; and 2. Explore a nursing educator’s reflections on these observations in relation to the didactic and ethical challenges that occurred. BackgroundThe teaching of ethics is included in nurse education worldwide. Students are in their first clinical placement in residential care of older persons confronted with the moral complexities of gerontological care, where they get little possibility to share emotions and thoughts about ethically challenging nursing situations with a supervising registered nurse. DesignA critical discussion paper. MethodThe educator’s reflections in this discussion paper are based on a narrative assignment in ethics where first-year nursing students reflect on and describe a nursing situation during their clinical rotation in the residential care of older persons. ResultsMost students were acting as mere spectators in the described nursing situation where an older person, ethical standards, or evidence-based care was violated. Some students acted as advocates to the older person and intervened in the situation and a few as inspirers showing alternative ways of handling ethically challenging situations. ConclusionsEducators in nursing programs at the undergraduate level require time for student-centered formative guidance to foster moral courage and practice. During first-year students’ clinical rotation, the learning goals in long-term residential care of older persons are focused on evidence-based basic nursing care. In this, students are confronted with ethically challenging situations, where the possibility to learn from a critical reflective practice is rare. When observing situations where an older person is subjected to unethical or unsafe nursing care it is common that the students take the spectators’ role, not knowing how to deal with what is observed. Some students are taking an intervening role by trying to alleviate the vulnerability of the older person. A few are showing moral courage by directly intervening when experiencing unethical or unsafe nursing care or conduct. In this the student can inspire fellow students or staff during their clinical rotation in alternative ways of handling ethically challenging situations. As older persons are the largest demographic group that nurses will experience, educators need a sound knowledge of ethics as well as gerontological care to be able to meet and nurture students’ ethical reflections during clinical practice and to foster practical wisdom in nursing.

AI as a reflective coach in graduate ESL practicum: activity theory insights into student-teacher development

Abstract This study examines the role of artificial intelligence (AI) as a reflective coach in graduate ESL practicums, using Activity Theory to assess its impact on student-teachers’ (STs) reflective practices. An exploratory case study of 26 graduate ESL STs was conducted, with data from AI interactions and post-reflection questionnaires analysed qualitatively. Findings indicate that AI enhances STs’ reflection, providing a structured, data-driven method for pedagogical development and personalised anytime feedback, thereby addressing feedback challenges in ESL teaching practicum courses. Despite limitations like diverse ST backgrounds and practicum environments, findings suggest AI’s promise for transformative learning experiences. The study concludes that AI, as a reflective tool in ESL practicums, warrants further research into its impact on teacher development and adaptability in various teaching contexts.

A cosmopolitan approach to international law (CAIL) reflection on the space development experience of Africa

Space power theory from the realist school states that the proliferation of space technology is a foe rather than a friend because it contributes to military and economic competition; and, above all, it empowers the exercise of threat of force in, through and from Outer Space. It is thus important to examine questions of justice in one's professional field and locate the analysis of one's practice within wider social, economic, and political context. While law is not justice and simply announces the form of justice sought, the approach taken in this paper is more precisely the lived experience or mental processes of consciousness and its aim begins a conversation to investigate this in a rigorous way. The cognitive act that characterizes the phenomenological reflection is “paying attention.” Therefore, this reflection contemplates the relevance of experience and reflective practice as a valuable methodology for using insights and learning from the past to support the assessment of the present and recommendations for the future. This is applied in the case of over 17 years of personal experience in following the development path of African space programs. The paper concludes that the African case confirms that multi-level governance is an approach that is of importance, and Africa is in a unique position to master this as stakeholders must think about how to engage in space development at all 4 levels: the global, regional, national, and local level.

Communicating corporate social advocacy (CSA) in polarized times: A stoic turn from dancing to wrestling

In an age of increasing stakeholder activism, seen in movements like Fridays for Future, MeToo, and Black Lives Matter, and demands from socially conscious consumers, companies are expanding their roles beyond corporate social responsibility (CSR) and publicly addressing contentious social and political issues through corporate social advocacy (CSA). However, as stakeholders become more divided along ideological and socio-political lines, CSA can often lead to backlash from polarized audiences, damaging the company’s reputation, relationships, and legitimacy. This raises the question of whether it is prudent for companies to engage in CSA in polarized times? Can companies endure potential repercussions such as consumer boycotts, disaffected employees, and irate politicians and investors? This paper critiques the limitations of current approaches to communicating corporate societal responsibilities and explores Stoicism, an ancient Hellenistic philosophy, as an alternative lens to answer these difficult questions. As an applied philosophy and practical ethics, Stoicism not only offers a philosophical rationale for CSA, but also offers actionable principles to deal with agitated, divergent voices in polarized times. This paper discusses four selected Stoic thoughts and offers practical advice for managers on whether and how to effectively engage in CSA in polarized times. Recommendations include aligning CSA efforts with corporate identity, prioritizing factors within the organization’s control, remaining flexible and adaptable when encountering obstacles, and adopting reflective practice.

The Impact of Virtual Field Experiences on CTE Preservice Teacher Identity Development

Teacher education programs help preservice teachers develop their identities through various curricular practices, including field experiences. The COVID-19 pandemic impacted teacher education programs as they were pressed to coordinate virtual field experiences. This intrinsic case study explored how virtual field experiences coupled with structured reflection practices shaped teacher identity development of preservice Career and Technical Education (CTE) students at the sophomore and senior levels. CTE preservice teachers were selected for this study due to the inherent nature of CTE teachers to include technical and hands-on learning. Qualitative analysis of student check-in meeting reflections revealed four themes: (1) Prior field experiences shaped attitude and approach to the virtual environment; (2) Initial reluctance gave way to envisioned success; (3) The virtual environment changes relationships; (4) Additional opportunities for critical reflection contributed to building CTE teacher identity. Quantitative data from post-experience surveys indicated the impact of virtual field experiences on certain components of teacher identity and efficacy. Recommendations for practice include helping preservice teachers develop skills and confidence regarding the development of student-to-teacher relationships and providing future preservice teachers with brief, high-quality virtual field experiences to better prepare them for the changing landscape of education.

Explicit teaching of reflective practice (RP) in pre-service teacher education: probing the immediate and long-term influence

ABSTRACT Despite the abundance of research exploring the formats, functions, and processes of teacher reflections, many pre-service teachers still perceive it as an abstract and daunting task, owing to the insufficient provision of authentic and practical training and support. This article examines the immediate and long-term effects of explicitly teaching reflective practice (RP) on three student teachers’ professional learning in a language pedagogy course within a pre-service teacher education programme. Drawing on data from multiple sources, including semi-structured interviews, field observation, and reflective essays, the findings suggest that student teachers’ RP, in terms of its breadth (i.e. content focus) and depth (i.e. discursive use of language), showed immediate improvement after the practical workshops with an explicit focus on RP. In the second round of interviews conducted two years later, the importance of RP was reiterated by the participants, who highlighted the evidence-based nature of RP while outlining practical challenges that hindered their RP in actual school contexts. The findings further highlight the issue of authenticity in RP and provide practical suggestions for pre-service teacher education.

Exploring the Use of Reflective Practices among Teachers of English in Nigerian Secondary Schools

Reflective practice has been reported to be effective in enhancing teaching and learning. However, many teachers of English in Nigeria are not aware of it. Thus, this study investigates the awareness and implementation of reflective practices among English language teachers in Nigerian secondary schools. A cross-sectional survey research design was adopted and 77 teachers were selected to participate in the study. Data for the study were collected using a questionnaire and semi-structured interviews. The study discovered that most of the respondents have a low level of engagement in reflective practice in their teaching activities. The findings also suggest a lack of awareness of reflective practices among the majority of respondents. Additionally, the study discovered that even those with some awareness of reflective practices rarely followed established steps for incorporating reflection into their teaching. This indicates a significant gap between theoretical knowledge and practice. Thus, the study makes recommendations for professional development programs to familiarize educators with the concept of reflective teaching and its potential impact on instructional effectiveness.

Symposium 2: The potential for Networked Learning in Environmental Assessment teaching in Sweden

This paper explores the current teaching of Environmental assessment (EA) in Sweden. EA processes aim at identifying the potential advantages and disadvantages of a proposed action mainly applied in physical landuse planning and for the approval of projects. EA not achieving best practice has been an issue within research for a long period of time. At the same time, the competence requirements on EA practitioners are very high. Recent court verdicts have raised a concern about the competence status among Swedish practitioners in the field of EA. The aim of this paper is to explore and analyse the current teaching in EA in Sweden in order to develop this field through influence from other disciplines, in this case Network Learning (NL). The paper builds on two different analyses. The first being an analysis of Swedish EA courses. The second being a comparison of the International Association for Impact Assessment (IAIA) Best Practice Principles for Teaching, and the Design dimensions for NL. The analysis shows that most of the courses are leaning more towards practical training than integration of research contribution and research training. This means that there is a risk that the students will leave the university with a low absorptive capacity. The analysis has also identified that vital competences are lacking in current teaching. These are the awareness of EA being an interdisciplinary process and integrative and systems thinking. This despite, the ability to synthesize information from different sources to develop a holistic understanding is central to EA practise. The comparison with the design dimensions for NL experiences shows a clear correlation with the category pedagogy of the IAIA Principles an indirect correlation with content and skills. The social dimension in NL is not visible in the analysed course syllabuses, and notions of conflict management and reflective practice are weak. The backbone of EA teaching is the same in all countries and there are good opportunities, with technology, to build international teaching networks. This would enable more knowledge sharing in larger teaching communities in the field of EA teaching. Therefore, network learning offers a potential for EA teaching, bridging the gap between theory and practice.

Sociocultural Environment and Agency in Identity Construction of English Language Teachers

Identity is an emerging field in educational research focusing on how teacher education programs, training, reflective practices, and short-term interventions impact the identity negotiation of teachers (Gautam, 2018). However, this study reports how different levels of sociocultural environments influence teachers and what initiatives they take for professional development and identity construction. Drawing on Wenger’s (1998) notion of communities of practice and Norton’s (2013) investing, this study sought to uncover the interchange of the development of learning communities and teachers by investigating the life history of four secondary-level English language teachers derived through informal conversations and in-depth interviews. Teachers’ life stories revealed that the environment's micro, meso, and macro levels influenced their professional development and identity construction. Teachers also influenced these contexts, with the most negligible macro-level influence. Despite the massive positive and negative impact of contexts, teachers have also taken initiatives for their professional development, quality enhancement of education, and students’ learning outcomes. Although agency influences the different learning contexts, a minor intervention at the macro level is apparent, implying the need for acknowledging teachers’ opinions in policy formulation.

Supporting Carers to Coregulate With Children in Care: Learnings From Action Research With Caseworkers

ABSTRACTTrauma negatively impacts on the ability of children in out‐of‐home care to experience safety in their relationships. Trauma rearousal can continue to occur even when children are living in a safe and stable setting due to environmental triggers. Carers who are emotionally regulated themselves can model and support emotional regulation (known as coregulation) when their child becomes dysregulated. To do this, carers need agencies to provide trauma‐informed and therapeutic models of care, so they in turn can offer an emotionally secure experience for their child. This article reports on participatory action research with caseworkers from two nongovernment and one government organisation who supported foster and kinship carers to coregulate with children in long‐term care. Reflective practice meetings were held over an eight‐month period to capture the perspectives and experiences of 16 caseworkers who trialled practice changes for coregulation. An inductive analysis approach was used to elicit themes. Findings revealed a three‐phase process took place for caseworkers and carers to (1) acknowledge the presence of trauma and stress, (2) become aware of their own emotional capacity and (3) apply coregulation strategies. This process was possible when organisations promoted trauma awareness and relational safety, thereby creating a ‘holding environment’ for their caseworkers and allowing coregulation to be experienced by carers and their children.

Implementing a gerontological nursing competencies programme in aged care: Participant experiences.

To explore the experience of registered nurses and their mentors in the implementation of the Gerontological Nursing Competencies in long-term aged care and the perceived effectiveness and suitability of the programme to support nurse development. The global population is ageing and needs a reliable aged-care nursing workforce. Opportunities for education and mentorship for newly qualified and experienced aged-care nurses warrant investigation. Qualitative evaluation using semi-structured focus groups was conducted following the implementation of the programme into five not-for-profit long-term aged-care organisations and analysed by a reflexive qualitative thematic approach and reported according to COREQ criteria. A total of 21 nurses (7 mentors and 14 mentees) participated in six focus groups. Five themes were generated: (1) nurses gained confidence and competence through the programme; (2) the facilitation of suitable mentoring activities and approaches was crucial to success; (3) the programme helps nurses recognise gerontology as a specialty; (4) the programme contributes to building a strategy of recruitment/retention/quality improvement in the sector; (5) barriers, challenges, changes and recommendations were identified. The Gerontological Nursing Competency model, which combined adaptive mentoring supported by reflective practice embedded in a gerontological nursing competencies framework, was perceived to improve nurse confidence and competence to lead and improve nursing standards of care. The evidence-based competencies are an acceptable and effective method for supporting gerontological nurse development. Expansion of, and accessibility to, the programme may aid global responses to aged-care reform, by building the recognition of gerontological nursing as a specialty and contributing towards recruitment, retention and quality care improvements.

Implementing a process-based reflective teacher training course through situational role play, video, and scenario evidence and its effects on EFL teacher candidates’ perceptions of caring and reflective practices

ABSTRACT The current study examined the teacher candidates’ perceptions of ways a process-based reflective teacher training course-especially those focused on bumpy moments in the classroom, through situational role plays, video reflections, and scenarios- could assist them in their reflective and caring practices. In this regard, a sample of 45 pre-service teacher candidates enrolled at a teacher education university in Iran partook in the study and filled in the reflective and caring practices questionnaire before and after the treatment. Moreover, three teacher candidates were offered to keep reflective journals about the procedure based on their observations. Furthermore, pre- and post-phase interview was conducted with 15 participants. The results of this study revealed that the participants across all three intervention groups experienced improvement as a result of engaging in the teacher training course. The scenario group had the highest mean, followed by the video group; the role play group showed the least amount of improvement in reflective questionnaire mean score of all the treatment groups. The implication is that the process-oriented reflective teacher training course through situational role-play, video-based reflection, and scenario-based reflection can make teacher candidates more cautious about the caring and reflective aspects of their teaching.

The real ethical issues with AI for clinical psychiatry

This article explores the ethical issues arising from ordinary AI applications currently used in mental health care, rather than speculative future scenarios. AI tools are already in use for a variety of purposes, including data collection for screening and intake, documentation, decision support, non-clinical support, and, in limited cases, adjunctive treatment. After reviewing the range of and distinctions between those applications, including when those distinctions become blurred, the article discusses selected ethical considerations. The use of AI in psychiatry raises issues related to reflective practice, the seductive allure of AI, varieties of bias, data security, and liability. These examples highlight how seemingly simple AI applications can still present significant ethical implications, suggesting practical considerations for clinicians, professional organizations, treatment organizations, training programs, and policymakers.

The Influence of a Reflective Identity Leadership Intervention on Perceived Identity Leadership, Social Identity, and Psychological Safety in Cricket.

The purpose of this study was to investigate the influence of an identity leadership-framed reflective practice intervention on perceptions of leadership, social identity, and psychological safety in cricket. Building on previous evidence, an eight-week design included three intervention group coaches and their athletes (n = 32) and three control group coaches and their athletes (n = 34). Measurements of perceived coach identity leadership, social identity, and psychological safety were completed by cricket athletes at week 0 and week 8 for both groups. Intervention group coaches completed three identity leadership-framed reflective tasks in weeks one, three, and five, while the control group coaches continued their regular practices. Controlling for baseline scores, our analysis indicated that compared to the control group, the intervention group athletes reported significantly greater coach identity leadership behaviours, social identity, and psychological safety following the intervention. Social validation data highlighted shared identity, relationships, and learning as potential mechanisms for the positive results seen.

Moroccan university students’ interest in reflective thinking: the role of age, gender, and academic level

ABSTRACT Given the contemporary global issues and recent advances in technology, 21st-century skills are deemed necessary to successfully adapt to the challenges inherent in today’s world. Reflective thinking is one of the crucial skills for fostering critical thinking, lifelong learning, and employability skills among students. In light of the scarcity of research on reflection in Moroccan higher education, the current study investigates the extent to which Moroccan university students are interested in engaging in reflective thinking and the role of age, gender, and academic level in their interest in reflective thinking. The data are collected from 107 Moroccan English department students. The results indicate the absence of gender-based differences in interest in reflective thinking among the students. Nevertheless, age and academic level significantly differentiate Moroccan university students in terms of their interest in reflective thinking. Building on this, the current study suggests some pedagogical implications for integrating reflective practice in university courses and programs, and highlights several issues that can serve as avenues for future research.

Entrepreneurship Learning: Implementation of Pancasila Values in Developing Higher Education Models

Purpose: The purpose of this research is to develop and evaluate a Pancasila-based entrepreneurship learning model for higher education, with the goal of integrating Pancasila values into entrepreneurial education to better prepare students for the demands of the global market. Objective: The objective of this study is to design and test an entrepreneurship learning model that embeds Pancasila values, aiming to enhance student engagement, innovation, and ethical practices. It seeks to identify implementation challenges and opportunities, and to provide practical recommendations for educators and policymakers, while contributing to the understanding of the impact of values-based education on entrepreneurial competencies. Theoretical Framework: This research is grounded in the principles of Pancasila, which encompass belief in God, humanitarianism, national unity, democracy, and social justice. These principles are integrated into the entrepreneurship education framework, emphasizing social responsibility, ethical decision-making, and innovation. The framework also incorporates theories of experiential learning, reflective practice, and competency-based education to foster holistic entrepreneurial development. Method: Interviews and focus groups will be conducted with key stakeholders, including students, lecturers, and industry partners, to gather in-depth insights into the effectiveness and challenges of the current entrepreneurship education model. Results and Discussion: The research is expected to reveal areas where current entrepreneurship education models lack integration of Pancasila values. It will discuss the benefits of incorporating these values, such as increased student engagement and ethical awareness, as well as challenges like resistance to change and the need for additional resources. The discussion will provide insights into how the new model impacts student learning and behavior, supported by quantitative and qualitative data. Research Implications: The findings have significant implications for higher education institutions, educators, and policymakers. They highlight the need for curriculum development that integrates national values, influence policy decisions to mandate such integration, and offer practical strategies for educators to implement values-based education effectively. The study also provides a foundation for further research on the impact of values-based education in various fields. Originality/Value: This research is original in its approach to integrating Pancasila values into entrepreneurship education, addressing a gap in the literature on values-based entrepreneurial learning. Its value lies in providing a novel model that not only enhances entrepreneurial skills but also instills ethical and social responsibility in students, preparing them for the global market while adhering to national.