Reflective Practice Research Articles

A Multimethodological Approach to Assist the Design of Systemic Governance in Agroextractivist Settlement Projects in the Brazilian Amazon Landscape.

Coping with complex landscape situations in the Anthropocene increasingly demands innovative governance practices that can be facilitated by investment in new epistemological and methodological approaches and capacities. This paper explores the use of a multimethodological research approach organized as a systemic co-inquiry to assist in the design of systemic governance for Agroextractivist Settlement Projects (PAEs) in the municipality of Abaetetuba, Pará, in the Brazilian Amazon. In the PAEs, the systemic co-inquiry was conducted alongside interested and influential stakeholders through the combined use of the Soft Systems Methodology and Strategic Options Development and Analysis problem structuring methods. The use of these methods and their tools allowed stakeholders to articulate major issues around the situation of concern, engaging in reflective practices about the opportunities of governing the PAEs systemically. By valuing stakeholder perspectives and participation in all phases of the research, the proposed multimethodology approach helped them express their views on the problem situation and allowed for their active engagement in the design of systemic governance of the PAEs. As a result of adopting a multimethodological approach, distinctive albeit coupled realms of governing are explored, a key issue when designing systemic governance practices of social-ecological systems such as the PAEs.

All the better for it: Exploring one teacher-researcher's evolving efforts to promote meaningful physical education

Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty 75-minute lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied. The following themes were constructed: bringing the fun; steering between sparkling and sensitive social interactions; co-creating and reconsidering challenge; monitoring movements toward motor competence; and pursuing personal relevance in physical activity. Findings demonstrate the TR's explicit and intentional efforts to better implement the concept of MPE within their planning and pedagogy to develop a better understanding of what this looked like in practice and the role each feature played in teaching and learning. Utilizing and promoting democratic and reflective practices led the TR to consider and apply these features more frequently and readily to better teach knowledge, attitudes, and skills to their students through the conceptual lens of MPE. The experiences presented and discussed demonstrate the benefit of doing so not just for the TR's evolving approach to teaching and learning in physical education, but indeed for the learning of their students, researchers, and other practitioners too.

(Re)situating Professionalism: Using Course Documents As Tactical Tools in the Professional Writing Classroom

ABSTRACT Through an auto-ethnographic critical reflection methodology, this article describes our attempts to use course documents as tactical tools of resistance within undergraduate professional writing courses. Using introspection to examine how our positionalities and values shape the choices we make when constructing course documents, we advocate for scholars and practitioners of rhetoric and technical communication to engage in a sustained practice of critical reflection as part of developing inclusive and equitable pedagogy and classroom coalition building.

A Critical Examination of the Role of ChatGPT in Learning Research:A Thing Ethnographic Study

The rapid evolution of artificial intelligence(AI) in natural language processing has sparked considerable interest in AI Large Language Models(LLM), such as ChatGPT, within the field of education. Despite this attention, there exists a noticeable gap in scholarly discourse regarding the potential impact of ChatGPT on learning research. This study adopts an ethnographic research approach, considering ChatGPT as an active research participant. Guided by four key questions derived from the SWOT analysis framework, the study conducts a comprehensive evaluation of ChatGPT's strengths (Availability and Accessibility, Natural Language Processing, Vast Knowledge Base) and weaknesses (Lack of Deep Understanding and Creative Thinking, Lack of Objectivity and Integrity) in the context of learning research. Special emphasis is placed on the substantial opportunities that ChatGPT introduces for learning research, notably its potential as an Intelligent Research Assistant and its capacity to provide Writing Assistance. Additionally, the study illuminates potential threats posed by ChatGPT to learning research, including Risks to the Development of Critical Thinking and Creativity, Risks to Information Security, and Risks of Deepening Educational Inequities. Through this rigorous critical analysis, the study endeavors to bridge the aforementioned gap in the literature. Furthermore, the research proposes that learning researchers prepare for the impact of ChatGPT on learning research by concentrating on Critical Scrutiny of ChatGPT, Integration of ChatGPT into Research Practices, and Reflective Practices Regarding ChatGPT. By elucidating these aspects, the study advocates for additional empirical research on the role of ChatGPT in learning research, aiming to effectively guide its valuable contributions in the future of learning research.

Exploring the Impact of E-Portfolio Reflections on Learning Efficiency and Cognitive Loads among Thai Undergraduate Students

The disparity between theoretical knowledge and practical application in undergraduate education poses a formidable challenge, potentially burdening students’ cognitive load. In response, e-portfolios have emerged as a promising solution, capable of fostering self-directed learning and promoting students’ ownership of the quality of their educational outcomes. This study investigates the impact of employing e-portfolios for reflective practices on learning efficiency and cognitive load among Thai undergraduate students. The sample comprised twenty English major undergraduates selected through purposive sampling from a university in Thailand. Employing a mixed-methods experimental design, the intervention involved incorporating reflection activities (i.e., writing a learning log) through e-portfolios. Pre- and post-tests, coupled with a cognitive load survey, were administered, while qualitative data were collected to delve into participants’ attitudes and perspectives. The results revealed a significant improvement in post-test scores when compared to pre-test scores (Cohen’s d = 0.891), underscoring the substantial impact of the intervention. Additionally, the average cognitive load exhibited a decrease in intrinsic and extraneous load, while the automatic load remained unchanged. In addition, student interviewees believed that reflections through e-portfolios could help them learn better, but also expressed some issues with its utlization. However, a small sample could influence the generalizability. These findings hold practical implications for leveraging reflection through e-portfolios to enhance learning efficacy, promote a comprehensive understanding of lessons, and foster self-monitoring of academic progress.

Critical reflections on formal teaching observations.

Formal teaching observations not only have an essential role in the visibility of teaching and learning but also allow for constructive, critical feedback for improvement. In both nursing and teaching, there is an emphasis on the need for efficient, regular reflective practice; this not to identify negative aspects but to transform professional practice. This article provides a personal insight into formal teaching observations, and themes arising from them of motivation, the teacher's voice, the use of abbreviations and acronyms and the use of exemplars, using a critical reflective approach.

Digital Pedagogy Before, During, and After COVID-19

The COVID-19 pandemic has led to the adoption of synchronous online learning in Indian schools, prompting questions about the sustainability of these changes and whether digital pedagogy has returned to pre-Covid levels. A case study examined an EFL teacher's principles and practices in a rural elementary school, using Farrell's reflective practice framework to understand perceived changes influencing his thoughts, practices, and outlooks. The study reveals that the sudden adoption of digital teaching in schools had no long-term impact. Teachers received a preliminary induction, but there has not yet been any enduring transformation. As a result, following the pandemic, schools have reverted to their previous face-to-face format, abandoning the online learning impulse and environment. It has been discovered that the purported commitments to strengthen the school system's adaptability and resilience to handle any such future tragedies are ineffectual. The return of the previous resistance to digital pedagogy in school had been detrimental to the country's digital learning flight.

Toward Trauma-Informed Research Practices with Youth in HCI: Caring for Participants and Research Assistants When Studying Sensitive Topics

Research involving sensitive data often leads to valuable human-centered insights. Yet, the effects of participating in and conducting research about sensitive data with youth are poorly understood. We conducted meta-level research to improve our understanding of these effects. We did the following: (i) asked youth (aged 13-21) to share their private Instagram Direct Messages (DMs) and flag their unsafe DMs; (ii) interviewed 30 participants about the experience of reflecting on this sensitive data; (iii) interviewed research assistants (RAs, n=12) about their experience analyzing youth's data. We found that reflecting about DMs brought discomfort for participants and RAs, although both benefited from increasing their awareness about online risks, their behavior, and privacy and social media practices. Participants had high expectations for safeguarding their private data while their concerns were mitigated by the potential to improve online safety. We provide implications for ethical research practices and the development of reflective practices among participants and RAs through applying trauma-informed principles to HCI research.

Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents

AbstractScholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers’ reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers’ professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students’ late arrival in the classroom, disobedience to teachers’ instructions, the chaotic environment in the classroom, students’ rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students’ emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes.

From Self-Awareness/Perceptions to Future Directions: Analyzing Learning Styles and Attitudes of University Students

When identifying learning styles, attitudes, and self-awareness/perceptions for future directions in mastering English language skills, it is important to take into account psychological and sociolinguistic elements as well as other external factors that can impact students’ abilities and understanding. This study employed a Likert-based survey approach to examine significant challenges encountered by students, and the quantitative and qualitative findings were analyzed and interpreted by the professors. The researchers were able to observe that visual aids, class participation, positive attitudes in academic activities, positive attitudes towards other students' contributions and non-verbal reactions, and being team players are important factors in achieving success in the classroom. It was evident that students showed moderate performance in these areas. However, the researchers, who are an English language educator and a psychologist, still view the students' individual and group evaluation feedback as a way to create support methods for boosting student engagement and personal development, ultimately leading to higher ratings, and for encouraging reflective practice among professors.

A novel whole-team training programme for adult eating disorder services in England: rationale, development and preliminary evaluation.

In response to recommendations for improving the quality and coordination of care delivered by eating disorder services, a whole-team training programme was commissioned by Health Education England in 2020. This paper describes the development and evaluation of the Eating Disorder Services for Adults (EDSA) whole-team training course, delivered to National Health Service adult eating disorder community teams in England. Course participants (n = 561) in the first two EDSA training cohorts (2021 and 2022) were asked to complete questionnaires at intake and after each session, asking about their views on the training. All course aspects were rated as highly enjoyable, meeting participants' training needs and fostering reflective practice. Thematic analysis identified themes relating to key innovative features of the course and suggestions for improvements. Preliminary evaluation suggests that EDSA is valued by clinicians to enhance their knowledge, skills and ability to improve eating disorder patient care.

Work integrated learning and trending areas for future studies: a systematic literature review and bibliometric analysis

PurposeThis study intends to conceptually and technically examine the literature on work integrated learning (WIL) through a systematic literature review and bibliometric analysis. The present study addresses eight distinct research questions: (1) descriptive features of the extracted literature on WIL, (2) publications trends and thematic evolution in the field of WIL, (3) the most relevant and high-impact sources on WIL, (4) the most global cited articles on WIL, (5) the most relevant and high-impact authors on WIL, (6) the most relevant countries on WIL, (7) outcomes of Bradford’s Law of Scattering and Lotka’s Law of Scientific Productivity and (8) trending research avenues for future studies in the field of WIL.Design/methodology/approachThe present study employed systematic literature review (SLR) and bibliometric analysis mapping techniques to analyze 1,295 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.FindingsThe findings reveal that WIL constitutes a steadily expanding subject discipline, showcasing a notable 23.28% annual growth in scientific production spanning from 2002 to 2023 (July). Australia, South Africa and Canada emerged as the most productive countries within the field of WIL, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning avenues for future researchers in the WIL domain, including education, reflective practices, curriculum, employability skills, international students, learning and self-efficacy.Originality/valueThis study contributes to the WIL discourse by providing a comprehensive literature review. The present study’s findings hold significance for graduates, universities, employers, the higher education industry, policymakers, regulators and the broader community.

Story-Sharing Facilitation Guide: An Educational Strategy to Develop Strengths-Based Nursing and Healthcare Leaders.

A reflective praxis process has been developed to facilitate story-sharing, an educational strategy grounded in narrative pedagogy. This article describes this strategy, the Story-Sharing Facilitation Guide (SSFG). The guide allows educators to facilitate the telling of a story that often triggers a memory of similar or contrasting experiences. Sharing stories helps learners find personal and professional meaning, develop new insights, and revise actions. The SSFG is underpinned by Dreyfus and Taylor's Contact Theory of how human beings learn and come to know and understand their different life-worlds. The SSFG was developed and used by faculty in a leadership training program. Evaluation results of the program found this to be an effective educational method. The guide provides educators with an intentional process of reflection that deepens learning and allows for labeling the experience and linking it with the concepts being taught. [J Nurs Educ. 2024;63(10):703-708.].

University Students' Achievement of Meaningful Learning through Participation in Thinking Routines.

This study was conducted among undergraduate students pursuing a Primary Education degree at the University of Zaragoza. Its primary aim was to enhance and elevate the quality of participation during theoretical sessions, thereby fostering meaningful learning that contributes to the improvement of academic performance among the participants. To achieve this objective, a quasi-experimental case study was meticulously crafted. This research design was structured to not only stimulate and augment participation but also to cultivate meaningful learning, ultimately enhancing students' academic achievements. The study employed a comprehensive approach to monitor participation, utilizing observation records to track engagement levels, and anecdotal records to delineate the progression of sessions and the quality of responses. Through meticulous analysis, it can be deduced that the integration of thinking routines as a pedagogical tool in expository sessions significantly enhances student engagement. These routines effectively activate students' prior knowledge, establishing meaningful connections with the subject matter at hand. Moreover, the incorporation of thinking routines has been observed to elevate the quality of student participation. By fostering reflective practices, aiding in the formulation of inquiries, promoting collaborative learning, and nurturing critical thinking skills, these routines play a pivotal role in enriching the educational experience and bolstering academic performance.

CHALLENGES OF ELEMENTARY TEACHERS IN TEACHING ENGLISH: INSTRUCTIONAL SUPERVISION AND PEDAGOGICAL PRACTICES IN FOCUS

The main purpose of this study is to discover the instructional supervision and pedagogical practices as major strategies used by teachers who are currently teaching in the elementary schools. This study will focus on the commitment of the teachers to teaching elementary students and how they boost perseverance in achieving their goals in teaching English. The decreasing number of students and increasing accountability to the public challenge in the Philippines is the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change. Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers professional development. When teachers are not well supervised, effectiveness in instruction will be adversely affected and the instructional purposes may not be well realized. Negligence in the improvement of instruction through improper instructional supervisory practices by school heads may go on without being detected. This may lead to low quality of instruction and invariably teachers lack of commitment to their job. KEYWORDS: Instructional supervision, pedagogical practices, challenges, elementary teacher

Developing a Community of Inquiry using an educational blog in higher education from the perspective of Bangladesh

Web 2.0 tools such as blogs, wikis, social networking, and podcasting have received attention in educational research over the last decade. Blogs enable students to reflect their learning experiences, disseminate ideas, and participate in analytical thinking. The Community of Inquiry (CoI) framework has been widely used in educational research to understand and enhance online and blended learning platforms. There is insufficient research evidence to demonstrate the impact of educational blogging using the CoI model as a framework. This article explores how blogs can be used to support collaborative learning and how such an interaction upholds CoI through enhancing critical thinking and meaningful learning in the context of higher education (HE). An exploratory sequential mixed-method approach has been followed in this study. A convenience sampling method was employed to choose 75 undergraduate students from Dhaka University for a 24-week blogging project. Every publication on the blog was segmented into meaningful units. Whole texts of posts and comments are extracted from the blog, and the transcripts are analyzed in a qualitative manner considering the CoI framework, more specifically, through the lens of cognitive, social, and teaching presence. In addition, the semi-structured questionnaire is used to collect data from students irrespective of whether blogging expedited students' learning or not. The research findings indicate that cognitive presence, namely, the exploration component, is dominant in blog-based learning activity. Moreover, this research has demonstrated that blogs build reliable virtual connections among students through exchanging ideas and information and by offering opportunities for reflective practice and asynchronous feedback. This study also revealed challenges related to blogging in the context of developing countries, including lack of familiarity with blogs, restricted internet connectivity, limited access to devices, and low levels of social interaction. It is recommended that different stakeholders including policymakers, curriculum developers, and teachers take the initiative to synchronize the utilization of educational blogs with the formal curriculum, guaranteeing that blog activities supplement and improve traditional teaching–learning activities.

Addressing Diversity, Bias, and Racism in Applied Behavior Analysis: Reflective Practices for Behavior Analytic Professionals in Schools

Addressing Diversity, Bias, and Racism in Applied Behavior Analysis: Reflective Practices for Behavior Analytic Professionals in Schools

Programmatic Assessment: New Approach of Student Assessment in Medical Education of the Current Century

Over the past few decades, education programs in health professions have moved toward a competency-based paradigm throughout the world. Competency-based education (CBE) relies on the fundamental principle that predetermined outcomes (competencies) guide teaching, learning, and assessment to ensure that graduates demonstrate proficiency in key competency domains and are able to provide care for patients with high quality throughout their careers. The purpose of CBE is to transform learners into healthcare workers who have lifelong learning and are committed to professional excellence, and the necessary competencies have been created in them. In CBE, learners are usually the center of attention and are actively involved in the learning and assessment process. Providing frequent and meaningful performance feedback enables learners to shape their learning paths by identifying appropriate learning opportunities for further development. Assessment is critical in achieving the goals of CBE. However, traditional approaches to assessment, which generally focus exclusively on the summative function of assessment, are not appropriate in CBE. Assessment programs should not only ensure robust decision-making about the progress and development of learners' competence but also facilitate the production of high-quality feedback for learning and support reflective practice and the use of feedback. Therefore, to continuously improve performance in CBE, assessment programs and assessment functions should be combined and integrated for learning. Programmatic assessment is a comprehensive approach in the assessment system that is theoretically aligned with key principles of CBE, as it aims to optimize assessment for learning while ensuring informed decision-making about learners' achievement of intended outcomes. In programmatic assessment, low-stakes assessments are continuously and purposefully considered to provide meaningful feedback on the longitudinal performance of learners to develop their competencies, while high-stakes assessments are based on the meaningful aggregation of data from multiple low-stakes assessments, which are collected over longer periods of time, at different periods in different contexts, and with multiple raters. However, while programmatic assessment approaches are increasingly being accepted as essential tools in the effective implementation of CBE, various research findings have indicated that it is difficult to merge different assessment performances in programmatic assessment. Performing programmatic assessment requires a change not only in assessment design but also in instructors and learners' views and data about objective and high-quality evaluation performance. Therefore, changing the assessment culture and fundamental data is necessary. Capacity building is a key element in any change process. All stakeholders involved in programmatic assessment must develop the capabilities needed to bring about the desired change in assessment culture. However, research findings suggest that stakeholders may not always be willing or able to perform the new roles as intended for them; instead, old behaviors "simply" adapt to new environments.

Preliminary Criteria For Ict in Assisting Students With Psychological Problems

A rising quantity of research designates that adolescents’ and students’ psychological problems pose a risk to them and society. Research indicates that students frequently utilize Information and Communications Technology (ICT) services to get informed about mental health, and to resolve their psychological problems. A critical and reflective analysis of the scientific literature, and a critical examination and reflective synthesis, theories, and practice on the use of ICTs and digital media for the treatment of psychological problems have been employed in this study. The study identifies gaps in research theory and practice regarding the use of ICTs and digital services for the prevention and treatment of mental health issues among adolescents and the student population. The article proposes ten preliminary criteria for ICT use in the treatment of psychological problems as a direction for further research.

Justice-Centered Reflective Practice in Teacher Education: Pedagogy as a Process of Imaginative and Hopeful Invention

This paper introduces justice-centered reflective practice, an approach that emerged out of our practitioner research in the Independent School Teaching Residency program. This ongoing and imperfect praxis is simultaneously a stance, a lens, a pedagogy, an orientation, and a way of understanding and mobilizing our individual and collective identities as teacher educators. Mediated by joy, imagination, vulnerability, and uncertainty, six foundational principles guide our work: justice-centered reflective practice is (1) purposeful and systematic, (2) iterative and cyclical, (3), critically reflective, (4) agentive, (5) done in community, and (6) loving and hopeful. Here we detail these principles and illustrate how they manifest in our work as teacher educators in how we structure the program and enact our pedagogy. We seek to continue a scholarly conversation among critical teacher educators about how we enact liberatory values and aspirations in the context of institutions and policy environments that often constrain our collective work.