Pedagogical Reflection Research Articles

Implementation of a subjective approach in assessing students' professional competencies

The article examines the theoretical and methodological foundations of the subjective approach in the professional training of future teachers. The results of pedagogical reflection of professional tests of students-future teachers in the field of inclusive education are presented. An issue is raised related to the problem of assessing the development of students'competencies in the process of their professional training at the university.

AI art education - artificial or intelligent? Transformative pedagogic reflections from three art educators in Singapore

ABSTRACT With growing interest in the role and integration of Artificial Intelligence (AI) and AI pedagogies in transformative art education this paper voices the pedagogic reflections of three art educators in Singapore who have engaged AI in their art provision. It discusses and exemplifies the advantages (intelligent), like interdisciplinary opportunity, enhanced student engagement and increased connectionism, and limitations (artificial), like ethical and moral dilemmas and positioning, of AI integration in three art education settings showcasing how educators and learners engage. Model of pedagogic reflection is used to reveal how the educators provided transformative learning with AI, whilst showing the influence of personal art interests, technique modelling and professional reflections on teaching and making involving AI. Paper contributions include insights into and examples of AI practices and pedagogies (like AI literacy and prompt engineering), that are and could be used in art education, reflections on their successes and limits and commentary on the position of AI integration in the circular economy of art education. The paper is positioned to mobilize educator and student voice as an influential driver in the transformation of art education given ongoing developments in digital education futures.

Examination of Reflective Practice Levels in Tailored Structured Observation Journals

Reflective practice (RP) is crucial in the professional development of teachers. This process enables them to critically analyse their teaching practices leading to informed decisions that help them progress as practitioners. However, the level of reflection may vary from one teacher to another. The analysis of documents such as classroom observation grids and reflective journals can reveal the different levels of reflection. Both tools are essential to trigger reflection in student teachers and stimulate them to seek ways to improve their teaching practice during and after the training phase. Following a qualitative research design that employed document analysis as a research instrument, this study examined the different levels of RP in tailored structured observation journals. The participants of the study were seventeen fourth- and fifth-year English as Foreign Language (EFL) preservice teachers at École Normale Supérieure de Constantine (ENSC), Algeria who filled in structured observation journals during the observation phase of the practical training. Following the framework of Larrivee (2008) where three levels of reflection were identified: surface, pedagogical, and critical, the structured observation journals were analysed. The results of the study showed that surface reflection was the most documented level with 183 instances (n=183) related to the different teaching methods and strategies followed by pedagogical reflection (n=99) and critical reflection (n=11). The study revealed that the structured observation journals assisted preservice teachers in being more reflective while observing lessons. However, they still needed to enhance their critical reflection skills to improve their reflective practice.

Pausing and contributing towards Indigenous futures: A pedagogical reflection on college history classrooms

In this article, I explore a pedagogical approach grounded in Native feminist theories and their commitments to place, to relations, to lands, and to more sustainable, just futures. In approaching college history instruction from a place informed by Native feminist teachings, I offer that the college-level classroom can be a space for students to imagine and work towards anticolonial futures as they process hard histories from where they stand. To do so, I draw on self-reflection and an examination of student reflections on their relationships with tribal sovereignty, their perceptions of ethical commitments to Indigenous people, and their understandings of academic collaborations toward Indigenous priorities. This analysis reveals how a pedagogy that embraces “pausing” and contributions to Native nation building can create a classroom space for students to process histories of genocide, build habits of relationality and civic engagement, and work toward more just futures.

Collaborative inquiry in action: a case study of lesson study for intercultural education

The evolving nature of intercultural education necessitates a shift from static to reflective pedagogies among teachers. This case study investigates the efficacy of a collaborative lesson study (LS) approach in enhancing Chinese university instructors' proficiency in participatory, non-essentialist intercultural teaching. Six English as a Foreign Language instructors at a Chinese university engaged in three iterative LS cycles over one month, integrating new intercultural communication materials into their classes. Data were collected through lesson documents, observations, discussions, and interviews. The immersive LS process significantly expanded instructors' understanding of key intercultural communication concepts, encouraged the adoption of more student-centered methodologies, and prompted critical reflection on prior cultural assumptions. The collaborative engagement facilitated a deeper theoretical grasp and practical application of non-essentialist principles. Challenges included time constraints due to teaching workloads, discomfort in peer feedback exchange, and a broader lack of coordinated intercultural teacher training. Despite these challenges, this study underscores the potential of LS as a robust model for advancing intercultural teaching capacity through collaborative inquiry. It hints at the promise of LS in bridging the theory–practice divide in intercultural education, paving the way for more nuanced, non-essentialist instruction.

Taking Ethnography to Court: Pedagogical Reflections on a Collective Field Study

Ethnography is an exceptionally difficult subject to teach and learn in a classroom setting. This article, written by an ethnography professor and five graduate ethnography students, reflects on how a short-term and collectively executed fieldwork study can help alleviate this problem. Within three months, we logged over 100 hours of observations on district court proceedings in greater Boston. Our field notes, memos, and seminar discussions brought to life three key topics in ethnography: theorization, positionality, and intervention. While not without its challenges, we ultimately found this exercise to be an effective and efficient way to sharpen our ethnographic sensibilities. We close with a general defense of collective fieldwork as a practical method for teaching and learning ethnography.

Bridging the gap: sustainable development goals as catalysts for change in accounting education and society

PurposeThe purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.Design/methodology/approachThis study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.FindingsThe transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.Originality/valueThis study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.

The role of reflection in the enactment of student voice pedagogies in primary physical education

ABSTRACT Although student voice pedagogies (SVPs) can offer substantive benefits within physical education (PE), a better understanding is needed of how SVPs can be enacted as an everyday pedagogy in PE. The purpose of this research is to offer empirically based examples of how children can be supported to participate in SVPs in primary PE practice. An integrated ethnographic and collaborative self-study approach was employed to explore one teacher’s use of SVPs within a Meaningful PE frame. More specifically, the teacher’s use of reflection to support children’s participation in SVPs was examined. Data sources include the teacher’s personal reflections, transcripts of critical friend meetings, transcripts of focus groups with children, and children’s written reflections. The findings illustrate how engaging in reflection enhanced children’s engagement with SVPs by helping them to make sense of their experiences and recognise their learning preferences. The role of reflective pedagogies in facilitating and informing children’s voices in primary PE is highlighted.

PEDAGOGICAL REFLECTION IS A TEACHER'S PROFESSIONAL DEVELOPMENT TOOL

This article discusses the problem of reflection with a critical eye on oneself, the ability to direct one's capabilities in accordance with the requirements of life, clarify the purpose, formulate thoughts. The topic of pedagogical reflection is touched upon. The topic of pedagogical reflection, i.e., a means of professional development of a teacher is touched upon. The main purpose of the article is to explain the need for scientific justification and practical reflection as a factor of professional self-improvement of a teacher. This study examines the development of pedagogical reflection as viewed by several scholars, including Abai (Ibrahim Qunanbayev), T. Borton, J. Smith, J. Bain, R. Bolotin, S. Mille, S. Brownhill, D. Schön, A.N. Leontyev, O.A.Abdulina, N.V. Kuzmina, Y.N. Kulyutkin, V.V. Serikov, V.A. Slastenin, and L.F. Spirin. Their perspectives and opinions on pedagogical reflection were taken as a basis for the article. The article explores Borton’s reflective approach, reflection methods based on Smith's program, and Gibbs' cycle, all of which serve as tools for teachers' professional development. The theoretical analyses conducted in the article focus on ensuring the direction and content of teachers' growth processes. The authors of the article determined through theoretical and practical analyses that a teacher's reflection is essential for ensuring the direction and content of the teacher's growth process. In this regard, pedagogical reflection is not only about evaluating oneself and one’s actions but also involves observing how other educators understand themselves in pedagogical interactions, facilitating self-awareness and the ability to identify one’s strengths and weaknesses.

Teaching Critical Reflection on Epistemic Injustice: The Case of a Collaborative International Public Health Course

We present pedagogical reflections on teaching the concept of epistemic injustice through an undergraduate course run collaboratively at campuses in Kyrgyzstan, Palestine, Sierra Leone, and the United States. Our course, entitled Solving Each Other’s Public Health Problems, enabled students to engage with epistemological power structures by playing the role of both international development donor and local beneficiary. By building on discussions of realworld issues, fostering interpersonal relationships, modeling productive discourse through transparent feedback and providing intellectual space for selfreflection and empathy, the course provides a pedagogically transformative framework for international collaborative education.

Pedagogical Reflection is a Tool for the Professional Development of Future Pedagogical Speciаlists

In modern scientific concepts of reflection, it is given many characteristics. Reflection is a thought process aimed at analyzing, understanding, perceiving oneself, one’s actions, order, words, experiences, feelings, states, characteristics, behavior, attitudes towards oneself and others, etc. According to research scientists, the importance of developing professional reflection of future educational psychologists for the effective formation of their professionalism is emphasized. At the same time, a person’s conscious attitude to his actions, to himself, is formed through reflection, since reflection makes it possible to identify his attitude with an understanding of the essence of truth. It can be concluded that professional reflection can be considered as the highest opportunity in the preparation of a future teacher. Firstly, the future teacher-specialist interacts with other subjects in the process of communication and reflects the communicative aspects of professional reflection. Secondly, the subject is in feedback, where professional reflection characterizes the intellectual aspect. Professional reflection contributes to the formation of generalized ideas about the profession, the content and structure of activities among future teachers and psychologists. The types of reflexes in abstinence of the future personality are also determined. In the context of our research, the problem of the relationship between professional activity and reflection his important theoretical significance, it opens the way to the development of intellectual reflection, personal reflection aimed at self-organization through self-knowledge and introspection, interpersonal reflection through actions on the joint activity of a partner.

Inclusion and Interculturality Lessons: Research Positions of Students In The Master's Program in Inclusive and Intercultural Education

Objective: This study delves into exploring the perspectives and research interests of the students in the virtual master’s program in Inclusive and Intercultural Education at the Corporación Universitaria Minuto de Dios. The focus is specifically on the perceptions and approaches these students have regarding inclusive and intercultural education. Theoretical Framework: A notable aspect of this research is its commitment to understanding how students face and position themselves regarding these issues, which can be described as "borderline" fields of study. Method: To gain a deeper understanding of the students' perspectives and approaches, a qualitative method has been employed, including tools such as pedagogical reflection circles and documentary analysis related to their research and academic projects. Results: The results of this study not only shed light on the individual perspectives of the students but also provide a broader view of how these concepts influence their educational and cultural practices. Research Implications: This analysis is expected to provide valuable tensions that will enrich the understanding of inclusive and intercultural education for Latin America and its applicability in various contexts. Originality/Value: This study offers a critical perspective on the students' perceptions and approaches related to inclusive and intercultural education, highlighting its relevance and applicability in diverse educational and cultural contexts.

Artificial Intelligence and Creativity: Anthropological, Sociological and Pedagogical Reflections

Abstract Artificial Intelligence (AI) is redrawing the boundaries of human creativity, challenging our traditional notions of art and expression while raising important sociological and anthropological questions. This article explores the complex relationship between human creativity and AI and how these new technologies are redefining the boundaries of art and creative expression. Starting from an evolutionary analysis of the concept of creativity, the article explores the impact of AI on creative processes and the perception of art. It shows how AI contributes to a “loss of aura” in art and changes the relationship between humans and the creative process. Finally, the article emphasises the importance of a critical and reflexive approach in analysing these phenomena and highlights the need for training in new technologies to cope with the complexity of these changes. This interdisciplinary study provides valuable tools to understand how AI is redefining not only the creative process but also our notions of art, authenticity and human expression in the digital age.

Béatrice Finet: The Holocaust Told to Children, a Literary Education? – A Secondary Publication

Béatrice Finet’s work significantly contributes to pedagogical reflection on the formative potentials and limitations of the tripartite encounter of narration, fiction, and history through historical fiction on the Holocaust. In her previous writings, Finet emphasized the importance of avoiding strictly utilitarian readings, instead advocating for a nuanced understanding of events through the reading process. Expectations were high for her recent work, which largely met them. In this book, Finet focuses on describing and analyzing a youth-oriented work on the Holocaust, a significant historical event mandated in primary school curricula since 2002, to illuminate the educational implications it raises. While primarily aimed at educators, the book will undoubtedly interest anyone interested in children’s literature or Holocaust history. Finet presents a diverse corpus of works, such as Les Arbres Pleurent Aussi or Otto. Autobiographie d’un Ours en Peluche, which, despite their educational value, can personally appeal to both young and adult literature enthusiasts. The title, posed a question, La Shoah Racontée Aux Enfants, Une Éducation Littéraire? immediately prompts reflection on how literary reading of children’s literature can lead young readers to critically engage with literature, better understand and interpret its revelations, and consider what it may omit. This title also suggests that the Holocaust story is being told to children, prompting the potential benefit of adult mediation to guide them toward literary education.

Formation of Socially Successful Personality of Adolescent Pupils by Means of Gamification (Kyiv City, Ukraine)

The research highlights the essence of gamification and the approbation of the curriculum with elements of gamification "Social successfulness" in the educational process of educational institutions. Theoretical methods are applied – analysis, synthesis, comparison, systematization, generalization of materials from psychological and pedagogical sources regarding the problem of social successfulness and the possibilities of its formation in adolescents in the conditions of out-of-school and general secondary education institutions, specification for harmonizing the content of the curriculum "Social successfulness" and its process approvals; empirical methods – observation, questionnaires for collecting empirical information, blitz surveys concerning the awareness of the characteristics of a successful personality. The authors consider gamification as a set of various tools and mechanics that contribute to the significant enrichment of the educational process with entertaining, educational, educational, motivational, and social-communicative components. The researchers characterized the educational program "Social successfulness", in particular, determined its target orientations and key competencies of teenagers, highlighted the gamification tools necessary for the implementation of the program, found out that the mixed format is the optimal format for its implementation, as it combines the advantages of offline and online learning and can be effective in conditions of increased danger associated with martial law. The article carried out a pedagogical reflection and found out that, according to the results of the blitz survey, teenagers verbalize the two most common portraits of a socially successful personality (based on external indicators of success and personal qualities), according to the results of the questionnaire, the majority of respondents positively perceived game tools and recognized her own activity during training with the use of gamification as productive. The issue of using gamification tools for children of different ages, including those with special educational needs, and the creation of an algorithm for using gamification elements in various educational institutions require further research.

교사의 존재와 의무의 비(非)대칭성에 대한 검토와 문제의 진단

This thesis deals with the cause of the fall of the teachers’ right, which was revealed by a series of teacher deaths, from the complex perspective of the cause and diagnosis, rather than falling into the trap of turbid political camp logic. In other words, by shifting the discourse of the fall of teaching authority to the dimension of pedagogical reflection, the philosophical issue of the teacher's existence(Lehrer-Sein) was examined and the cause of the problem was diagnosed through the contrast with the social reality, In order to understand this problem, this article first attempted to conduct a philosophical preliminary examination of the relationship between the existence and duty of teachers, and as a result, it was confirmed that its existence and duty are excessively dominated by teleological-ontological philosophical discourse. Existence and duty are in a non-symmetry relationship due to heterogeneity and semantic imbalance that are not conceptually similar to each other. As I believe that this problem is closely related to various changes in social reality, I analyzed it focusing on four core themes: the collapse of modern teacher Image, the dilemma of educational correctness, the contradictory consequences of functionalization and legalization of life world(Lebenswelt) like school, and the anti-intellectualism trend of society.

The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment. It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insufficiently developed pedagogical reflection. The hypothesis about the difference between the influence of dual and institutional education on the future preschool teachers’ professional competence was partially confirmed. Dual education demonstrated the best effectiveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the institutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the development of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.

Pedagogy of the ecological transition, educate to Artificial Intelligence between PNRR and pedagogical reflection

Training for the ecological transition in the current scenario cannot fail to call into question a reflection on Artificial Intelligence, this requires a paradigm shift that involves pedagogical reflection as a privileged interlocutor for weighting. Humanoid robotics, artificial intelligence and big data are implementing a revolution of action and thought, which stimulates and pressures pedagogy. At the same time, the ecological transition will be able to benefit from these technological innovation devices, as tools for efficiency and growth, if they are guided by an ethical drive that addresses the common good as the ultimate goal of their work. A further push, both implementing and reflective, is represented by the National Recovery and Resilience Plan, which allows us to pursue a concrete dialogue, thanks to economic funds, between ecological transition and artificial intelligence. Pedagogia della transizione ecologica, formare all’Intelligenza Artificiale tra PNRR e riflessione pedagogica. Formare alla transizione ecologica nello scenario attuale non può prescindere dal chiamare in causa una riflessione anche sull’Intelligenza Artificiale, ciò richiede un cambio di paradigma che coinvolga la riflessione pedagogica come interlocutore privilegiato di ponderazione. Robotica umanoide, Intelligenza Artificiale e big data stanno attuando una rivoluzione, di azione e di pensiero, che sollecita e incalza la pedagogia. Al contempo la transizione ecologica potrà beneficiare di questi dispositivi di innovazione tecnologica, come strumenti di efficientamento e crescita, se essi saranno guidati da una spinta etica che indirizzi al bene comune come fine ultimo del proprio operare. Ulteriore spinta, sia attuativa che riflessiva, è rappresentata dal Piano Nazionale di Ripresa e Resilienza, che consente di perseguire un concreto dialogo, grazie a fondi economici, tra transizione ecologica e intelligenza artificiale.

Transforming Rural Teaching

This qualitative study examines preparation of pre-service teachers for altering rural teaching through transformative curriculum and pedagogy. The study gathered the perspectives of 45 participants belonging to two universities in Tanzania, namely University of Dar es Salaam (Dar es Salaam University College of Education) and Sokoine University of Agriculture School of Education. The findings indicate that geographically isolated rural schools are associated with deficits resulting in poor quality of teaching and learning. Further, the findings establish that teacher educators and pre-service teachers are not open to transforming rural teaching. This has implications for the effectiveness of university teacher education provided. To develop pre-service teachers’ openness to transforming rural teaching, there is a need for transformative curriculum and pedagogy in teacher education. A transformative curriculum should include diverse knowledge of teaching contexts and be implemented through critical dialogue and reflective pedagogy.

Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education

ABSTRACT Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers’ standards. In UK-based international teacher training, these situated practices are more challenging because of staff and trainees working in different time zones. In 2020, COVID-19 travel restrictions prevented assessors visiting trainees in international schools. Assessment therefore moved to a video-enhanced dialogic assessment process (VEDA), incorporating video-enhanced lesson observation and feedback, along with a dialogic online interview and evaluation of a digital portfolio of evidence. A first cycle of action research carried out in parallel to the change in provision gathered participants’ perceptions from recordings. These are themed around the way that technology supported reflection during assessment, and the holistic nature of this approach. Findings suggest that video-enhanced dialogic assessment allows for a deep and authentic assessment experience, and is a better fit as a reflective pedagogy for assessing teachers than the pre-pandemic approach.