Reflective Practice Research Articles

Modelling teachers’ reflective practice

ABSTRACT Previous research highlights challenges in modelling teachers’ reflective practice to explore and identify their beliefs and reflections. This paper explores how methodical triangulation, combining reflective dialogues and various reflective tools, enhances teachers’ awareness of their beliefs and reflections. It facilitates a deeper exploration of teachers’ beliefs and reflections related to learning and teaching. The study is based on a descriptive analysis of reflections generated in three different individual reflective dialogues with six lower secondary teachers. The findings indicate that triangulation strengthens the teachers’ reflections, particularly through using visual reflection tools and the researcher as a “reflective catalyst’. This combination increases their awareness of their own beliefs and encourages reflection.

Podcasting as a Tool for Developing Oral Proficiency and Self-regulated Learning Strategies: Insights from Turkish EFL Learners

This study examines the impact of podcasts on high school students' English language learning, focusing on speaking performance and self-regulated learning strategies. The widespread adoption of digital communication technologies has transformed education, necessitating the integration of technology to enhance learning outcomes. Using a qualitative approach, the study investigates the general English learning habits of students, their perceptions of using podcasts to improve speaking skills, and how podcasts influence their ability to self-regulate learning. Findings reveal that students actively engage with English-language media, benefiting from enhanced listening comprehension, vocabulary acquisition, and pronunciation. Recording podcasts fosters confidence and fluency in speaking, while also promoting goal setting, planning, and reflective practices. The study highlights the importance of integrating podcasts into EFL instruction to create a dynamic learning environment that supports students' language proficiency goals. The results contribute to the literature on educational technology and underscore the potential of podcasts to improve language learning experiences.

Clinical decision-making during childbirth in health facilities from the perspectives of labouring women, relatives, and health care providers: A scoping review

ProblemFor health care providers to ensure appropriate decision-making in clinical settings during childbirth, facilitators and barriers must be identified. BackgroundWomen who experience a sense of control by participating in the decision-making process, are more likely to have a positive birth experience. However, decision-making may involve hierarchies of close observation and control. AimThe aim of the scoping review was to map and summarise existing literature on the process of clinical decision-making during childbirth from the perspective of labouring women, relatives and health care providers. MethodsWe carried out a scoping review in line with Joanna Briggs Institute scoping review methodology. The search identified studies in Scandinavian or English languages from 2010 - Jan 2023 comprising evidence at different levels of the pyramid, resulting in 18.227 hits. Following the PRISMA checklist, the final inclusion comprised 62 papers. FindingsFour main categories summarized the importance of the following factors: 1) Woman-caregiver relationship, with sub-categories The importance of communication and Midwifery care, 2) Consent and legal issues, 3) Organization, with sub-categories Medicalization, Working atmosphere, and Complexity, and 4) Decision-making tools and models, with sub-categories Shared decision-making, and Other tools and models for decision-making. ConclusionBalancing intuition and expertise of caregivers with evidence-based practices, is crucial to ensure women's participation in decision-making. Furthermore, a trusting relationship between the mother, partner, and health care provider is of utmost importance. Shared decision-making, which appeared to be the primary model for clinical decision-making regardless context, requires reflective practice and is a communication strategy.

Deployment of professional expertise during a period of disruption: A phenomenological study of rehabilitation clinicians.

Practice context is known to influence the deployment of competencies. The COVID-19 pandemic created a major disruption in many practice contexts. The objective was to understand the lived experience of rehabilitation clinicians during a major disruption of their practice context, namely, the COVID-19 pandemic. We used a longitudinal phenomenological design. Eligible clinicians were occupational therapists (OT), physical therapists (PT), physiotherapy technologists (Phys T.), speech-language pathologists (S-LP) and audiologists (AUD), working in the same rehabilitation workplace for at least 2 years before March 2020 (the pandemic). Clinicians who were reassigned to roles outside the field of rehabilitation were excluded. We conducted individual online interviews using a guide developed by the team with expertise and knowledge of the phenomenon. An interpretative phenomenological analysis was carried out. Results were discussed until the research team reached a consensus. A total of 32 clinicians participated in the study (12 OT, 5 PT, 5 Phys T., 7 S-LP, 3 AUD), working with a variety of clienteles and work settings, for an average of 11.7 ± 7.6 years in the same practice setting. A wide range of emotions (e.g. anger, sadness, guilt, fear, pride) reflected clinicians' experience during disruption. Professional expertise was perceived as being enhanced by disruption as clinicians stepped out of their comfort zone; this encouraged reflective practice and a recognition of the need to be more explicit about their decision-making process. Collaboration with colleagues was perceived as key for effective coping and deployment of adaptative expertise. A disruption in the practice context may have positive effects on professional expertise through the mobilization of reflective practice.

Homebody: Art Therapy and the Art of Possessions

This concept paper is proposing the inclusion of the home studio as an art making location for art therapy trainees who assemble personal belongings, within the context of their domestic lives. A collection of belongings can become an installation which brings together associations to identities in juxtaposition. The material culture of art therapy trainees, the objects which they live by, is a new contribution to art therapy pedagogy, as it designates the art of personal collections as a life archive (or accumulation) that is close at hand and already available. This collection of household artefacts teaches students how to honour the object collections of their clients, who are experts with lived experience of how to arrange legacies of gathering, consumption, inheritance, and gifted items. What follows is a proposal describing how home arrangements can signify personal associations to meaning and to an ethos of respecting what becomes us in terms of what we already own. The home studio is a key concept in this exploration of material culture as it relates to art therapy. This is a recognition of how a curation of possessions (where we place our belongings) is noteworthy as an act of agency and reflective practice within art therapy training and within the lives of those who participate in art therapy services. Recognising the significance of one’s lived-with objects, as navigation points of identity, values the culture of their curator who identifies the meaning of what they own as material assets.

Using image-reflections to support undergraduate students’ relational employability: A practitioner reflection

This practitioner reflection explores our integration of the Relational Employability Framework within the Health Research Project capstone unit of a Bachelor of Health Science degree. To address the historically low quality of student reflections, we incorporated image-based reflective activities to improve engagement and depth. These activities encouraged students to use visual media to examine their developing relational employability. We developed and implemented a series of tutorial activities designed to scaffold this process, aiming to foster deeper reflective practice and highlight its importance for career development and employability. Our reflections indicate that, while grades did not significantly increase, students showed enhanced critical thinking and engagement with reflective practice, suggesting the framework’s effectiveness in broadening awareness and enriching employability overall. We discuss the need for peer support among educators to sustain and enhance reflective practices in teaching-learning and conclude with thoughts on our ongoing efforts to embed and expand reflective practices in teaching approaches

Characteristics of Facilitated Critical Thinking in Speaking for Maritime English Improvement

The maritime industry, a cornerstone of global trade and commerce, relies heavily on effective communication, primarily through Maritime English. Ensuring safety, operational efficiency, and regulatory compliance on international waters necessitates proficiency in this standardized form of English. Despite its critical role, many maritime professionals struggle with Maritime English, especially speaking and critical thinking skills. This study explores how facilitated critical thinking in speaking can enhance Maritime English proficiency. Facilitated critical thinking involves instructional strategies that promote analysis, synthesis, and evaluation of information through interactive dialogues, problem-solving tasks, reflective practice, and collaborative learning. This study employs a mixed-methods approach, including quantitative and qualitative phases, to examine these strategies among maritime students and professionals. Results from paired samples statistics, correlations, and t-tests indicate significant improvements in speaking proficiency and critical thinking skills following the intervention. The findings suggest that integrating critical thinking into language instruction effectively addresses the unique challenges maritime professionals face, ultimately enhancing communication and safety in the maritime industry

Examining Instructional Approaches to Foster Soft Skills among Information Technology Undergraduates in Nairobi Metropolitan Area, Kenya

Abstract: This study examines the pedagogical methods meant to improve soft skill acquisition and development in information technology undergraduates in the Nairobi Metropolitan Area. Utilizing a sequential mixed-methods design, the research adopted a two-stage cluster sampling where 10 universities were selected from a total of 31 within the region, representing 5 private and 5 public institutions. Thereafter, 1,143 undergraduate IT students were randomly sampled from an overall population of 3,814 enrolled students, while professors and IT technicians were purposively selected for qualitative interviews. Quantitative data in this respect were collected by using semi-structured questionnaires, capturing the points of view of stakeholders on perceived improvement in soft skills. Although the modern-day job markets require graduates with soft and non-cognitive skills, employers have nonetheless complained about the lack of such competencies among university graduates concerning aspects such as communication, teamwork, problem-solving, and leadership. This study was based on Vygotsky's social constructivism theory and investigated the development of soft skills among students taking a Bachelor of Information Technology at selected universities within the Nairobi Metropolitan Area. The results have indicated that modern learning methods support the development and acquisition of soft skills aptly. The programs for soft-skill are adequate and frequent training which impacts performance in other disciplines. Signs were proving that there was significant enhancement regarding interpersonal and cognitive competencies of the students as a result of collaborative projects, problem-solving in real life, and reflective practices. It also stresses that educational institutions need to orient themselves more toward interactive and practical teaching methods to better prepare IT graduates for the challenges of a modern workforce.

Focus on reflective competence: A triangulation to examine youth soccer coaches' reflective competence

Introduction & Purpose Coaching is recognized as a complex socio-educational interaction (Jones, 2007), a view supported by the German Football Association (DFB). The DFB emphasizes reflection in the development of football coaches, seeing it as essential for the quality of coaching and the holistic development of youth players. Reflective competence (RC) is seen as a key component of professionalization (DFB, 2022), defined as the ability and willingness to comprehensively deal with one’s own knowledge and actions in breadth and to achieve a certain depth in the reflexive and transformative engagement with issues (Krieg & Kreis, 2014). Studies show that coaches learn primarily through observation and experience (Cushion, et al., 2012), which risks perpetuating outdated behaviors. Against this background, our study asks: What (breadth) and how (depth) do youth coaches reflect on their knowledge and coaching practice? Method Seven coaches from DFB selection centers in Bavaria participated in the study. Their training sessions were videotaped and used for reflection in stimulated recall interviews (Dempsey, 2010). Coaches were asked about their understanding of reflection using narrative prompts and to reflect independently on their training sessions using the video sequences. Analysis included categorizing the understanding and relevance of reflection, as well as the breadth and depth of reflection, taking into account individual differences. Result Coaches understood reflection as “thinking about oneself” or “looking back” to consciously justify or improve practices. They showed a high level of willingness to reflect, especially valuing peer feedback. In terms of breadth, coaches mostly reflected on corrective feedback behaviors, error patterns, or training alternatives. However, the depth of reflection was limited; coaches often moved to transformative reflection without deeply analyzing issues, lacking detailed descriptions against related assumptions, previous experiences, or theoretical explanations. Discussion Coaches focused primarily on optimizing practices rather than examining issues in depth. The breadth of reflection is consistent with the DFB's shift from coach-dominated to player-dominated training practices. Conclusion Our study highlights the critical role of reflection in the professional development of youth soccer coaches at DFB selection centers in Bavaria. While coaches show a significant willingness to engage in reflective practices, there is a notable deficiency in the depth of their reflection. This highlights the need for enhanced reflective training programs that encourage deeper, more comprehensive engagement with coaching practices and theoretical knowledge. By fostering such reflective competence, coaches can contribute to a more nuanced and effective coaching methodology, ultimately benefiting the holistic development of youth players.

Exploring diversity in PE teacher training: Immersive learning challenges & potentials

The aim of teacher training in PE is to teach subject-specific content and to promote a reflective attitude. This is particularly important in preparation for inclusive physical education (Meier et al., 2017). Additional, research shows that videography is an effective tool for prospective and practicing teachers (e.g. Walshe & Driver, 2019). Immersive teaching methods such as VR-based learning scenarios could further strengthen such methods (Huang et al., 2023). Based on this, questions arise about the learning-effective design features of immersive methods regarding complex learning objectives in teacher training. This contribution will present a sports didactics seminar that focuses on teaching reflection within the framework of diversity-sensitive sports didactics and initial exploratory results in this regard. Thereby reflection is understood as a mental mediation between practical experience, professional knowledge, and teachers’ convictions (Leonard, 2022). The explorative evaluation focusses on the question whether the immersive experience of physical education can be used as a starting point for a reflection process among (prospective) teachers and if so how the immersion experience influences the students' ability to reflect sensu Leonard (2022) by confronting them with 360° instructional videos. A control group design is pursued (360° technology vs. videography). Firstly, standardized questionnaires are used to assess the students’ sense of immersion directly after watching the 360° video resp. standard video. A T-Test is used to analyse the difference in sense of presence and sense of immersion between the groups. The analysis reveals a significant difference between the groups in the sense of presence (t(77) = −4.78, p < .001) and in the sense of immersion (t(77) = -5.85, p < .001). The 360° group shows significantly higher values in both areas. Secondly, the students’ attitudes towards inclusive physical education are evaluated (Meier et al., 2017), the data show no differences between the groups (e.g. t(75) = -0.09, p = .93). In contrast, the depth of reflection indicates qualitative differences which will be discussed in the contribution (Hatton & Smith, 1995). These first results regarding the feelings of presence and immersion, as well as noticing situations and their relationships to each other, will be reported and insights into the immersive PE scenarios will be provided. References Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U Huang, Y., Richter, E., Kleickmann, T., & Richter, D. (2023). Virtual reality in teacher education from 2010 to 2020. In K. Scheiter, & I. Gogolin (Eds.), Bildung für eine digitale Zukunft (pp. 399-441). https://doi.org/10.1007/978-3-658-37895-0_16 Leonard, T. (2022). Reflexionsregime in Schule und Lehrerbildung. Zwischen guter Absicht und transintentionalen Folgen. In C. Reintjes, & I. Kunze (Eds.), Reflexionsregime in Schule und Lehrerbildung (pp. 77–93). Verlag Julius Klinkhardt. https://doi.org/10.25656/01:25404 Meier, S., Ruin, S., & Leineweber, H. (2017). HainSL – Ein Instrument zur Erfassung von Haltungen zu inklusivem Sportunterricht bei (angehenden) Lehrkräften [HainSL — A testing instrument to assess attitudes of (trainee) teachers regarding inclusive physical education lessons]. German Journal of Exercise and Sport Research, 47(2), 161–170. https://doi.org/10.1007/s12662-016-0429-9 Walshe, N., & Driver, P. (2019). Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, 97-105. https://doi.org/10.1016/j.tate.2018.11.009

Exploring the experiences of people with obesity and post-bariatric surgery patients after three months using the mindful eating reflective practice: An interpretative phenomenological analysis

Background: Experiential dimensions of Mindful Eating Practices are scarce in the literature. Aim: The study focuses on thirteen individuals with clinical obesity and nine post-bariatric surgery patients who engaged in MERP over three months. Methods: The present research utilized Interpretative Phenomenological Analysis (IPA) as the analytical framework of interviews. Results: Four overarching themes emerged from the analysis: 1. “Enhanced Awareness of Eating": This theme underscores MERP's central emphasis on cultivating heightened mindfulness during food consumption, highlighting the importance of being present at the moment while eating; 2. “Facilitating the Transition to Healthier Eating Habits": This theme explores how MERP influences participants’ dietary choices, eating pace, portion control, and overall enjoyment of meals. It reveals that MERP encourages individuals to reflect on their eating habits and transition towards healthier choices; 3. “Diverse Perspectives on Satisfaction with MERP": Within the context of MERP, participants held varied interpretations of satisfaction. Some encountered practical limitations or engaged in reflective self-examination, while others found sensory satisfaction, enhancing their overall eating experiences; and 4. “Utilization and Development of MERP": This theme delves into participants’ patterns of using MERP. It reveals a tendency to avoid MERP in the morning, a gradual decline in its usage over time, and a preference for an electronic version of the practice. Conclusion: The MERP shows promise in improving overall eating habits by enhancing enjoyment of food, increasing awareness of body cues, promoting healthier choices, and encouraging mindful eating practices. These findings provide valuable insights for future research and the refinement of clinical tools aimed at effective weight management and the promotion of sustainable healthy eating practices by effectively addressing a significant gap in our understanding of the experiential facets of eating practices.

Strengthening Relationships Within Intensive Psychiatric Care: Staff Perceptions of an Attachment Training Intervention

ABSTRACTIntroductionIntensive psychiatric care units can be challenging environments in which to build strong staff‐patient relationships. Attachment theory may provide a useful model for strengthening relationships in this setting.AimThe aim of this study was to explore staff perceptions of the utility of attachment theory for understanding patient behaviour in the intensive psychiatric care setting.MethodsSemi‐structured interviews were conducted with 11 multi‐disciplinary staff members. Interviews focused on the staff member's experience of learning about attachment theory and applying this perspective to their work on the ward. Transcripts were analysed using reflexive thematic analysis.ResultsThe analysis led to the development of three themes: engaging the reflective self, new perspective on others and cohesive ward culture.ConclusionStaff reported that learning about attachment theory supported them to better understand patient distress and associated behaviours. Notably, staff also used attachment theory to reflect on both their own internal states and the internal states of their colleagues. These reflections were suggested to bolster staff wellbeing and improve the ward milieu.Implications for PracticeIntegrating attachment theory into team formulation, ward rounds and reflective practice groups could have a benefit for clinical practice, staff wellbeing and team cohesion in this setting.

Abstract B108: Developing and implementing an effective reflective practice toolkit on a cancer research training program

Abstract Hispanic/Latinos, Black/African Americans, Asians, American Indian or Alaska Natives, Native Hawaiians or Other Pacific Islanders, or individuals who report more than one race are underrepresented in the biomedical workforce. In order to combat this disparity, the Summer Cancer Research Institute (SCRI) was developed to train underrepresented minority (URM) students in cancer research. This study explored the feasibility and impact of reflective practices on trainees’ experience and learning outcomes within the SCRI training program. Reflective practice has been shown to increase metacognition, competency, feelings of belonging, and the sense of a scientific identity, all of which are crucial skills for URM trainees. In this study, we developed and implemented a robust toolkit to support reflective practice, which includes (1) four reflective journal entries, (2) four bi-weekly check-in discussion groups, (3) two social media posts, (4) two reflective practice seminars and (5) pre- and post-program surveys. The toolkit was utilized to actively engage trainees in reflective practices throughout their participation in the summer training program. The goals were to (1) enhance the trainees' ability to effectively use reflective practice for their learning, and (2) support and improve their overall learning experience and outcomes in the summer training program. Grounded theory was used to analyze the data collected to examine how the completion of assignments included in the toolkit impacted the overall learning experience of trainees. This involved assessing the trainees' ability to critically reflect on their assumptions and biases, expectations, previous and current experiences, perceived challenges, and personal growth throughout the program, as well as their visions for future education and professional careers. The findings from this study inform our understanding of how reflective practice toolkits can contribute to positive outcomes and resilience among individuals engaged in a cancer research training program. In this presentation, we plan to discuss the importance of reflective practice in cancer disparity research education and the specific mechanisms through which it improved the trainees’ learning experiences and outcomes. We will also share the successes and challenges in implementing the toolkit and explore the potential for our toolkit to be utilized by similar training programs. Citation Format: Emily R. Kaminsky, Yuku Chen, Lin Zhu, Carolyn Fang, SJ Dodd. Developing and implementing an effective reflective practice toolkit on a cancer research training program [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B108.

Flipping the script: Assessing clinical judgement in student-led clinical evaluation

Introduction and background: Strong clinical judgement and reflective thinking and practice are imperative to make safe, ethical clinical decisions, particularly in today’s complex healthcare environment. Yet clinical judgement and underlying thinking are challenging to assess in post-licensure specialty nursing clinical education due to their complexity and invisibility.Methods: Problem: Clinical evaluation can be subjective, based on observed behaviours rather than on assessment of thinking processes and clinical judgement underlying students’ clinical decisions and actions. Approach: The BCIT Clinical Evaluation Tool (CET) and Evaluation Process (CET-EP) were developed using a shared accountability approach that shifts responsibility for demonstration of learning from instructor/preceptor to student, and facilitates the reflective thinking and practice necessary to develop clinical judgment.Conclusions: Use of this CET-EP in post-licensure specialty certificate programs has assisted instructors, preceptors, and students to reach insights into learners’ thinking, tailor learning interventions, and promote reflective practice, as well as provided greater objectivity in clinical evaluation.

Uncovering relationships between formal and informal learning: unveiling the mediating role of basic need satisfaction and challenge-seeking behavior

Purpose Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers’ formal and informal learning and uncover the relationship between the two. Design/methodology/approach The participants of the study are 1,886 primary and secondary in-service teachers in China. Structural equation modeling and bootstrapping are used to test the proposed model. Findings The study reveals complicated influencing mechanisms of formal learning on different types of informal learning among in-service teachers. Teachers’ basic psychological needs, satisfaction and challenge-seeking behavior are found to play crucial mediating roles in this process. Practical implications First, this study suggests that different configurations of intervention strategies should be formulated depending on the foci for improving teachers’ learning. Second, this study indicates that only highlighting the importance of reflection, which is the approach currently used, is not sufficient to improve teachers’ daily reflective practice. Third, there is an urgent need to design training programs to improve teachers’ abilities to purposefully expand their job boundaries, which could not only benefit teachers’ performance but also contribute to school improvement. For policymakers and school principals, we suggest that more attention be given to the satisfaction of teachers’ basic needs. Originality/value This study contributes to the literature on workplace learning by connecting formal and informal learning and elucidating how teachers’ reported formal learning influences their informal learning activities via varied paths. The findings have implications for continuous professional development policy and training programs in the workplace.

Midwives’ perspectives and perceptions in relation to perinatal psychotic-like experiences: a qualitative study

ABSTRACT Background Psychotic-like experiences (PLEs) refer to subclinical experiences consistent with psychosis that may include hearing, feeling or seeing things that others cannot, or experiencing unusual beliefs. These experiences appear to be more common during the perinatal period. There appear to be barriers which make it difficult for midwives to support mothers with mental health difficulties. However, it is important that midwives can provide support with PLEs. Aim This study aimed to explore UK midwives’ perspectives and perceptions relating to mothers’ psychotic-like experiences in the perinatal period. Methods A qualitative study using semi-structured interviews with ten midwives recruited online was conducted. Transcripts were analysed using thematic analysis. Results Four themes were developed: (1) Identifying psychotic-like experiences would be complicated; (2) Psychotic-like experiences can feel overwhelming for women and midwives; (3) This is my responsibility: I’ll do what I can to support women even if it’s hard; and (4) The system feels unsafe and insecure which makes the anticipated role in supporting psychotic-like experiences harder. Conclusion Midwives described their motivation to support mothers with PLEs but articulated many factors that made this difficult. The results emphasise the importance of training and guidance for midwives to support them being able to offer support and information to mothers. The findings also highlight the importance of systemic safety for midwives alongside support through supervision and reflective practice.

Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals

AbstractThis article shares findings from the implementation of an ongoing National Professional Development (NPD) project that advances second language literacy and biliteracy in secondary content areas. The project is part of a research–practice partnership between a large public university and two school districts in south Texas that engages in‐service secondary school teachers seeking additional certification in English as a Second Language or Bilingual Education. Project activities adapt linguistically responsive theoretical and research perspectives to impact secondary teachers' knowledge, dispositions/beliefs, and practices. Analysis examines how secondary in‐service content‐area teachers reflect, narrate, and enact their professional identities as linguistically responsive teachers of emergent bilinguals (EBs) through professional learning activities. Findings describe how participants negotiated their identities as teachers of linguistically responsive instruction for EBs, as demonstrated through their engagement of reflective practices, digital language stories, and enactments of sociocultural pedagogical practices.

Collective learning in pre-service teacher education: exploring challenges, negotiations, and co-constructed solutions towards continuing professional learning and development

ABSTRACT Despite extensive research on professional learning and development in education, there is a significant gap in adopting action research methods as a localised approach to explore professional learning, especially in the pre-service domain. This article delves into the process of collective experiences, joint negotiations, co-constructed solutions, and reflective practices among pre-service teachers, cooperating teachers, and the university mentor throughout the five-phase teaching practicum, driven by action research methods. Through first- and second-person inquiries, observations, reflective notes and sharing sessions as research instruments, findings reveal that joint reflective discourse among stakeholders led to a deeper understanding of unvoiced challenges in teaching practicum, including teaching approaches, classroom management, diversity, learner differences, multiple roles, and heavy workloads. Findings explore how interactive processes within and among individuals facilitate ongoing negotiation and the development of shared solutions, fostering a dynamic and transformative professional learning environment for both pre-service teachers and in-service educators. Creating a platform for the recursive sharing of perspectives is crucial for promoting continuous professional learning during a teaching practicum. This entails promoting active dialogues among school placements, universities, and local authorities, facilitating the exchange of critical reflections, and ultimately supporting continuing professional learning and development in education.

Reflective practice through a metaphor evaluation task: Should multicultural society be a melting pot, a mosaic or something else?

AbstractThis article reports an investigation into how a procedure to enhance their metaphor awareness assisted a group of university students in Canada in reflecting on multicultural society. Data were collected through semi‐structured interviews with 50 students who were invited to (a) express their views of Canadian multicultural society, (b) evaluate metaphors used for this topic and (c) reconsider their own metaphors. For most of the students, the metaphor evaluation task led to a better understanding of the implications of the metaphors, which helped them to assess their appropriateness. Through evaluating the metaphors, these students reflected on the matter of cultural diversity in Canada and on the characteristics of a truly multicultural society. The study illustrates how raising students' metaphor awareness can contribute to their reasoning about societal issues.

Challenges in pre-service teachers’ reflective practice

Reflective practice is evident in how pre-service teachers plan, design, implement, and evaluate their teaching approaches. Engaging in reflection can help pre-service teachers appreciate the value and passion for teaching, which is reflected in their professional practice. However, students often encounter challenges when writing reflections. This article explores the difficulties associated with reflective activities and suggests ways to enhance reflective practices.