Verbal Reflection Research Articles

Bearing witness: Medical education and reflecting on the Holocaust then and now.

Despite advocacy from the Association of American Medical Colleges (AAMC) and The Lancet Commission on medicine, Nazism, and the Holocaust, Holocaust education is lacking in medical education. To address this gap, students at Geisinger Commonwealth School of Medicine (GCSOM) viewed an Association of American Medical College (AAMC) webinar about medicine during the Holocaust as part of the required curriculum for first year medical students introduced in 2022. As part of their doctoring course, Physician and Patient Centered Care (PPCC), students viewed the AAMC webinar "The legacy of the role of medicine during the Holocaust and its contemporary relevance" and participated in two structured reflections: a written reflection on how webinar topics inform students' professional development and a verbal reflection on learning from the Holocaust to develop a sense of moral courage, advocacy, and activism in medicine. Researchers conducted qualitative analysis of written reflections and analyzed session surveys to determine key themes and impact of the session. Of the 108 enrolled in PPCC, 59 (54.6%) completed a post session Likert scale survey assessing the impact of the webinar on their personal and professional development. As an average, respondents moderately agreed that the webinar impacted their personal and professional development, with 91% slightly, moderately, or strongly agreeing. Additionally, thematic analysis of required written reflections indicated a majority of students (62.5%) identified the need for additional medical humanities education about the Holocaust and its relevance to medicine. Holocaust education encourages medical students to bear witness to past medical atrocities and critically assess the profession and their personal-professional growth. Continued structured integration of the Holocaust in medical education supports critical self-reflection and the development of morally courageous physicians who endorse and practice social accountability in medicine.

AN OVERLOOKED POTENTIAL OF A FANTASY FILM TO HONE CRITICAL GENDER LITERACY

This study attempts to explore the potentiality of a fantasy film, i.e., Maleficent, to be used as a tool to sharpen language learners’ critical literacy toward the issue of gender construction. The purpose of the study is to unravel the genre of fantasy film as a space to deconstruct the way gender is represented. This study borrows the framework of postcolonial feminism in deconstructing and reconstructing the portrayal of the main female protagonist. As the study also discusses the insights of using film as a tool to facilitate language learning, the data is also gained from the teacher-student written and verbal reflection. The reflection data is then analyzed using narrative analysis proposed by (Creswell, 2012). The study gives insights into how fantasy films can be used for language teaching. The analysis of Maleficent as a powerful tool to sharpen language learners’ critical gender literacy.

Protocol for a feasibility trial (EXPRESS-C-GVHD) for an expressive helping intervention within a support group for cutaneous graft-versus-host-disease.

Cutaneous graft-versus-host disease (cuGVHD) is a complication of allogeneic hematopoietic stem cell transplantation that presents with varying severity and can significantly affect one's quality of life (QOL). No trials have yet tested nonpharmacologic interventions to improve the QOL of patients with cuGVHD. The primary objective of the Expressive Helping in Support Groups for Cutaneous GVHD (EXPRESS-C-GVHD) Trial is to evaluate the effect of a support group that employs expressive writing on cutaneous and systemic GVHD symptoms, general distress, and QOL immediately after the intervention. Secondary objectives include evaluating the impact of the intervention on QOL at 1month post intervention, as well as willingness to participate, compliance, feasibility, and satisfaction. The EXPRESS-C-GVHD Trial will include patients with chronic cuGVHD who are at least 18years old and able to use a writing utensil, have access to Zoom, an online video conference platform, and attend all four live support group sessions. Subjects will be recruited from the Department of Dermatology, Northwestern University, Chicago, IL and will participate in a 4week program via Zoom. Program activities will be 1h long and consist of 40min of participant-led verbal reflection and discussion in a group setting in response to prompts, and 20min of expressive writing. Participants will fill out a baseline willingness survey, follow-up surveys after every session, and post-intervention surveys at 2weeks and 1month after intervention. The EXPRESS-C-GVHD Trial is a pilot trial and will assess whether a Zoom-based expressive writing intervention within the framework of a support group is feasible and can improve QOL outcomes among individuals with cuGVHD. The trial is registered under number NCT05694832.

REPRESENTATION OF THE SCENARIO «CONFLICT IN THE BRITISH ROYAL FAMILY» IN THE BRITISH MASS-MEDIA DISCOURSE

The article focuses on the modeling scenario “Confrontation in the British Royal family” which is actualized in the British mass-media discourse through an interaction between such concepts as BRITISH ROYAL FAMILY (a culturally marked one), CONFLICT, and RELATIONSHIP, graphically visualized and presented as a complex structure of four parallel subsidiary scenarios (confrontation between Harry and William; confrontation between Harry and his father; confrontation between Harry and Camilla; confrontation between the Duke and Duchess of Sussex and the Royal family) that are realized in the slots of the propositional schemas of the action and thing frames. In order to single out verbalizers of the slots, a corpus of 25 articles about Prince Harry’s memoire book “Spare”, published in the period from January to April 2023 on the web-sites of the British periodicals “The Guardian”, “The Independent”, “Daily Express”, “Daily Record”, “The Sun”, was processed by AntConc programme and analyzed correspondingly. The analysis has allowed to identify the agents, patients, causes and the time frame of the conflict as well as to define the character of interaction between the concepts involved in the scenario. Modeling of the scenario “Confrontation in the British Royal family” on the basis of the British mass-media discourse has resulted in reconstructing the sequence of the dramatic events in the definite period of the British Royal family’s life, giving an insight into the perception of these events by the British society, distinguishing their verbal reflection in the British language community, and determining the role of the British media in shaping the Royal family’s image in the British minds.

Лексема «счастье» в языковом сознании русских и китайских студентов

The paper aims to reveal the moral and ethical values represented by the lexeme ‘happi-ness’ that are reflected in the linguistic consciousness of Chinese and Russianuniversity students. To this end, the author studies the semantic structure of the lexeme ‘happiness’ in the linguistic consciousness of students. Linguistic consciousness is a verbal reflection of our knowledge, our understanding of the world around us. The influence of socio-psychological factors ‘gender’ and ‘nationality’ on the understanding of happiness by students is determined in the article. The study employs the method of component analysis, onthe basis of which the semes constituting the meaning of the word ‘happiness’in the perception of Rus-sian and Chinese informants are distinguished. In total, there have been identified 24 components in the con-sciousness of Russian informants and 18 components –in the consciousness of Chinese. The components are represented by a semantic field, which is understood as the structure of the lexical meaning of a word. It con-sists of a core, pre-core zone, and periphery. A comparison of semantic fields of the lexeme ‘happiness’ as perceived by the informants showed both similarities anddifferences in its perception in the linguistic con-sciousness of Russian and Chinese students. Most Russian and Chinese informants understand happiness as a state of contentment, which coincides with the definitions in Russian and Chinese dictionaries. Atthe same time, there are peculiarities in the understanding of happiness in different linguistic societies. Russians see happiness as calmness, fun, and the overcoming of difficulties, while Chinese students consider it to com-prise enjoyment in life, being loved, anticipation of the future, and health.

A Space for Collaborative Creativity. How Collective Improvising Shapes 'a Sense of Belonging'.

In this contribution, we draw on findings from a non-formal, community music project to elaborate on the relationship between the concept of eudaimonia, as defined by Seligman, the interactive dimensions of collective free improvisation, and the concept of collaborative creativity. The project revolves around The Ostend Street Orkestra (TOSO), a music ensemble within which homeless adults and individuals with a psychiatric or alcohol/drug related background engage in collective musical improvisation. Between 2017 and 2019 data was collected through open interviews and video recordings of rehearsals and performances. Participant data was analyzed through inductive analysis based on the principles of grounded theory. One interesting finding was the discrepancy in the participant interviews between social relationships indicative of a negative affect about social group interaction versus strong feelings of group coherence and belonging. Video recordings of performances and rehearsals showed clear enjoyment and pleasure while playing music. Alongside verbal reflection through one-on-one interviews video recordings and analysis of moment-to moment observations should be used, in order to capture the complexity of community music projects with homeless people. The initial open coding was aligned with the five elements of the PERMA model. Overall, we observed more focus on Relationship (sense of belonging), Engagement (flow in rehearsals and performances) and Meaning (belonging to something greater than yourself) and less on Positive Emotion and Accomplishment (goal setting).

Remote or close? Notes on working psychoanalytically by videoconference

In a time of forced physical distancing due to the Covid-19 virus, psychotherapy has moved online, disrupting what some feel is essential to the process. For the individual therapy couple the author describes in this article, the teletherapy platform provided a frame in which deeper, earlier feelings came to light, not only in the new, initially unwanted therapy space, but between the patient and his wife outside it. One session, especially, made it apparent that one person's need for affect-attunement conflicted with the other's need for recognition of difference or separateness — arousing feelings of mutual betrayal of basic trust and rage between husband and wife. These were witnessed by the therapist who was able to work with what was taking place as an enactment of old trauma, unconsciously contributed to, but eventually reparative for both parties. Several sessions are presented before and after that pivotal one in which technical problems were collaboratively overcome by the therapeutic couple, providing useful metaphors for familiar, but previously insurmountable obstacles between the marital couple, as well as freeing up verbal and non-verbal affective expression and reflection in the virtual, but increasingly intimate consulting room.

Fighting through emotional trials: exploring the role of karate in emotional reflexivity

Emotional trials – such as break-ups, abuse, bereavement and ill physical or mental health – are a common part of life. These are events that interrupt our everyday routine sense of normality, and are often accompanied by increased reflexivity. Much of the literature on how we reflexively come to understand and make our way through emotional trials focuses on verbal reflection. What we ‘do’ when we do reflexivity is often overlooked (Brownlie, 2014). This article, looks to expand Brownlie’s contention that leisure pursuits ‘are a way of engaging in reflexivity, that is, thinking and feeling through an activity’ (Brownlie, 2014: 158) by exploring the role of karate practice in reflexively working through emotional trials. This article draws on data from four photo-elicitation interviews and participant observations from two karate clubs drawn across nine months. Findings suggest that karate practice facilitated participants’ reflexive processes during times of emotional trial. Karate practice worked to provide temporal relief from inner talk related to participants’ emotional trials, and provided a space to ‘release’ negative emotions associated with their trials. Through achieving small physical accomplishments, participants perceived karate practice as a way to develop a ‘better self’ during or after an emotional trial. This article concludes that understanding active processes of doing reflexivity is essential for understanding how people make sense of and move on from emotional trials.

The Pause: A Second Chance for a Meaningful Connection.

I often reflect on how small this world is, or how meeting a new person can forever change your life. This happened in September 2018 when I met two amazing emergency department nurses from Baltimore at a conference in Ohio. Little did I know at the time, but we had much more in common than our shared specialty of Emergency Medicine. They were sharing their outcomes after introducing "The Pause," a short verbal reflection and silent moment performed after a patient death meant to recognize and acknowledge the patient and the care team, at their busy Emergency Department. While intrigued, I also knew we had previously tried implementing this in our own ED without consistency or success.

Exploring the praxis of collective and reciprocal mentorship: leadership preparation through the Urban School Leaders Collaborative

ABSTRACT This article examines a unique pedagogical approach imbedded with collective learning experiences that engages students in a continuous cycle of mentorship. The research design is guided by two closely aligned methodologies, narrative inquiry and testimonios. Narrative inquiry lends itself for the ‘study of experiences as story’. A testimonio is an oral account, a verbal journey of the participant’s life. Testimonios/narratives of students are drawn from multiple sources, including verbal reflection, journals, autoethnographies, mentor interviews, and personal interactions. As an instructor in the Urban School Leaders Collaborative, a program that leads to a Master of Education degree in educational leadership and principal certification, I am a facilitator of dialogue, a mentor and a mentee, learner and teacher. As a collective, we take part in deep collective critical reflection informed by a pedagogy of collective critical consciousness to fashion relationships of authenticity, equity, and reciprocity.

Xenonarrative texts in literary and narrative communication: functional and pragmatic approach

The article is devoted to the pragmatic analysis of literary xeno-narrative – a special type of literary and narrative communication that implements specific communicative functions and strategies aimed at discursive processing of cultural and linguistic otherness. The discursive processing of cultural otherness is understood as a process of verbal reflection of foreign cultural experience in literary xeno-narrative based on multilevel language means and understanding of the cultural and conventional norms of another linguistic culture in order to minimize the stress of intercultural adaptation. The paper defines the essential features of xeno-narrative, defined as a literary narrative, thematically immersed in the discourse of intercultural interaction, pragmatically reflecting the method of discursive processing of cultural foreignness and intentionally aimed at verbal transfer of mental experience from the author to the reader in the format of literary and narrative communication. The use of discursive, contextual and intent analysis of narrative allowed us to identify functionally and pragmatically determined linguistic and cultural conventions means of discursive processing in xeno-narrative. The following functions of xenonarrative were determined: minimizing the stress of cultural adaptation and verbal transfer of mental experience. In addition, three author’s strategies in literary xeno-narrative were described. The otherness identification strategy includes several trajectories for evaluating the friend / foe categories: “friend” can be connected both positively and negatively, “foe” is hostile at the initial stage of adaptation, but assimilation mitigates negative evaluation semes. The strategy of language acculturation is analyzed in the focus of the secondary language personality formation. The subjectification strategy is aimed at the most complete perception of the system of author's meanings and images, as well as at the reader’s emotional involvement and empathy. Conclusions in the work are made on the basis of the texts of literary xeno-narratives “Die undankbare Fremde” by I. Brezhna and “Girl in translation” by J. Kwok, as well as the electronic corps of Russian, English and German readers' reviews.

National identity and its verbal reflection in the English media discourse

The article analyzes the reflection of national identity in modern English-language media discourse. Nowadays the problem of national identity is one of foreground issues in the field of humanistic knowledge, however, it has usually escaped the attention of linguists. Meanwhile, it was pointed out many times in linguistic literature that there is an increasing trend towards all national in the context of globalization in the world today. Consideration of national identity based on the linguistic approach undertaken in this article contributes to both the introduction of national identity issues in the field of linguistic analysis and the establishment of its specificity in the English-language media discourse. News media texts fragments of The Independent and The Guardian dated 2019 were analyzed in this article. It demonstrates the novelty and relevance of the research. In order to clarify linguistic framework for the analysis the linguistic concept of identification was clarified as a correlation of an individual with a social group or ethnic and social community. The approach to genres differentiation of media discourse was developed under this article. It was especially emphasized that identified linguistic methods for actualization of national identity relate only to the genre of news reports which are characterized as non-subjective. Nevertheless, the author finds ways of expressing his/her complicity in British nation by means of modality and through the selection of quotes that correspond to his/her understanding of events. As a result, it all turns out to be a means of authors national self-identification in terms of its solidarity with the authors of quotations as representatives of the British nation. This study was carried out with the use of the contextual method, the descriptive method and the method of communicative analysis which made it possible to identify a variety of means representing the national identity of the author.

Features of studying a communicative discourse within a competence approach

The paper is devoted to the need to include tasks aimed at a comprehensive analysis of the extra-linguistic factors of the communication situation in the teaching aids. Understanding the external context will allow us to create the conditions for effective decision making based on the use of sociocultural experience. The author demonstrates that the introduction of contextual analysis with an emphasis on socio-psychological content will make the process of teaching foreign languages practical-oriented and will contribute to the formation of competencies necessary for foreign language communication. Particular emphasis is placed on the genre filling of speech. Since genres of communication are a verbal reflection of the types of social interaction of people. The speech genre is the norm necessary for the realization of a communicative goal within the framework of the chosen message format. The specificity of communication is due to the unique combination of socio-psychological elements that determine the nature of the relationship within it. The paper describes and analyzes the thematic and genre content, taking into account the psycho-emotional characteristics of speech in the framework of professional communication between the boss (Dr. Cuddy) and his subordinate (Dr. House). The study used methods: contextual, genre, cognitive-semantic and comparative analysis. The author demonstrates that contextual analysis is an effective way of forming and implementing value-semantic, cultural, educational, cognitive and informational competence. Since knowledge and understanding of the role of extra-linguistic factors in the communication process largely determine the success of communication and the degree of effectiveness of using various language tools and speech tactics and strategies. The inclusion in the educational and methodological complexes for teaching a foreign language of tasks aimed at analyzing an external context that is close to real will contribute to the implementation of new approaches to teaching foreign languages in higher education, the further implementation of new federal state standards, and contribute to the achievement of the main goal of teaching foreign languages - the formation of a secondary linguistic personality, ready for foreign language communication in a multicultural world in a pandemic circumstances.

Music Therapy for Chronic Fatigue Following Epstein-Barr Virus Infection in Adolescents

AbstractThis research study, which was a part of arandomized controlled trial, explored music therapy as a part of an individually tailored mental training programfor Chronic Fatigue(CF) following Epstein-Barr virus (EBV) infection in adolescents. This article presents the qualitative data stemming from the interviews, which focused on music therapy. The interviews were performed after completion of the program. The mental training program consisted of 10 sessions distributed between a family session (1), individual sessions with music therapy (4), and individual cognitive behavioral therapy (6). Music therapy included music listening, improvisation, song writing, instrument training, in addition to suggested homework. The analysis was informed through the procedure of Interpretative Phenomenological Analysis (IPA). Results indicated three main themes: i) personal capacity to act through music, ii) subjective understanding of the link between body and mind, and iii) inhabiting the music space. We suggest future music therapy program to be resource- and user oriented, improvisational, and offer training on an instrument. A vital component should be active music listening, comprising verbal communication, relaxation techniques and joint verbal reflection, to foster mentalization. The therapist and the client select music together, while playlists are negotiated, and invited homework included.

VERALIZATION OF A WOMAN’A SOCIAL ROLE IN THE MODERN BELLES-LETTRES STYLE TEXT

The article deals with the sociolinguistic aspect of female denominations functioning in the modern belles-lettres style text. A woman’s role in the society has been changing for a long historical period with the tendency of female social possibilities extention. Reflecting these processes, the language lexical system has been constantly enriched (and is being enriched now too) with new words, so the number of substantives for marking female characters is being gradually increased. These nominations – feminitives – are one of the current layers of the language lexical stock, thus is a target of numerous scientific investigations. Feminicon is an open and dynamic system, which is being constantly enriched with neologisms. Belles-lettres reflects their functioning, that’s why the scientific analysis of feminitives in modern texts contains novelty and topicality. The object of our research is to study female denominations in the sociolinguistic aspect. The tasks of the article are to determine the semantic peculiarities of female denominations and to characterize the specification of analyzed lexems used in the belles-lettres style texts.The research of lingua revelation of a woman’s social functions realization is done on the basis of the novels by the Ukrainian writer Liuko Dashvar, as her idiolect consists of a wide range of used feminitives. The female denominations are analyzed on the basis of such methods as observation, speech units analysis, descriptive, structural, classificative analyses.The sociolinguistic trend in speech units studying is provided through their semantic-stylistic peculiarities analysis. The research focuses on the increasing of female denominations number due to the extention of female social possibilities and the impact of extra-linguistic factors on the formation of Ukrainian language lexical paradigm. The lingual representation of a woman’s social role in the modern belles-lettres style text is reflected through family terms, social relations, occupations and likings. In the writer’s idiolect there are feminitives in the system of personal terms which underline the sociolinguistic origin of analyzed speech units. Semantically feminitives include various lexical meanings where groups for a family terms description, studies, occupations and professions predominate. In the belles-lettres style text female denominations get stylistic colouring, enriching the belles-lettres context of the writer’s novels. Liuko Dashvar’s belles-lettres style speech consists of a number of semantically and stylistically neutral denominations. Most of them are female by meaning but some of them are formed from corresponding masculine denominations with the help of female suffixes. Stylistic colouring of feminitives enriches a belles-lettres style text and broadens its semantic and stylistic expressiveness. The lexico-semantic complex of female denominations analyzed in the article proves the frequent usage of studied speech units in the belles-lettres style texts, a various revelation of their semantic filling, a wide spectrum of functional loading and the predomination of the social bent in the meaningful matrix. The peculiarity of the verbal reflection of socially loaded lexems through archaic denominations and contemporary neologisms, stylistically neutral and stylistically stressed speech constructions are studied in the article.

Reflective Practice for Patient Benefit: An Analysis of Doctors' Appraisal Portfolios in Scotland.

Reflective practice has become the cornerstone of continuing professional development for doctors, with the expectation that it helps to develop and sustain the workforce for patient benefit. Annual appraisal is mandatory for all practicing doctors in the United Kingdom as part of medical revalidation. Doctors submit a portfolio of supporting information forming the basis of their appraisal discussion where reflection on the information is mandated and evaluated by a colleague, acting as an appraiser. Using an in-depth case study approach, 18 online portfolios in Scotland were examined with a template developed to record the types of supporting information submitted and how far these showed reflection and/or changes to practice. Data from semistructured interviews with the doctors (n = 17) and their appraisers (n = 9) were used to contextualize and broaden our understanding of the portfolios. Portfolios generally showed little written reflection, and most doctors were unenthusiastic about documenting reflective practice. Appraisals provided a forum for verbal reflection, which was often detailed in the appraisal summary. Portfolio examples showed that reflecting on continued professional development, audits, significant events, and colleague multisource feedback were sometimes considered to be useful. Reflecting on patient feedback was seen as less valuable because feedback tended to be uncritical. The written reflection element of educational portfolios needs to be carefully considered because it is clear that many doctors do not find it a helpful exercise. Instead, using the portfolio to record topics covered by a reflective discussion with a facilitator would not only prove more amenable to many doctors but would also allay fears of documentary evidence being used in litigation.

Intuition linguistique et stratégie de l’apprentissage des étudiants « faibles »

<p class="Abstract">The reality for years has shown that in the French pedagogy department, <span style="font-size: 1rem;">there are always “weak” students. Although they have finally graduated, </span><span style="font-size: 1rem;">they must repeat language skills subjects several times and spend their </span><span style="font-size: 1rem;">studies up to 14 semesters. So we have to find a way to help them </span><span style="font-size: 1rem;">improve their skills and shorten their periods of study. One of the ways </span><span style="font-size: 1rem;">to do this is to first learn about their linguistic intuitions and learning </span><span style="font-size: 1rem;">strategies. The purpose of this study is to describe the linguistic </span><span style="font-size: 1rem;">intuitions and learning strategies used by students in the French </span><span style="font-size: 1rem;">pedagogy department who are “weak”. This research is a descriptive </span><span style="font-size: 1rem;">study. Data on language intuition tests are obtained on verbal thinking </span><span style="font-size: 1rem;">skills and abstract thinking skills, and data on learning strategies are </span><span style="font-size: 1rem;">obtained from questionnaires. The results showed that 50% of </span><span style="font-size: 1rem;">respondents were included in the low-income category of the verbal </span><span style="font-size: 1rem;">reflection and abstract thinking tests, while the learning strategies used </span><span style="font-size: 1rem;">by respondents are memory, cognitive, compensation, metacognitive, </span><span style="font-size: 1rem;">emotional, and social. The most widely used strategy is cognitive and the </span><span style="font-size: 1rem;">least used is social.</span></p>

1328. Medical Education in an Epidemic: Historical Lessons From the Early Days of HIV in America (1982–1986)

BackgroundMuch historical work has investigated the impact of HIV on patient rights, American culture, and medical research; however, there is little scholarship on the impact of HIV on medical education. This study asks how the process of training at the epicenter of an epidemic disease that was poorly understood, incurable, and contagious shaped a cohort of physicians’ experience of residency, beliefs about the role of the doctor in society, and their approach to practicing medicine.MethodsMembers of the University of California San Francisco (UCSF) intern classes of 1982 and 1983 were interviewed, as well as individuals who were young faculty at San Francisco hospitals in the 1980s. Other sources included academic publications from the 1980s on HIV and medical education, archival documents, nursing and volunteer communications books from the SF General Hospital AIDS Ward, and patient ephemera such as thank you notes and obituaries.ResultsThese interviews and documents highlight themes of commitment to care for HIV patients regardless of risk, lack of formal institutional support for residents engaged in HIV care, and differences in professional norms that allowed nurses and volunteers access to modes of reflection that were unavailable to trainee physicians. For residents, the day to day experience of the HIV epidemic became an important locus for a narrative of medical professionalism and resilience that continues to animate medical education today. Provider narratives about the encounter with HIV served a parallel function to the creation of HIV clinics and public health programs—both were interventions that made HIV into an intelligible cultural and biological entity that could be managed by the medical profession.ConclusionUsing the HIV epidemic in San Francisco as a historical example, this project argues that formalizing narrative practices by setting aside time for journaling and verbal reflection in residency and fellowship training can build resilience and prevent burnout. Historical narratives of provider experience, like the oral histories collected in this project, may also be valuable in undergraduate medical education to generate discussion about professional ethics and the responsibilities of providers in an epidemic.Disclosures All authors: No reported disclosures.

Evaluating First Year Agriculture Teachers’ Use of Reflection

Reflection is a useful tool which improves teaching approaches; however, many first-year teachers do not appear to reflect upon their instructional plans (McAlpine & Weston, 2000). Prior research has indicated preservice teachers are not utilizing the acquired reflective approaches learned throughout the teacher preparation program (Hatton & Smith, 1995; Kagan & Tippins, 1992; Reynolds, 1993). It is believed teachers fail to implement reflective practice in their professional practice because they have not acquired the pedagogical knowledge to effectively reflect (McAlpine & Weston, 2000). The primary purpose of this study was to determine if beginning agricultural education teachers employed a systematic approach of reflection, determine what components of the teacher preparation program aided in learning, how to reflect, and to examine first-year teachers’ gratification with the reflective approaches learned from Iowa State University agricultural education teacher preparation program. The study drew on the theoretical framework of John Dewey and Donald Schon in support of reflection throughout an educator’s professional teaching career. This qualitative study consisted of phone interviews with six first-year secondary teachers who graduated from the teacher preparation program. All first-year teachers employed a systematic reflection approach and preferred the following approaches to reflection: written reflection, verbal reflection, or through internal dialogue. First-year teachers indicated they learned how to reflect from student teaching, the tuning protocol process, and in core classes. However, they indicated preservice teachers need more exposure to reflection during their student teaching experience and throughout coursework

Вербальне відображення ґендерних стереотипів (на матеріалі українських паремій)

Вербальне відображення ґендерних стереотипів (на матеріалі українських паремій)