Reflective Journey Research Articles

Principles to Actions—A Reflective Journey

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

Teaching of reflection in higher education: a narrative review.

Healthcare professional students (HCPs) are encouraged to utilise reflection during and after their study programmes as a part of their life-long learning skill and professional competencies. However, the way in which the concept of reflection is taught and its' influence students' capacity to reflect have not been fully explored. This narrative review aimed to explore how the concept of reflection is taught in higher education and how the teaching of reflection influences HCP students' capacity to reflect. Articles that were published during 2014-2024 within three databases, PubMed, CINAHL and ERIC were searched. 1929 articles were eligible for screening. 93 articles were further assessed for eligibility. 18 articles were included. The included articles were geographically well-distributed in both the Global North and Global South countries, indicating universal interest in the topic. Eight articles had qualitative study designs; six had quantitative designs and four had mixed-method designs.Conceptually, the teaching of reflection could be categorised as a spectrum, ranging from: i) structured format (reflective templates or debriefing); ii) semi-structured format (physical/virtual small group discussions, video recordings, AI generative arts, in-verse reflection and concept mapping) and iii) flexible and creative (art-based pedagogy or narratives).All included articles indicated students actual and perceived better understanding of reflection. This claim is supported both quantitatively and qualitatively via either validated instruments or narratives and themes based on students' textual outputs. This review identified several teaching methods that help facilitating students' capacity to reflect. Findings are unable to recommend the most efficient way to teach reflection since it depends on students' progress in their programmes. However, a more relational approach to teaching of reflection is recommended. Students might begin their reflective journey with a structured format of teaching of reflection then gradually move to less-rigid format of the teaching to empower students' autonomy.

Exploring the Spiritual Formation of Generation Z Students in Christian Schools: A Reflective Journey

This reflective narrative chronicles a transformative journey of an educator’s experience teaching in a private Christian school and the subsequent pursuit of research on the spiritual formation of Generation Z students. Drawing upon Dewey’s notion of reflection and a comprehensive review of the literature and spiritual development theories, the author examines why students in Christian schools identify teachers as the primary influence in their spiritual formation. This reflection explores the complexity of spiritual development, the challenges posed by Generation Z students’ digital native characteristics, and the feelings of inadequacy among teachers in fostering spiritual formation. Guided by Greenberger’s reflective framework and Dewey’s principle of continuity, the author aims to deepen her understanding of students’ perceptions and cultivate confidence and aptitude in supporting students’ spiritual growth. The analysis highlights teachers’ multifaceted roles as trusted confidants, mentors, role models, and spiritual guides, transcending the boundaries of academic instruction. The reflective practice findings emphasize the authenticity and modeling of faith by teachers and relationship building, which creates a powerful environment where students observe and internalize the practical application of Christian principles. Additionally, the study considers the varying stages of faith among students and the need for teachers to adapt their roles and approaches accordingly. Key Words: Reflective Practice, Christian Education, Spiritual Formation, Generation Z, Westerhoff

Becoming Lyrical: Poems That Depict Our Reflective Journeys In Online Teaching

Online and blended learning over the years have brought great challenges and opportunities. At the beginning of this project, we asked: How do educators reflect on teaching online in particular? And how do we articulate our reflections in creative ways? With these questions in mind, the authors took on the challenge of the artistic expression of writing and reading poetry to reflect critically and creatively on our experiences of teaching online in higher education. By drawing connections between theory and our poetry we provide insight into our lessons learned from teaching online. We conclude with encouragement to use creative writing to foster a collective and reflective environment in higher education and for personal awareness and growth.

From clinical competence to human connection: A reflective journey to patient‐centred care

AbstractIntroductionThis reflective essay explores a medical student's evolving understanding of the relative roles of technical and interpersonal skills in shaping the patient experience.MethodsThe author's personal reflections on the relative roles of technical and interpersonal skills are supplemented with discussion of relevant literature.Results and DiscussionInitially focused on the technical aspects of medicine, the author's perspective shifts upon entering clinical practice. The essay begins by emphasising the importance of interpersonal skills in patient satisfaction, drawing on personal experiences from general practice and supporting literature. However, a pivotal experience on a respiratory ward reveals the profound impact of interpersonal skills on both patient satisfaction and clinical outcomes. With further reflection incorporating relevant literature, it becomes clear that this case in‐fact underscores the interplay between technical knowledge and interpersonal skills.ConclusionThe reflective exploration concludes with the insight that these skillsets are not independent but interdependent and synergistic. The essay thus advocates for an integrated approach (combining technical expertise with strong interpersonal communication) to foster patient partnerships and enhance the overall patient experience.

A.I., FASHION DESIGN AND THE LAW

This essay deals with the exploration of Artificial Intelligence (hereafter AI) in fashion design by considering a three-dimensional space based on the following coordinates: [complexity]; [education and training]; [made in Italy]. They outline a very wide space in which different techne - Law, Artificial Intelligence and Design - address the challenges of contemporary society. They outline a thoughtful journey of reflection, including socio-economic and cultural aspects, to technical innovation. Specifically, when addressing issues of technical innovation, the emphasis is not on a simplistic notion of technique as a synonym for technology, alluding to mere technical processes and machines, but on techne as “the method of doing something according to art” (Maldonado, 2005, p.7).
 In this context, the designer becomes an essential actor in democratic processes, serving as a co-regulator and participating as a rule-maker in the design of rules, algorithms and structures, even before the creation of imaginaries and forms, in the pursuit of convergence (or divergence) between artificial intelligences and human(wet) intelligences.

Framing urbanities: invisible/visible urban assemblages

This visual essay provides a reflective journey through the complexities of urban places. Drawing on curated juxtapositions of photographs from different places, I explore the transformations of public spaces and their role in shaping urban environments. The included frames offer a critical perspective on themes such as urban informality, affordance, temporality, urban transformation, mobility, visibility, performance, and public space. Informed by the theoretical frameworks of assemblage thinking and comparative urbanism, this visual essay enables a more sophisticated exploration of the relations between various elements across different scales and contexts. It cuts across geographical boundaries and highlights the evolving nature of urban places as they are continuously being made, unmade, and remade over time. I delve into the complexities of urban transformation and questions of urban inequalities, while also shedding light on the dynamics of visibility and the politics of public space. This visual essay highlights the capacities of urban photography to facilitate critical reflections on urban environments and the dynamic processes that shape them.

Towards a critical pedagogy of global citizenship: Breaking the silence as a trained dancer in post-apartheid South Africa

AbstractThis article reveals a reflective journey of a dancer through unpacking two performances experienced over the course of two years. It examines and navigates ways of decolonizing oppressive dominance and investigating the ramifications of indoctrination in dance. It depicts how a trained dancer evolved and became more conscious by breaking the “culture of silence” and changed in becoming a more critical reflective dancer in a post-apartheid South Africa. This project aligns itself with global citizenship education (GCE) as it re/imagines traditional forms of civic and citizenship education in a more critical and decolonial perspective. In writing this paper, we are reminded of “the myriad shifts of thinking, strategies and back-and-forth debating” with each other and can also see our “encounters as a dance” (Waghid in Dancing with doctoral encounters: Democratic education in motion, African Sun Media, 2015). In breaking the silence surrounding dance and its conservative elements, we question the technocratic practices and accepted norms in the performance arts and the dancing arena. How does a classical dancer redress the colonial past in a performance arts classroom? The significance of this paper lies in the argument that decolonization becomes an imperative within GCE if one is striving for social justice and intends to commit oneself to a more equitable society where crossing borders must be a seamless act.

Da prática de campo da tradição naturalista da Biologia à aula de campo na escola: distanciamentos e aproximações

Abstract This study has a theoretical and, to some extent, essayistic nature, as it embarks on an investigative and reflective journey that deviates from traditional methodological constraints. The goal is to encourage dialogue between the traditional naturalistic field practices and the field-based lessons in biology education. We use the field practices of traveling naturalists from the sixteenth century as a point of reference, aiming to establish an interpretive time horizon for contemporary field classes. By investigating the attributes and progression of field scientific practices, we can assess their impact on biology field courses and how they differ from them based on the specific circumstances. Making connections between science and teaching can help to break away from the daily grind of pedagogical routines and facilitate the necessary reevaluation of biology field lessons.

Waewae Taku Haere

The sites of spatial design practice are storied landscapes. Most spatial design projects begin with site analysis — a research process of coming to ‘know’ site, context, parameters, and opportunities. Even more fundamental is a process of listening; of attuning. In colonised countries such as Aotearoa New Zealand, the contexts of site include histories of colonisation and the marginalised stories of the Indigenous peoples whose lands, place names, and histories are often overwritten by settler-colonial stories, education systems, and built environments. How might spatial designers attune to Indigenous stories in the land? What new processes, modes, relationships, and understandings are required? How and to what extent should those who are not mana whenua (tribal groups with local territorial rights, relationships, and responsibilities) have access to this knowledge, often located within oral traditions of story and song? How do we prepare to work with these stories — a journey often filled with uncertainty and emotion — and keep ourselves and others safe throughout the process? These are essential skills for spatial designers in a decolonising/reindigenising world. This text-based research essay constitutes a journey of critical reflection and conversation around an experimental studio project the authors ran with third-year undergraduate spatial design students. Led by tangata whenua (Māori), tangata Tiriti (non-Māori treaty partner), and mana whenua researchers, the project was conducted within a bicultural framework informed by mātauranga and tikanga Māori (Māori knowledge systems and protocols). Students were introduced to a waiata pātere — a Māori chant that ‘maps’ places in a landscape — that had been composed for our learning community. They employed embodied methods of research and representation to generate immersive experiences that responded to the pātere and the stories in the land, as a way of coming to belong to, rather than to ‘know’, place.

The complex nature of boundary work in arts and health: a reflective journey in a social design project

ABSTRACT Background There is an increased interest in the role artists can play in care for older people. This momentum comes with the need to closer investigate the nature of boundary work of creative professionals in arts and health projects. Methods We conducted a responsive evaluation to provide a thick description of the boundary work involved in ENCOUNTER#9, an intergenerational arts project taking place within an older person care setting. Results Boundary work proved to be rewarding, yet messy and unruly. Although the lead artist had carefully planned and prepared the project and gained a broad commitment, not everything went according to plan. This led to friction and all involved put effort into adjusting goals and expectations. Conclusion We add to the conceptualisation of boundary work in arts and health by showing that it takes place on different levels: personal, relational, organisational and public.

Exploring the Transformative Potential and the Challenges of Artificial Intelligence in Vauhini Vara’s The Immortal King Rao

Artificial Intelligence (AI), an ever-evolving technological frontier, stands poised at the nexus of human ingenuity and innovation, catalyzing transformative shifts across myriad facets of contemporary existence. Since its inception in the mid-20th century, AI has evolved from rudimentary algorithms to sophisticated neural networks, becoming ubiquitous. From shaping the way we communicate and conduct research to bolstering security measures and revolutionizing healthcare, the influence of AI is inexorably seeping into global socio-cultural lives. However, this incursion into the human domain is not without its complexities and ethical problems, prompting a reflective journey into the intersection of AI and our shared reality. This research paper explores AI’s constant advance and its symbiotic relationship with humanity, as delineated in Vauhini Vara’s provocative novel, The Immortal King Rao. Drawing from the multifaceted canvas of AI’s influence, this research seeks to unravel the implications of AI systems and their convergence with governance, ethics and distributive justice, human evolution, and environmental consequences, ultimately illuminating the complex fabric that binds technology to the collective human experience.

Lost in Translation in the Study of Mentoring 17 Years Later

In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collaborative interactions as units of analyis and interpretation. Two, that we should go deeper into how mentors’ sense-making of being ‘lost or found in translation’ as agents of change operates within complex fields of interaction, at multiple policy, personal and interpersonal levels. Thus. a curriculum for learning to mentor should also include contents related to policy learning. I elaborate on these undestandings throughout the paper.

Children on The Spectrum: Their Odyssey of Language Learning

Language learning is considered as one of the essentials in the life development and growth of an individual. As for typical learners, English language acquisition process varies depending on the learners’ preferences and styles. Whereas, children on the Autism Spectrum Disorder apparently has different styles and routines of learning. There have been many past literatures on the language learning styles of normal learners but not much on the journey of Autism children’s language learning. Due to that, this study describes a reflective journey of a fieldwork in two Autism Centres. Observations were conducted to investigate the learning style of learners on the spectrum, or also known as children with Autism. This study highlights the environment condition of the centres, the facilities provided and the journey of their learning process. Further interview session was also conducted with the Operational Therapists at the centre for depth understanding of the children on the spectrum’s life and journey.

Critical reflection and authentic mentoring relationships in Initial Teacher Education.

This article argues that mentoring relationships between student teachers and lecturers can be enhanced when lecturers participate in personal critical reflections of their role and practice. Current literature acknowledges the need for successful practice-based mentoring and assessment relationships, with students stating these relationships support their professional growth. Mentoring is defined as a connection that encompasses nurturing, guiding, and encouraging. The Initial Teacher Education (ITE) lecturer role includes supporting a student teacher to develop their own understandings of critical reflection however the journey of reflection must begin with the lecturer. Lecturers using this approach to mentoring relationships will cultivate authentic and meaningful connections for student teachers, leading to successful outcomes. This article explores why lecturers themselves must engage in critical reflection when mentoring student teachers in Early Childhood Education (ECE) ITE. This article reflects concepts gathered from the research I completed towards a master’s degree that explored mentoring and power relations within ECE ITE, specifically focussing on the relationships between student teachers and their lecturer mentors. Reflections on my research and the implications these reflections have for my current role and practice as an ECE ITE lecturer will be explored within this article.

Undergoing radical treatment for prostate cancer and its impact on wellbeing: A qualitative study exploring men's experiences.

Quality of life in prostate cancer survivorship is becoming increasingly important, with mental and social wellbeing recognised as key components. However, limited global evaluation of psychosocial challenges experienced after treatment exists. Therefore, we aimed to explore the lived experiences of men who underwent radical treatment, and its psychosocial impact. This qualitative study was conducted using 19 men who had undergone radical treatment (prostatectomy or radiotherapy) for their cancer. Semi-structured interviews were conducted exploring lived experiences of men after treatment. A Structured thematic analysis of collected data was undertaken, with an inductive co-construction of themes through the lens of the biopsychosocial model. Themes generated were considered within a psychological, social, and physical wellbeing framework. An initial knowledge gap meant mental wellbeing was strongly impacted initially leading to a 'Diagnostic Blow and the Search for Clarity'. Doubt over individuals' future resulted in 'An Uncertain Future' in many men. Once treatment was completed a 'Reflective journey' began, with men considering their outcomes and decisions made. Social wellbeing was also impacted with many identifying the 'Emotional Repercussions' on their relationships and the impact their diagnosis had on their partner and family. Many subsequently sought to increase their support through 'The Social Network and Advocacy', while physical changes led to an increased need for 'Social Planning'. Finally, physical wellbeing was highlighted by a continual acknowledgement of the 'Natural process of ageing' leading to a reluctancy to seek help, whilst simultaneously attempting to improve existing health via 'The Health Kick'. Radical treatments have a considerable impact on mental and social wellbeing of individuals. Anxiety after diagnosis and significant uncertainty over individual futures exist, with physical complications of treatment leading to social repercussions. Future research should aim to identify forms of support to improve quality of life of these men.

Dark feet and dark wings: penetrating the depths of the Earth.

The author, although an analyst, is an initiate into the topic of environmental destruction. Following Wendell Berry, she enters the dark and begins a journey of dream-like reflection, weaving images from her own dream and drawing on the work of Vaughan, Bernstein, Soloveitchik and Sacks. She asks, 'not if but where does climate change enter the room?'. The second half of the paper focuses on the manifestations of environmental destruction in dreams and sandplay from three patients and one dream group participant. The paper argues that the analyst must see and intuit before our patients can access the objective layer of environmental destruction in dreams and symbolic material. In this way, the climate becomes the wounded patient, and the analyst as wounded healer must first access his/her own relationship to the wounds inside. Finally, using an ancient Jewish mythological story of Rabbi Shimon bar Yochai, the author argues that Jungian analysts must work to find balance between the inner world of depth psychology and the outer world with its challenges and problems that include environmental destruction.

G. L. Crusius’s Visual-Critical Reading of Lichtwer’s Das Recht der Vernunft (1758)

This article focuses on the headpiece engravings produced by the Leipzig-based artist Gottlieb Leberecht Crusius for Magnus Gottfried Lichtwer’s philosophical-didactic poem Das Recht der Vernunft (1758). An analysis of the designs demonstrates how the visual paratexts generate textual meaning and function as an iconic lens, bringing into focus in new ways the abstract contents of the poem. Developing a complex intermedial interpretation in his vignette series, Crusius invites reader-viewers to take part in a symbolic journey of critical reflection and moral self-improvement. The article establishes that Crusius’s illustrations represent a significant metacritical intervention and expanded the text-interpretative potential of the eighteenth-century German illustrative vignette.

Learning about the awa: My reflective journey of admission into a doctoral programme at Auckland University of Technology

Supporting new Māori doctoral students on their academic journey as they begin requires them to adapt quickly and steadily to the universities structures and systems. Contemplating and thinking to take on doctoral studies entails a huge mind shift from worker to student, and also has to be taking onboard with your whānau (extended family) and the greater hapori (community). To successfully navigate the awa (river) involves meeting minimum entry requirements of a doctoral programme and then submitting a PGR2 proposal on a topic which you will be acquainted with. This paper aims to explore the awa, a metaphorical analogy of navigating and engaging in higher education as a mature student[1] based on their lived experiences as a Māori doctoral student when entering into a doctoral programme at Auckland University of Technology (AUT) and the details of their keys to success, and preparation needed to successfully complete the PGR2 pathway.
 
 [1] Mature students can be considered to have careers, family commitments, significant life experiences, and are likely to hold down long-term debt like a mortgage (Howard & Davies, 2013). They tend to be over the age of 25 years old (Boston, 2017).

Extinction Voices, Extinction Silences: Reflecting on a Decolonial Role for Natural History Exhibits in Promoting Thinking about Global Ecological Crisis, Using a Case Study from Bristol Museums

Between August-December 2019, Bristol Museum & Art Gallery covered 32 animals in its World Wildlife Gallery with transparent black veils, to highlight the global ecological crisis. Each veiled animal represented a species extinct or at high to extreme risk of extinction. The intervention, called Extinction Voices, responded to calls from local schoolchildren and the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) for transformative change in addressing this critical challenge. It gained international recognition, and generated conversation and action by visitors and the museum sector. This article explores the motivations and curatorial choices behind the intervention and how audiences responded. Its focus is a journey of critical reflection – on the intervention’s mainstream environmental framing, the institution’s colonial roots and their impact on its contemporary narratives. In turn, the article considers the possibilities that open exploration of silenced colonial histories brings for museums and the global ecological crisis.