Reflective Dialogue Research Articles

La disolución del primer Congreso Constituyente mexicano: un análisis de discursos

Objective/Context: This text analyses the assembly debates that preceded the dissolution of the first Mexican Constituent Congress in 1822. The research focuses on the ideological context that gave rise to the idea of dissolution. It examines the language and arguments used to defend or question the continuity of the national representative body of the First Empire. Methodology: For this purpose, the minutes of the Congress will be studied from the end of August, when the “republican” conspiracies against the government of Agustín de Iturbide took place, until its dissolution at the end of October. Through dialogue with various contemporary publications, the proceedings will be contextualised within the currents of liberal thought that fed political debates at the time. Originality: In recent years, thanks to the celebration of the Bicentennial of Independence, historiography has developed research on the period of the First Mexican Empire. However, there is still a long way to go to understand how the theoretical foundations that articulated a constitutional monarchy as the first project of a nation-state in Mexico were forged. Through unpublished sources and a reflection in dialogue with recent historiographical contributions, this article deepens the analysis of the political thought that sought to imagine an empire based on the foundations of political liberalism at the beginning of the nineteenth century. Conclusion: The idea of dissolution, far from being a unilateral decision by Iturbide’s government, resulted from a dialogue between different factions and political interests. Its argumentation was always based on the new constitutional language.

Change of Epistemic Stance of Transnational Pre-Service Teachers in-and-through Collaborative Data-Led Reflective Dialogues

This study explored collaborative data-led reflective dialogues of transnational PSTs by using Multimodal Conversation Analysis. The study draws on the screen recordings of a Virtual Exchange (VE) project (n=72), which involves collaborative online task design, implementation of tasks by L2 students, and reflection on students’ performance and their experience of the VE project. The close examination of the data showed that through collaborative reflective dialogues, PSTs (i) raised awareness of their practice and generated knowledge; (ii) made a connection between theory and practice; (iii) became more aware of their epistemic stance; (iv) identified and described a problem and found solutions to these problems (Farrell, 2015). Therefore, micro-moments of learning and understanding were created in-an- through reflection and it was revealed explicitly through reference to lack of knowledge in the past. This study has implications for teacher education programs, which should encourage reflective dialogues of transnational PSTs to create opportunities for teacher learning.

The Effectiveness of Collaborative Learning in Improving Higher Level Thinking Skills and Reflective Skills

Collaborative learning (CL) is a 21st century learning approach that can improve thinking skills among students. CL strategies can improve motivation, understanding, communication and social engagement. This study attempts to evaluate the extent to which CL improves Higher Order Thinking Skills (HOTs) and reflective thinking (RT) abilities. This study involved 34 students in the final year of the bachelor’s degree at the Faculty of Education, UTM who took the subject SPM4342 (Multimedia Based Multimedia Development). This study uses a qualitative methodology based on discussion forums and online portfolios for rubric content analysis. Analysis of the findings of the study shows that CL improves HOTs and RT abilities. Five groups out of 9 groups increased the level of thinking skills from higher to lower. When the 4 groups are in an environment of lower-level thinking skills and after being tested on the 4 groups, they are found to be inactive in the online-based CL While reflective skills increase from lower-level skills (Stimulated Reflection = 3.33% decrease and Descriptive Reflection I = 8.6% decrease) to higher-level skills (Descriptive Reflection II = 16.5% increase and Dialogic Reflection = 13.3% increase). In short, CL strategies can improve understanding and directly improve students' cognitive abilities.

Curatorial Dissonance and Conflictual Aesthetics: Holocaust Memory and Public Humanities in Greek Historiography

Despite the increasingly diverse societal landscape in Greece for more than three decades within a context of migration, understandings of its fragile histories are still limited in shaping a sense of belonging that is open to ‘otherness’. While Greek communities have utilised history as a pathway to maintain identity, other parallel histories and understandings do not resonate with ‘Greekness’ for most, such as the case of Greek Jewry. Critical historical perspectives can benefit from tracing ‘re-membering’ as a feminist practice in the reassessment of societal values of inclusivity. Histories of violence and injustice can also include elements of ‘difficult histories’ and must be embraced to seek acknowledgement of these in promoting social change and cultural analysis for public humanities informing curation and curricula. Between eduscapes, art heritage spaces, an entry into contested and conflictual histories can expand a sense of belonging and the way we imagine our own connected histories with communities, place and nation. Greek Jews do not constitute a strong part of historical memory for Greeks in their past and present; in contrast to what is perceived as ‘official’ history, theirs is quite marginal. As a result, contemporary Greeks, from everyday life to academia, do not have a holistic understanding in relation to the identities of Jews in Greece, their culture or the Holocaust. Given the emergence of a new wave of artistic activism in recent years in response to the ever-increasing dominance of authoritarian neoliberalism, along with activist practices in the art field as undercurrents of resistance, in this intervention I bring together bodies of works to create a dialogic reflection with historical, artistic and feminist sources. In turn, the discussion then explores the spatiotemporal contestations of the historical geographies of Holocaust monuments in Greece. While interrogating historical amnesia, I endeavour to provide a space to engage with ‘difficult histories’ in their aesthetic context as a heritage of healing and social justice.

Novice Teachers’ Formation of ‘Teacher-self’ through Video-Mediated Dialogic Reflection

With the proliferation of the idea of Continuing Professional Development (CPD), teachers’ reflective practice has gained much importance in the field of teacher education and development. In the context of developing novice English language practitioners’ ‘teacher- self’, the current study focuses on two Bangladeshi beginner teachers’ understanding of their points of teaching strengths and weaknesses as identified from their own video-recorded classes. Moreover, this qualitative research explores the process of novice teachers’ transformation from the ‘student-self’ to the ‘teacher-self’ through dialogic reflection sessions conducted by the researcher. The study reveals some distinctive features of the transformation of the teacher participants. It is recommended that further exploratory and longitudinal studies are required to get a more comprehensive and generalizable result in this discipline.

Building emotional resilience to foster well‐being by utilising reflective practise in the sonography workplace

AbstractReflection and reflective practise are well recognised tools that are utilised by healthcare professionals to support self‐awareness and self‐care. In turn, self‐care is a critical component of the wellbeing and the capacity for resilience of healthcare professionals in response to day‐to‐day exposure to emotionally and psychologically challenging situations. Affective reflection, the process of considering and analysing thoughts, feelings and emotions though written dialogue (the act of reflective writing), has been shown to be beneficial for promoting and building resilience in healthcare professionals. Despite the known benefits of these strategies for maintaining wellbeing and avoiding compassion fatigue and burnout, the discourse on the use of affective reflection and reflective writing in the sonography profession is limited. Interventions such as reflection, reflective practise and reflective writing should not be underestimated as tools to promote the adaptive abilities and the degree of individual emotional resilience of sonographers. Long term positive outcomes supported by utilising and practising reflection include the maintenance of emotional stability and an increase in the scope for empathy and subsequently, an enhancement of quality of practise and patient care. This article aims to provide a broad discussion on the practise of affective reflection and showcase the process of reflective writing using written reflective dialogue guides with practical examples relevant to sonography practise. In addition, this paper outlines how these strategies can be incorporated and enacted in the sonography workplace to build resilience.

Reflective Engagement With a Digital Physical Activity Intervention Among People Living With and Beyond Breast Cancer: Mixed Methods Study.

People living with and beyond breast cancer can face internal barriers to physical activity (eg, fatigue and pain). Digital interventions that promote psychological acceptance and motivation may help this population navigate these barriers. The degree to which individuals (1) adhere to intervention protocols and (2) reflect on and internalize intervention content may predict intervention efficacy. The objective of this study was to characterize the nature of reflective processes brought about by an 8-week acceptance- and mindfulness-based physical activity intervention for insufficiently active survivors of breast cancer (n=75). Furthermore, we explored the potential utility of a metric of reflective processes for predicting study outcomes. Of the intervention's 8 weekly modules, 7 (88%) included an item that asked participants to reflect on what they found to be most useful. Two coders conducted directed content analysis on participants' written responses. They assessed each comment's depth of reflection using an existing framework (ranging from 0 to 4, with 0=simple description and 4=fundamental change with consideration of social and ethical issues). The coders identified themes within the various levels of reflection. We fit multiple linear regression models to evaluate whether participants' (1) intervention adherence (ie, number of modules completed) and (2) the mean level of the depth of reflection predicted study outcomes. Participants were aged on average 57.2 (SD 11.2) years, mostly non-Hispanic White (58/75, 77%), and mostly overweight or obese (54/75, 72%). Of the 407 responses to the item prompting personal reflection, 70 (17.2%) were rated as reflection level 0 (ie, description), 247 (60.7%) were level 1 (ie, reflective description), 74 (18.2%) were level 2 (ie, dialogic reflection), 14 (3.4%) were level 3 (ie, transformative reflection), and 2 (0.5%) were level 4 (ie, critical reflection). Lower levels of reflection were characterized by the acquisition of knowledge or expressing intentions. Higher levels were characterized by personal insight, commentary on behavior change processes, and a change of perspective. Intervention adherence was associated with increases in self-reported weekly bouts of muscle-strengthening exercise (B=0.26, SE 0.12, 95% CI 0.02-0.50) and decreases in sleep disturbance (B=-1.04, SE 0.50, 95% CI -0.06 to -2.02). The mean level of reflection was associated with increases in psychological acceptance (B=3.42, SE 1.70, 95% CI 0.09-6.75) and motivation for physical activity (ie, integrated regulation: B=0.55, SE 0.25, 95% CI 0.06-1.04). We identified a useful method for understanding the reflective processes that can occur during digital behavior change interventions serving people living with and beyond breast cancer. Intervention adherence and the depth of reflection each predicted changes in study outcomes. Deeper reflection on intervention content was associated with beneficial changes in the determinants of sustained behavior change. More research is needed to investigate the relations among digital behavior change intervention use, psychological processes, and intervention efficacy.

Transforming Biology Assessment through Written Feedback in Tanzania Secondary Education: Insights from Action Research

This study examined the impact of written feedback in Biology assessment in secondary schools, focusing on both student and teacher perspectives. Using action research with 80 students and their teacher, the study spans four months across three reflective cycles. Central findings reveal that descriptive, non-evaluative feedback empowers students. Feedback clarifies misunderstandings, offers specific improvement guidance, and makes "next steps" manageable. Further, descriptive feedback exposes students to broader problem-solving strategies. The study also shows that written feedback transcends mere evaluation. It becomes a reflective dialogue, with students actively using feedback to improve, and teachers acting as facilitators, guiding students towards better learning outcomes. Consequently, assessment shifts from simply judging to a transformative partnership. Both students and teachers contribute actively, aligning assessment with the ultimate goal of enhanced learning.

Student reflections as a catalyst for teacher reflective practice in teaching English for Academic Purposes (EAP)

ABSTRACT This paper examines a new first-year EAP course in a Hong Kong university. It utilizes teacher and student reflections to understand the course’s strengths and weaknesses, aiming to enhance its design and delivery. The study employed a qualitative approach whereby textual analysis was used to interpret the data collected in the form of written teacher reflections, written student reflections, and notes of teacher reflective dialogue. The thematic categories for coding the data were established based on the course’s main learning outcomes: Effective Learning, Spoken Language, and Written Language. Findings reveal that teachers were more critical of the course compared to learners. Teachers expressed dissatisfaction with the pedagogical approach to Effective Learning unit, insufficient time provided in the course to teach solo speaking, and the inability to cover too many organizational and linguistic features in the writing unit. Students, however, did not have much to reflect on about Effective Learning, had mixed views about Spoken Language with some worried about reading from notes, and wrote extremely positively about their learning of Written Language. Nonetheless, their views provide valuable insights for course improvement. Consequently, the paper advocates for a reflective pedagogy approach to EAP that considers both teacher and student reflections to enhance teaching and learning outcomes.

Partners' experiences of breastfeeding: a qualitative evaluation of a breastfeeding support intervention in Sweden.

The World Health Organization states that women and their families need breastfeeding support from the healthcare system. However, knowledge about the most effective way to involve the partner in breastfeeding is lacking. A qualitative evaluation can provide insight and knowledge about the partner's experiences towards a breastfeeding support intervention and thus contribute to how forthcoming breastfeeding support policies are designed. The aim of this study was to explore partners' experiences regarding breastfeeding while participating in The Breastfeeding Study. An exploratory, longitudinal and qualitative design was used. This study was part of The Breastfeeding Study, which took place in Sweden. The intervention was performed in line with the Ten Steps to Successful Breastfeeding. Partners in the in the intervention group (IG) were part of a structured breastfeeding support programme. An individual breastfeeding plan was established in cooperation with the parents-to-be during pregnancy, and the plan was followed up at the child healthcare centre. A purposive sample was recruited from March to December 2021. Interviews and diary entries from IG (n = 8) and control group (CG) (n = 8) during pregnancy and 2 months after birth were analysed by content analysis, in accordance with the COREQ guidelines. Partners' experiences can be summarised under the main category of 'Striving to be part of the family and important that the family's everyday life was well-functioning'. IG partners experienced that both parents were involved and cooperated in the breastfeeding process and that guidance from healthcare professionals (HCPs) helped them to feel secure. CG partners experienced feeling excluded and not receiving support from HCPs. Both parents need to be targeted in breastfeeding support policies to meet the support needs. Midwives at antenatal care and child healthcare nurses at the child healthcare centre have important roles to play in providing structured breastfeeding support and a breastfeeding plan. Both IG and CG partners strived to become a part of the infant's life and to make family life work. Midwives should involve both parents in a reflective dialogue on how the partner can be involved, apart from just feeding the infant. Retrospectively registered in ACTRN12623000648628.

Tropical vibes with peoples from Ciénaga Grande de Santa Marta: dialogic reflection in joint inquiries as feelthinking-doing in design practice and research

ABSTRACT Reflection as a resource and capacity in Social Transformation Design leads to understanding the nature of designing as a communal act. This article explores the polysemic use of reflection and the role that design practitioners and researchers could play in the Global South, and how their work may become a decolonial practice, transitioning from a design-led intervention approach to a collaborative process of joint inquiry. We explore how to decolonise ourselves, by reviewing work done in the past in the Colombian Caribbean shores. In collaboration with People from Ciénaga Grande de Santa Marta and a team of designers, researchers and several organisations, we built a palaphitic building for cultural tourism practices.We look at what the process entailed in retrospect, to understand how to move from dialectics to dialogics. In an effort to rebuild ourselves as decolonial researchers and practitioners. In the work that we’re reviewing, we tracked four different categories of reflection. We identified two sets of intertwined results. The first set is related to transitional forms of reflection that fluctuate from design interventions to joint inquiries, and; the second set is related to the process of how people flow from a dialectical position to a participatory dialogical feeling-thinking-doing.

Realizing the Potentials of Reflection in the Construction Reflective Practices

In the early 1990s, the author published a book where she theoretically, phenomenologically and empirically substantiated the role of reflection in the formation of professional, creative, and ethical attitudes of a scientist. The book developed a methodology for converting the conceptual model of attitudes and their reflexive mediation into various practices of reflection oriented to the adult developing personality. This article highlights the results of the author’s new research focused on the problem of developing theoretically grounded reflective practices in the field of general personology. The methods of hermeneutics and conceptual modelling were used to identify the potentials of reflection in individual life: cultural, psychological, existential, and practical. We emphasized the practical potential of reflection, which, in unity with other potentials, determines the development of specific reflective practices, including their intentional, significative, operational, semantic aspects. The forms of reflection that set the content and structure of various reflexive practices have been identified. These forms include self-exploration, self-evaluation and recognition of self-value, self-reflection, self-expression, inner dialogue with a significant Other, reflection on a life path. Based on references to culture, psychology, and the experience of individual self-knowledge, as well as on the outlined classification of forms of reflection and the model of step-by-step construction of reflective practices, the author, following the main goal of the research, proposes a number of reflective practices. These include the practice of reflective disclosure of one’s life problems; the practice of reflective dialogue of the Self with another as “You”; the practice of dialogical achievement of self-identity of the Self; the practice of reflection of key life experiences; the practice of reflective discovery of the unknown Self. The developed practices are oriented to application in personality research, in the context of counselling and psychotherapeutic work and in individual self-knowledge.

What's in This For You? What's in This For Me?: A Win-Win Perspective of Involving Study Advisory Committee Members in Palliative Care Research.

Study advisory committees (SACs) provide critical value to clinical trials by providing unique perspectives that pull from personal and professional experiences related to the trial's healthcare topic. The Emergency Medicine Palliative Care Access (EMPallA) study had the privilege of convening a 16-person SAC from the project's inception to completion. The study team wanted to understand the impact this project had on the SAC members. In this narrative, we use reflective dialogue to share SAC members' lived experiences and the impact the EMPallA study has had on members both personally and professionally. We detail the (1) benefits SAC members, specifically patients, and caregivers, have had through working on this project. (2) The importance of recruiting diverse SAC members with different lived experiences and leveraging their feedback in clinical research. (3) Value of community capacity building to ensure the common vision of the clinical trial is promoted.

Cecilia Salles in action: reflecting on process documents of a creation theory

The article presents an investigation of Cecilia Salles documents of processes produced during the development of her thesis on Ignácio de Loyola Brandão's creative process in mid-1986. Through these materials, we discuss some of the aspects and methods employed by the thinker while still in training when dealing with the challenge of developing a procedural reading of the writer's archives and establishing theoretical bridges with C. S. Peirce's Semiotics and Genetic Criticism. The reflections include verifying specific elements and contents in the documents, such as hand-copied and xeroxed sheets, with visibility of their dynamics and the diversity of workplaces. The article also contemplates the opportunity for contemporary reflective dialogue with Cecilia in revisiting her documents, revealing new choices and potential characteristics. Through this study, we seek to valorise the theorist's archive, shedding light on the paths of those who wish to pursue procedural studies.

Why now? Causal Attributions for Unemployment in Older People in Spain, Based on Their Life Experiences

In a society marked by commerce and competitiveness, age has become an exclusion factor in employment, which affects people aged over 45 years. Based on the voices of the affected individuals in the Spanish context, this study explores the perceived causal attributions for their unemployment situation along with their experiences of job success. We conducted a multi-case study from an autobiographical perspective with ten participants, using in-depth interviews and reflective dialogue around life experiences. The results reveal, from a relational approach, the main attributions that emerged during the discourse. In spite of their singularities, the results indicate that the discourses generate shared identity traits, although there is an agreement in indicating age discrimination as one of the main determinants.

Moving toward Inclusive Practices for Children and Families: A Preschool’s Journey

As a college of education was charged with transforming a campus preschool program into a teacher-educator lab school, a community of practice was formed to look at current practices and make changes to create a more inclusive program using culturally relevant pedagogy and blended practices. Using a qualitative case study, data were collected for one year to determine what was taking place in the program. In years two through five, changes were implemented and reflected upon. Transformative learning guided data collection and analysis to support the process of reflecting critically on experiences, engaging in reflective dialogue, and taking action toward increasingly deep levels of authentic inclusive practices. Findings indicate that changes in the environment, curriculum frameworks, considerations for teachers, and bringing families in were the keys to developing a more inclusive program for elevating children and families.

How do departmental professional learning communities and teacher leadership matter for teacher self-efficacy? A multi-level analysis

PurposeWhilst professional learning communities (PLCs) have been widely explored at the school level, they have received less attention at the departmental level. The study takes the variance between departments and the role of departmental teacher leaders into consideration, and the relationships amongst departmental-level PLC dimensions, two types of teacher leadership (TL) and individual teacher self-efficacy are investigated.Design/methodology/approachThe sample consisted of 907 teachers from 81 departments in Chinese schools. The associations between the studied variables were explored through a multi-level analysis approach.FindingsThe results show that two specific characteristics of departmental PLCs, namely reflective dialogue (RD) and collective responsibility (CR), exhibit a positive correlation with individual teacher self-efficacy. Additionally, the findings indicate that teacher transformational leadership significantly predicts teacher self-efficacy, whereas teacher instructional leadership (IL) does not emerge as a significant predictor. These findings may be attributed to the contextual factors of Chinese teachers' collective work and the practice of teacher leaders.Originality/valueThis research contributes to the existing literature by addressing the variance between departments and uncovering the impacts of departmental PLC dimensions on individual teachers. Furthermore, two TL styles at the departmental level are differentiated, and their distinct influences on teacher self-efficacy are further analysed.

Motherhood and intellectual disability in Spain: Experienced difficulties and shared desires for change

AbstractBackgroudDespite the advancements in the rights of persons with disabilities in Western countries, the motherhood of women with intellectual disabilities remains scarcely visible. The approval of the Convention on the Rights of Persons with Disabilities (2006) and its subsequent ratification by the Spanish Government (2008) recalls the obligation to fulfil the rights of persons with disabilities to found a family (art. 23) and to choose who they want to live with (art. 19). While the importance of this legislation is undeniable, the personal experiences of women with intellectual disabilities still demand effective changes.MethodsThis article reports the results of a study entitled Subjectivities and motherhood in women with intellectual disabilities. Reflections in dialogue through an inclusive research project. In this study, we delved into the stories of 13 women, aged between 24 and 72, to learn about their motherhood experiences (before, during and after making the decision of being mothers) and to identify the barriers and supports encountered. Methods for data collection included individual semi‐structured interviews, discussion groups and other narrative and visual resources (images and biograms).FindingsThis study explores in depth the obstacles identified by the participating mothers, which have been organised around six themes: (1) information and guidance on sexuality and family planning, (2) assistance of health services, (3) employment and housing situation, (4) child custody, (5) raising children, and (6) informal support. The participants encountered difficulties in all the above fields related to contextual factors. In other words, these barriers do not derive from individual issues centred on their disability, but from factors that often do not depend on mothers with intellectual disabilities, such as deprivation of socio‐educational opportunities.ConclusionsOur results show the nuanced ways in which these mothers were immersed in a social system that questions them as ‘good mothers’ and violates their rights. As we discussed, the participants' desires and decisions to engage and/or continue with motherhood constitute an exercise of resistance to this system.

Heartbeat recordings in music therapy bereavement care following suicide: Action research single case study of amplified cardiopulmonary recordings for continuity of care

Bereavement services incorporating family-centered practices are emerging within hospital-based care but are often time-limited and lack personalization. This action research single case study explored one father’s experience of music therapy using amplified cardiopulmonary recordings (ACPR) during bereavement following his son’s death by suicide, to critique current norms and inspire transformative change in systems of care. As co-researchers, a bereaved father, his music therapist, and a music therapy researcher used iterative cycles to qualitatively analyze a series of dialogic reflections upon an 8-year experience of ACPR to construct two overarching themes: 1) continuity experienced as compassion, and 2) process of music therapy with ACPR as tool for resilience and positive growth. Aspects of continuity in the ACPR process, in relation with the music therapist, in journeying through grief, and in the heart and heartbeat were perceived as overwhelming compassion that fostered positive growth in the face of profound loss. We see our study as a first step in promoting culture change by exposing underlying practices, assumptions and policies within the context of hospital-based bereavement care and identifying an exceptional example of possibilities. Our findings add to the literature on action research for transformation by demonstrating that the process of relational knowledge co-creation can be perceived as part of the therapeutic journey.

Exploring teacher collaboration: what's inside the Malaysian PLC black box?

PurposeThe purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers developed their collective efficacy through it to focus on improving student learning.Design/methodology/approachUsing a qualitative approach, data were collected from three high-performing secondary schools, mainly through semi-structured in-depth interviews with the Heads of Mathematics Unit. For explication and triangulation purposes, focus group interviews with the mathematics teachers and students and document analysis were also conducted.FindingsThe findings indicate that PLCs were the vessel through which a culture of disciplined teacher collaboration was fostered. More importantly, this culture encouraged teachers to participate in reflective dialogues that became a driver for their learning, and eventually led to their changed professional practice for improved student learning. The collaborative setting within the PLCs allowed teachers to pool their resources, knowledge and individual expertise to identify their student learning focus, and administer and measure their student intervention strategies. This collaborative professional learning reduced professional isolation, and as a result, improved teachers' collective pursuit of professional growth to impact student outcomes.Research limitations/implicationsThe aim of this qualitative study was to provide a detailed description of the teachers' collaboration within their PLCs based on the researchers' interpretation of how the participants make sense of their PLC practices and experiences. Hence, findings are indicative, and not definitive. In addition, the Heads of the Mathematics Unit, and the mathematics teacher participants in this study illustrated salient aspects of subject subcultures, where their beliefs, norms and practices were non-generic, or specific only to their subject context. Therefore, the implications to practice were built from commonalities shared only among the mathematics units.Originality/valueThis is a study in a Malaysian context that provides empirical evidences that are concerned primarily with the process of teachers developing their collective efficacy through disciplined collaboration within their PLCs.