Process Of Self-reflection Research Articles

Validation of the SISRE-P Software for Teaching Reflection in Mathematical Didactics using the DELPHI Method

This research addresses the use of software in the mathematics education process, which has been growing in popularity and has proven to be a valuable tool to improve teaching and learning. The study aimed to validate the SISRE-P software in the teaching of mathematics, with the purpose of reducing the gap between theory and educational practice, and improving pedagogical practice. From the methodological point of view, a qualitative, cross-sectional and descriptive study was carried out, using the Delphi method for the validation of the instrument, which was applied to 36 teachers. For its development, a questionnaire was applied in the form of interviews, which were sent through Google Forms, through the process, they were analyzed to evaluate the effectiveness of SISRE-P. Within the results obtained, it is observed that the implementation of the SISRE-P software demonstrates its effectiveness to improve teaching practice in mathematics teaching. Recurrent participation in weekly reflective sessions, both in pedagogical pairs and with colleagues or individually, has strengthened the reflective process through methods such as class recording, collaborative conversations and records in field diaries. It is concluded that SISRE-P is an effective tool to enhance teaching practice in the teaching of mathematics. Its constant use in reflective sessions strengthens the process of teacher self-reflection and is fundamental within the constructivist pedagogical framework, focused on student autonomy and the active construction of knowledge.

Factors reported by the participants in group therapy for intimate partner perpetrators as helping

Little is known about the factors that facilitate change in interventions designed for intimate partner perpetrators. This qualitative study examined factors perpetrators in a voluntary-based batterer programme had experienced as having helped them reduce their intimate partner violence. The data were drawn from video-recorded group meetings. The data comprised recordings of 30 videotaped weekly group sessions held over a two-year period. The data were analysed by data-driven content analysis. We also examined which of the participants – facilitators or perpetrators – initiated discussion on factors helpful in reducing intimate partner violence Multiple factors that perpetrators had found useful in reducing their violent behaviours were found: New skills, Changes in attitudes and ways of thinking, Receiving peer support in the group, and Increased personal well-being and functioning. These factors might be connected as part of a process of critical self-reflection which was enabled through reduced feelings of shame and increased empathy. These discussions began at the initiative of the facilitator or group members, by sharing the experiences of another group member, or by open-ended questions from group members to others.

Teaching as a dance with and towards dignity: Recognizing dignity in educational relationships

In educational research there is a plethora of propositions on different ways to address the problem of too narrow and merely/mainly extrinsic and future-oriented aims of education such as the one of producing citizens who can contribute to national competitiveness in a global capitalist market system. Several approaches counterbalance such narrow aims by offering more holistic aims such as cosmopolitan, democratic citizenship, flourishing and liberation. However, in addition to broadening the range of possible aims of education, there is also a need to address the underlying ethical and relational problem of how aims in themselves, even though holistic, still always run the risk of becoming stagnant and reified. In this paper, I argue together with Gert Biesta and Sharon Todd that the unavoidable fact of educational aims involving the risk of becoming stagnant can have detrimental effects on relationships in classrooms. However, I re-frame the problem from an ethical viewpoint. I propose dignity-awareness as a practice of ethical relational attunement to educational aims where these are left open for renewal and dynamic co-existence, not merely through a process of strenuous self-reflection and pedagogic dialogue, but through artfulness and playfulness. I suggest dance as a metaphor for an ethical awareness/interaction in which the relative importance of educational aims is acknowledged and appreciated.

A conceptual learning analysis of paired after action and intra action reviews for health emergencies.

Processes of self-reflection and the learning they allow are crucial before, during, and after acute emergencies, including infectious disease outbreaks. Tools-such as Action Reviews-offer World Health Organization (WHO) member states a platform to enhance learning. We sought to better understand the value of these tools and how they may be further refined and better used. We searched the publicly available WHO Strategic Partnership for Health Security website for paired reports of Action Reviews, that is, reports with a comparable follow-up report. We complemented the paired action reviews, with a literature search, including the gray literature. The paired action reviews were analyzed using the "Learning Health Systems" framework. We identified three paired action reviews: Lassa Fever After Action Reviews (AARs) in Nigeria (2017 and 2018), COVID-19 Intra-Action Reviews (IARs) in Botswana (2020 and 2021), and COVID-19 IARs in South Sudan (2020 and 2021). Action Reviews allowed for surfacing relevant knowledge and, by engaging the right (in different contexts) actors, asking "are we doing things right?" (single loop learning) was evident in all the reports. Single loop learning is often embedded within examples of double loop learning ("are we doing the right things?"), providing a more transformative basis for policy change. Triple loop learning ("are we learning right"?) was evident in AARs, and less in IARs. The range of participants involved, the level of concentrated focus on specific issues, the duration available for follow through, and the pressures on the health system to respond influenced the type (i.e., loop) and the effectiveness of learning. Action Reviews, by design, surface knowledge. With favorable contextual conditions, this knowledge can then be applied and lead to corrective and innovative actions to improve health system performance, and in exceptional cases, continuous learning.

On being a ‘passive observer’: The corporeal and affective dimensions of power in observational research on trafficked women in criminal proceedings

In this article, I analyse the methodological issues that arise when I accept a judge's invitation to observe her hear women testify in criminal proceedings against their traffickers at the district courthouse in X, Germany. I develop a theoretical framework using Pierre Bourdieu's theory of embodied power and his methods of epistemic reflexivity and participant objectivation, and feminist engagements with affect theory. I use my fieldwork experience with a judicial gatekeeper and in conducting ethnographic observational research ‘behind the scenes of formal law’ to interrogate how bodies, emotions and affects inform power in the spaces of criminal law. Specifically, I approach bodies, emotions and affects as conceptual tools with which to interrogate how power transmits when I ‘enter’ and ‘read’ the field, and make claims to ‘know’ the subject under study. Core to my analysis is a critical process of self-reflection, through which I challenge the assumptions that underpin my assessment of my research participants’ ability to consent to participate in my study.

Refleksje nad tożsamością Donbasu we współczesnej literaturze ukraińskiej

The aim of this paper is a scientific reflection on the issue of Donbas identity, Donbas mythology and historical memory, and to examine how these categories works in contemporary Ukrainian literature. The analysed literary works, on the one hand, show the economic and mental breakdown of the region (Serhiy Zhadan), and on the other hand, they allow us to hope that thanks to the process of self-reflection, it is possible to construct an identity of the inhabitants of Donbas correlated with the Ukrainian national identity (Oleksiy Chupa). Contemporary Ukrainian literature also indicates efforts to create their own Donbas mythology, independent of Russian patterns, which may become part of the Ukrainian nation-building mythology (Lubov Yakymchuk).

Reflections on Another Day Older: a resource for ageism awareness and action

ABSTRACT We are all aging amid a cacophony of messages from the world around us as to what aging means. The challenge is that the significant portion of these aging messages are negative and incorrect. Negative attitudes based on chronological age are called ageism and they include prejudice, stereotypes, and discrimination. They can be interpersonal and systemic, and many are internalized toward oneself. The consequences of ageism can include decreased quality of life, a shortened life span and increased mental, physical, social, and spiritual health challenges. Changing attitudes and behaviours about this universal life experience, aging, begins with awareness. Overcoming ageism is a life-long journey during which we have opportunity to reflect on our own implicit biases, name the cultural messages we have internalized, observe our interpersonal interactions, and find ways to disrupt the larger ageist systems around us. The resource Another Day Older provides a framework for a small group process of self-reflection, opening an awareness of the challenges of ageism and providing some tools to overcome it. The resource can be used in secular settings, but also includes opportunities to consider the topic using scripture from the Judeo-Christian traditions.

Melmoth and the Irish Gothic Tradition

This article explores the legacies of Melmoth, the title character of Charles Maturin's Melmoth the Wanderer (1820), in the context of the Irish Gothic tradition. I argue that Melmoth's corporeal monstrosity is symbolically reified in subsequent texts, and that consequently Irish Gothic fiction is both possessing of and possessed by Melmoth. Exploring this in-between space where Melmoth is re-fashioned and re-imagined, I ask what this means for the Irish Gothic tradition and the processes of reflection and self-reflection these texts enact. I therefore trace Melmoth's influence by surveying the works both of Anglo-Irish writers and of Irish Gothic writers outside this particular tradition. In particular, my argument examines tropes of doubling and mirroring in such texts so as to highlight Melmoth's presence as a symbolic and semiotic revenant.

Facing the world as it is? On irony and (counter)terrorism

ABSTRACT Terrorism and counterterrorism are often described as “ironic”, but conceptual engagement with irony has been very limited. Building on the lifework of cultural anthropologist Joseba Zulaika, this article considers irony as an analytical meta-perspective in the critical study of (counter)terrorism. It draws on the life and work of German-American Christian ethicist Reinhold Niebuhr (1892–1971) to argue that the ironies of (counter)terrorism under U.S. president Barack Obama, who admired Niebuhr, point to an unconscious failure of collective self-understanding. Dissolving these ironies requires new narratives of American identity that cut across foreign and domestic politics, state and non-state actors, the “war on terror” and white supremacy in a long view of history. Facilitating this multidirectional process of self-reflection and -transcendence is a key task for critical scholars of (counter)terrorism.

A mixed method approach to exploring feedback literacy through student self-reflection

When students enter university, they become increasingly accountable for their own learning. Feedback and self-reflection processes are an important part of this. Therefore, the primary aim of this mixed methods study is to contribute to the understanding of how feedback literacy and self-reflection can be measured, interact, and support each other in the learning process. The study uses reflective logs, self-reflection course grades, the Feedback Orientation Scale, and the Self-Reflection and Insight Scale to follow-up on engineering students during their first year at university. In general, a positive relation is observed between feedback literacy and self-reflection, as well as growth during the first year at university, as evidenced through students’ reflective logs. These findings support earlier research and echo the call to promote reflection about feedback to enhance student feedback literacy. As these observations were not supported by the measurement scales, it is suggested that if the goal is to assess actual engagement rather than students’ intentions, the scales should be used with caution.

Teachers’ Attitudes Towards Classroom Observations

Classroom observations enable professional growth and are integral to upholding the academic excellence of the school. Prioritising them must become imperative. In this study, geared towards exploring teachers’ attitudes towards peer and supervisory observations, we focused on teachers’ experiences, perceptions, and expectations of observations, the pivotal criteria for effective observation, the concrete changes made in teaching practice after receiving feedback, and the evolution of teachers’ attitudes towards observations throughout their professional careers. The study involved 73 teachers from three primary and one secondary school. A questionnaire was used to collect data. Through qualitative data, employing a coding technique, we gained valuable insights into teachers’ interpretations and the development of their attitudes towards them, while quantitative data provided robust support to our descriptive findings. The study revealed a prevalent positive disposition among teachers towards observations. Their expectations focused on receiving constructive feedback, further empowering them with ideas for future work, and facilitating the process of self-reflection. Most of the changes implemented in teaching practices after receiving feedback predominantly revolve around classroom management and changes in teaching methods. However, observations are also related to supervision, bureaucracy, pressure, and stress. Despite these challenges, teachers’ attitudes towards observations tend to improve over the course of their teaching careers. While both peer and supervisory observations pose challenges, peer observations emerge as more useful, notwithstanding concerns regarding subjective biases when observing colleagues.

Distinguishing Intuitive and Deliberative Reasoning Regarding Different Aspects of Science Classroom Discourse

Purpose The current study aimed to identify the distances between a science teacher's intuitive reasoning and researchers’ systematic analysis of various aspects of science classroom discourse. An expert science teacher, given the pseudonym Jake, engaged in self-reflective processes regarding different aspects of classroom discussions to assess the variations and similarities between the teacher's intuitive estimations and the researchers’ data-based reasoning. Design/Approach/Methods Data collection involved in-depth interviews and video recording. Six aspects of science classroom discourse were considered to elucidate the distances: structure, interactional pattern, verbal sequence, typology, cognitive demand, and communicative approaches. Findings The quantitative distances between Jake's estimations and systematic observations of the six aspects of science classroom discourse varied across different aspects of the observed science lesson. While no consistent pattern was observed in the distances, there were increasing and decreasing gaps between the different aspects of science classroom discourse. Originality/Value Considering the contemporary arguments on human cognition and the professional development of science teachers, potential reasons for the differences were explored. Educational recommendations were provided, particularly regarding supporting science teachers’ journey toward becoming reflective inquirers or researcher-teachers.

정신병동 실습을 통한 간호대학생의 자아성찰 경험

Objectives This study is to understand in-depth the nature of these experiences by confirming and describing the semantic structure of nursing students' introspection experiences. Methods This study is a qualitative study to reveal the subjective meaning of perceived and experienced contents in the psychiatric ward practice of nursing students using the Interpretive Phenomenological Analysis(IPA) re-search method. The subjects of this study were 10 third-year nursing students who experienced the practice of psychiatric wards at one university in Gyeongsangbuk-do. The data were collected from July 20 to September 20, 2019. Data were analyzed using IPA. Results As for the research results, 10 sub-themes and three sub-themes were derived. The first upper theme was ‘A wall of prejudice against psychiatry’, which was different from the existing practice, had prejudice against psychiatric patients, and even had distrust of oneself. The second upper theme is ‘Experience of criticism and un-derstanding’. The study participants experienced various and complex changes of emotions and thoughts while facing psychiatric patients for the first time, and named them ‘observation and understanding of patients’. The third upper theme is ‘Growth through psychiatric practice’. Participants in the study reported that they felt different through the process of self-reflection and that their relationship with patients changed positively. Conclusions The result suggests that, the essence of nursing college students' self-reflection experience not only helps students grow positively, but also provides the basis for the development of the curriculum for more sub-stantial practical education by presenting educational goals of psychiatric nursing. Therefore, efforts should be made to develop educational and program data that can promote self-reflection of nursing students based on the research results.

Sustainable language learning and ePortfolio application

Abstract Adapting engineering education to a sustainable ESP (English for Special Purposes) training and competence-based education requires dedicated effort. Although active learning methodologies are commonly utilised in Higher Education institutions, there remains a need for enhanced curricular coordination and coherence. To address this, we are investigating the latest syllabus updates by introducing and verifying a valuable and student-friendly tool – an electronic portfolio in English. We view the ePortfolio as a comprehensive platform to facilitate students’ academic and professional growth, as well as their development of competences. This quasi-experimental study utilised a pre-/post-training trial design and nonrandomised control group to investigate the implementation of ePortfolios. During the diagnostic assessment, the first questionnaire allowed students to express their ideas regarding their competences, portfolio understanding, ESP and professional growth. The second was used to determine the undergraduates’ learning outcomes and perceptions after three months of training. There was a significant increase in learners’ support of several types of transversal competences, whereas some other competences appeared to be declining. This indicates that the ePortfolio tool stimulated a fresh process of self-reflection among the students. Our research focuses on examining the creation of the ePortfolio in the context of an ESP course to integrate technical students’ reflections on capacity building and advanced professional development in English.

"Now once again this idea of yours (…) how does it sound when I say that?" - Changing the perspective: how coach's questioning practices elicit self-reflecting processes in clients.

Drawing upon the transformative power of questions, the paper investigates questioning sequences from authentic coaching data to examine the systematic use of a particular succession of formulation and question and its impact on inviting self-reflection processes in the client and eliciting change. The object of investigation in this paper are therefore questioning sequences in which a coach asks a question immediately after a rephrasing or relocating action, prompting the client to respond in an explicit or implicit way. The coach hereby shifts the focus to a hypothetical scenario, prompting the client to change her perspective on the matter and reflect on her own statements, ideas and attitudes from an outside perspective. The paper aims to contribute to closing the research gap of the change potential of reflection-stimulating action techniques used by coaches, by investigating one of many ways of how questions can be powerful tools to invite a change of perspective for the client. The study focuses on one coaching process consisting of three sessions between a female coach and a female client, utilizing a single case study approach. The data collection was part of the interdisciplinary project "Questioning Sequences in Coaching", comprising 14 authentic coaching processes. The analysis follows Peräkylä's Transformative Sequences model, examining the first position including the formulation and the subsequent question, the client's response, and the coach's reaction to the response. On a practical level, the main purpose of this paper is not to contribute to the many ways practical literature recommends coaches how to do their work and how to ask questions, but rather to show in what ways the elicitation of self-reflection processes in clients has been achieved by other coaches in authentic coaching sessions.

Aestheticization of technology’s: Mini review

This essay seeks to emphasize the role of aesthetics within the context of progress in digital information technologies. When technologies reach a usability stage, they tend to stagnate and enter a process of self-reflection. Technological evolution finds a stability of operation that makes these technologies an object incorporated into our social and everyday behaviors. We will call this state of the aestheticization of technologies. In this state, formal elements from other technologies are aggregated into a single device. These couplings are crucial for the creation of new technological entities. So, in digital media, the idea of looking good is considered a status symbol. This changes how we do things and behave in a big way. This stability is temporary so that a new phase, another revolution can occur. This solution of technical problems internal to the device tends to optimize its most reasonable solutions, which will be seen here as ‘aestheticization of technologies’.

Experiencing the diagnosis of pancreatic cancer as an acute threat: a grounded theory study on the diagnostic process of people with pancreatic adenocarcinoma

Abstract Background Pancreatic cancer is usually diagnosed late and at an advanced stage. Thus, cure is not possible in most cases and the prognosis is often poor. Objective This article explores how people with pancreatic cancer experience their diagnostic process. Methods Twenty problem-centered interviews with people diagnosed with pancreatic cancer were conducted and analyzed using grounded theory methodology. Results We identified a multicausal central phenomenon: people experience the diagnosis of pancreatic cancer as an acute (life) threat. Communication of the diagnosis initiates a process of consideration, self-reflection, and negotiation. It leads to either being unable to handle the diagnosis or to its acceptance, questioning, or rejection. Prognostically unfavorable findings are not accepted as such at first. This process results in rapid treatment initiation or in seeking a second medical opinion. Conclusion This paper provides a model of the diagnostic experience of people with pancreatic cancer. In the early phase after diagnosis, neither shared decision-making nor best supportive care strategies appear to be effective. In the future, this knowledge may be used to develop targeted interventions which could be applied during the diagnostic process and support patients.

The pedagogy of action learning facilitation – a critique of the role of the facilitator in an organisational leadership programme

ABSTRACT This paper explores the professional practice of the Action Learning (AL) facilitator through a process of critical inquiry, self-reflection and evaluation of action learning practice within a Higher Education Leadership Programme, commissioned by an English NHS Mental Health Trust. Action research was adopted as the overarching research approach which was built into the one-year post graduate programme. This enabled planning, fact-finding, and taking actions in analysing the role of the AL facilitator as an iterative process to explore the practice of action learning facilitation. It involved examination of the complexities and dynamics within an AL process and how learning and action is facilitated, as well as different relational dimensions that the facilitator must be aware of to effectively manage and support AL set members. Thematic analysis, which involved a 5-step process, was used to collate and investigate the research data. Results from this research reinforce the significance of the role of the AL facilitator in the learning process and offer a framework for pedagogy of AL facilitation presented as the art, craft and apparatus of AL facilitation practice. This framework contributes to the current AL literature by offering a holistic point of reference for the learning and practice of AL facilitation.

Homophobia and Racism in the Classroom: Secondary School Teachers' Coping Methods in Relation to Their Level of Religiosity

Teacher training, professional development, and existing research on the teaching of controversial issues all largely relate to teacher preparation for lessons on topics known in advance. However, teachers often cannot anticipate spontaneous, explosive student remarks and must address them without advance preparation. This mixed-methods study performed a qualitative and quantitative examination of the most common types of student statements that teachers encounter, their methods of action, their educational goals, and their concerns and needs in facing this challenge. In an online questionnaire, 160 Israeli Jewish secondary school teachers were presented with two scenarios, one regarding a homophobic statement in the classroom and the other regarding a racist statement. The questionnaire asked whether the teachers had encountered a similar statement in their classrooms, and if so, to describe the statement and their response. In addition, it posed closed questions to the teachers regarding the appropriate course of action in each scenario and their educational goals in similar cases. Data was analyzed using the N-Vivo software, and variable-by-variable matrices were produced in order to examine the findings according to the teachers’ stated levels of religiosity. The research findings indicated that most teachers encounter homophobic and racist statements. Regardless of their degree of religiosity, they usually choose not to ignore explosive statements, instead facilitating a class discussion alongside disciplinary treatment and one-on-one conversation if necessary. The teachers’ goals were first and foremost liberal-democratic, and national-religious goals were at the bottom of the ranking. The exception was found among religiously devout teachers, who ranked religious values first, followed by tolerance, discussion culture, and critical thinking. The teachers’ primary concern was the issue of backup, followed by fear of dismissal and shaming on social media. The study demonstrates that explosive statements are not a rare phenomenon and may hurt a variety of groups in Israeli society. The findings reflect the need for a process of moral and social self-reflection in Israeli Jewish society, a reexamination of training and professional development programs for teachers, and a reevaluation of the current research focus on structured and prearranged discussions. The study points to the commonality between teachers in various streams of education, all of whom prioritized acceptance of the other and pluralism, as reflected in the prominence of tolerance and other liberaldemocratic educational goals. In an era of increased polarization and extremism in Israel and worldwide, it is important to prepare teachers to combat homophobic and racist statements and train students for a tolerant democratic discourse.

최인훈 소설에 나타난 서술 상황과 자기성찰의 관련 양상 연구

This thesis attempted to explain the narrative situation of Choi In-hoon’s short story <Woosumsori) from a self-reflective perspective. Self-reflection refers to establishing one’s identity while interacting with objects in the position of a subject, and it is no exaggeration to say that Choi In-hoon’s novelistic sensibility is created from such a sense of self-reflection. <Woosumsori> can be said to be a novel that falls into the form of a return journey. In this case, the work focuses on internal changes or reflections before leaving the journey and after returning. And the process is conveyed in the narrative method. That is the main use of a narrative method called free indirect discourse, and shows the process of self-reflection to construct a new self.
 What the free indirect discourse method intends in <Woosumsori> is the effect manifested when the character’s thoughts and feelings are inserted into the narrator’s narration or when the narrator’s voice intervenes. This serves the function of allowing the reader to capture the process of how an individual’s inner self relates to the world. For example, free indirect discourse is creating an effect that allows now only symbolic signs such as the desert, trimming nails, and Jesus, but also unconsciousness such as dreams and hallucinations to operate as a mechanism for reflection. Choi In-hoon’s narrative style like this stems from his perception of reality, which tries to respond with thoughts or actions that develop inside the individual rather that directly intervening in reality. For this reason, the work of identifying self-reflection is related to understanding Choi in-hoon’s ideality as a reality with methods and customs.