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Background: The Organization for Economic Cooperation and Development emphasizes the importance of complex problem-solving (CPS) skills in the 21st century. CPS skills have been linked to academic performance, career development, and job competency training. Reflective learning, which includes journal writing, peer reflection, selfreflection, and group discussion, has been explored to improve critical thinking and problem-solving abilities. The development of various thinking modes and abilities, such as algorithmic thinking, creativity, and empathic concern, all affect problem-solving skills. However, there is a lack of an overall theory to relate variables to each other, which means that different theories need to be integrated to focus on how CPS skills can be effectively trained and improved., Methods: Data from 136 medical students were analyzed using partial least square structural equation modeling (PLSSEM) and fuzzy set qualitative comparative analysis (fsQCA). A hypothesized model examining the associations between the CPS skills and influence factors was constructed., Results: The evaluation of the structural model showed that some variables had significant influences on CPS skills, while others did not. After deleting the insignificant pathways, a structural model was built, which showed that mediating effects of empathic concern and critical thinking were observed, while personal distress only had a direct effect on CPS skills. The results of necessity showed that only cooperativity and creativity are necessary conditions for critical thinking. The fsQCA analysis provided clues for each different pathway to the result, with all consistency values being higher than 0.8, and most coverage values being between 0.240 and 0.839. The fsQCA confirmed the validity of the model and provided configurations that enhanced the CPS skills., Conclusions: This study provides evidence that reflective learning based on multi-dimensional empathy theory and 21 stcentury skills theory can improve CPS skills in medical students. These results have practical implications for learning and suggest that educators should consider incorporating reflective learning strategies that focus on empathy and 21 stcentury skills to enhance CPS skills in their curricula., (© 2023. The Author(s).)

Introduction: Basic behavioral guidance (BBG) skills help in delivery of quality health care in pediatric dentistry. The complex nature of these skills, warrants analyzing actions performed. An appropriate scientific way to do this is by "reflection." Hence, the present study was designed to introduce "reflection of action" as means for learning BBG skills by undergraduates in pediatric dentistry., Methods: Participants (dental undergraduate) performed oral prophylaxis (two visits) in pediatric patients (age 3-7 years) with application of BBG skills, under video recording. They were instructed regarding "reflection on action." The learners then reviewed own videos and wrote reflections. Reflections were assessed on Boud's 4R framework and feedback was given by the faculty. Reflective writing was repeated for a second visit. Knowledge of the learners in using reflections for learning was assessed by retrospective pretest posttest questionnaire. Video recordings were scored for BBG skills. Acceptability of the intervention was addressed by satisfaction questionnaire., Results: There was a significant improvement in the knowledge of participants in using reflections for learning these skills. All participants were able to "revisit" (R1 level under Boud's 4R framework) patient encounter in their written reflections. Sixteen participants exhibited shift toward higher levels in the next visit. Video scores of learners also improved significantly over both visits. Students were satisfied with the content, delivery, and relevance of the new educational intervention., Conclusion: The strong need of improving BBG skills in pediatric dentistry was met by "reflection on action." There was improvement in the knowledge of students in using reflections for learning and application of behavior guidance skills and was well accepted., Competing Interests: None

Introduction: Patient and staff experiences are strongly influenced by attitudes and behaviours, and provide important insights into care quality. Patient and staff feedback could be used more effectively to enhance behaviours and improve care through systematic integration with techniques for reflective learning. We aim to develop a reflective learning framework and toolkit for healthcare staff to improve patient, family and staff experience., Methods & Analysis: Local project teams including staff and patients from the acute medical units (AMUs) and intensive care units (ICUs) of three National Health Service trusts will implement two experience surveys derived from existing instruments: a continuous patient and relative survey and an annual staff survey. Survey data will be supplemented by ethnographic interviews and observations in the workplace to evaluate barriers to and facilitators of reflective learning. Using facilitated iterative co-design, local project teams will supplement survey data with their experiences of healthcare to identify events, actions, activities and interventions which promote personal insight and empathy through reflective learning. Outputs will be collated by the central project team to develop a reflective learning framework and toolkit which will be fed back to the local groups for review, refinement and piloting. The development process will be mapped to a conceptual theory of reflective learning which combines psychological and pedagogical theories of learning, alongside theories of behaviour change based on capability, opportunity and motivation influencing behaviour. The output will be a locally-adaptable workplace-based toolkit providing guidance on using reflective learning to incorporate patient and staff experience in routine clinical activities., Ethics & Dissemination: The PEARL project has received ethics approval from the London Brent Research Ethics Committee (REC Ref 16/LO/224). We propose a national cluster randomised step-wedge trial of the toolkit developed for large-scale evaluation of impact on patient outcomes., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)

Background: Adapting university programmes to European Higher Education Area criteria has required substantial changes in curricula and teaching methodologies. Reflective learning (RL) has attracted growing interest and occupies an important place in the scientific literature on theoretical and methodological aspects of university instruction. However, fewer studies have focused on evaluating the RL methodology from the point of view of nursing students., Objectives: To assess nursing students' perceptions of the usefulness and challenges of RL methodology., Design: Mixed method design, using a cross-sectional questionnaire and focus group discussion., Methods: The research was conducted via self-reported reflective learning questionnaire complemented by focus group discussion., Results: Students provided a positive overall evaluation of RL, highlighting the method's capacity to help them better understand themselves, engage in self-reflection about the learning process, optimize their strengths and discover additional training needs, along with searching for continuous improvement. Nonetheless, RL does not help them as much to plan their learning or identify areas of weakness or needed improvement in knowledge, skills and attitudes. Among the difficulties or challenges, students reported low motivation and lack of familiarity with this type of learning, along with concerns about the privacy of their reflective journals and about the grading criteria., Conclusions: In general, students evaluated RL positively. The results suggest areas of needed improvement related to unfamiliarity with the methodology, ethical aspects of developing a reflective journal and the need for clear evaluation criteria., (Copyright © 2016 Elsevier Ltd. All rights reserved.)

The value of dental students' self-assessment is often debated. The aim of this study was to explore whether reflective learning with feedback enabled dental students to more accurately assess their self-perceived levels of preparedness on dental competencies. Over 16 weeks, all third- and fourth-year students at a dental school in the Republic of Korea took part in clinical rotations that incorporated reflective learning and feedback. Following this educational intervention, they were asked to assess their perceptions of their clinical competence. The results showed that the students reported feeling most confident about performing periodontal treatment (mean 7.1 on a ten-point scale) and least confident about providing orthodontic care (mean 5.6). The fourth-year students reported feeling more confident on all the competencies than the third-year students. Their self-perceived competence in periodontal treatment and oral medicine significantly predicted the instructors' clinical evaluations. This study offered insights into determining if structured reflective learning with effective feedback helps to increase dental students' self-perceived level of clinical preparedness.

Background: Reflective practice contributes significantly to the assimilation of knowledge in undergraduate health students. Reflective journals constitute a learning strategy that promotes student reflection during clinical practice., Aims: The overall aim of the study was to explore teachers' perceptions and experiences regarding the use of reflective clinical journals as a learning tool for students in order to improve the implementation of clinical journal writing in all the Health Science degrees offered by our University., Method: A qualitative research study was performed using the Action-Research method. Students studying various degrees at our Health Faculty were considered for this study (Nursing Physiotherapy, and Physiotherapy and Physical Activity and Sport Science). Data were collected using triangulation of document analysis (102 student journals and 12 teacher journals, together with the teachers' responses to the student's journals) and transcripts from 2 discussion groups (1 student discussion group and 1 teacher discussion group). Data analysis was performed based on the constant comparative method using ATLAS.ti version 6.2 software., Results: Four qualitative themes emerged from the data: the journal as a teaching strategy; building a relationship of trust between the tutor and the student; the role of the teacher and the world of emotions., Conclusions: Several recommendations for supporting clinical journal writing were identified: an informative meeting should be arranged with students; written guidelines should be provided; a personal interview with the student is recommended at the start of the activity; feedback should be offered over short time periods; teachers should provide constructive feedback; and students should adopt a free writing approach, or be guided by very open questions. Finally, it is important that students be familiarized with the assessment criteria., (Copyright © 2015 Elsevier Ltd. All rights reserved.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the implementation of learning outcomes-based education in mechanical engineering, focusing on students aspiring to pursue teaching careers. By using constructive alignment and reflective thinking methodologies, the study aims to enhance these students' competencies in line with professional teaching standards. The study targets a group of 23 mechanical engineering students. The researcher's established learning process forms the basis for the study methodology, incorporating learning objectives, active learning, and reflective thinking. The tools employed include a knowledge measurement test, activity evaluation through observation participation, follow-up on a permitted 5-level activity, reflection on learning experiences through writing, structuring learning activities in each subject, and assessment using qualitative content analysis. The results reveal significant variations in students' academic achievements before and after the study, indicating moderate learning progress. The assessments of management learning performance are comprehensive, with learners engaging at the highest average level. This study underscores the significance of reflective learning approaches in developing competencies that align with professional teaching standards, enhancing students' capacity to critically assess their thoughts, feelings, and attitudes, thereby influencing their actions and preparing them for real-world applications. [ABSTRACT FROM AUTHOR]

This reflective paper aims to contextualise the notion of leadership and professional learning within the Maltese context and present the challenges that the country faces if it truly wants to improve the level of learning in our schools. It presents the main challenge that the country faces at the conceptual, policy and institutional levels as the country needs to grapple with our understanding of governance and how this has been addressed over the years. It is argued that through such an engagement can we relate to the notion of leadership and being a leader in Maltese schools. The paper will explore the role that leadership and governance have on the way we view reform and the nurturing of professional learning and development in Maltese schools. The position taken is that central to any changes requires exploring the need to nurture trust as a fundamental principle that governs the way we relate at both systems and school level. Unless a change in mindset is adopted few changes will leave an impact where it truly matters, student learning. [ABSTRACT FROM AUTHOR]

A mixed methods approach for gathering data was adopted to report Level 5, 2nd (N = 34; F27, M7) and Level 6, 3rd (N = 29; M5, F24) year University students’ (N = 63) reflections of dance practice at Leeds Beckett University in the north of England. Five research instruments were utilised to gather data: questionnaires (including both open and closed questions), semi-structured interviews, reflective logs, pictorial evidence and observations. Reflections from practising primary (N = 9; F7, M2) and secondary (N = 8; M1, F7) teachers and their young people (N = 904, 5 to 18-year olds) also informed the students’ practice. The students’ production of original dance teaching resources (N = 17) delivered at the University based professional development days, attended by delegates (N = 121) from across the UK, served to qualify the suitability of the teaching and resources. The collaboratively created resources are highlighted as beneficial to enhance learning, teaching, self-efficacy, resilience and employability. The main aim and question therefore being realised, how to support and enhance the learning and teaching of dance in UK schools. [ABSTRACT FROM AUTHOR]

As responsive social work education is about meeting the dynamic needs of learners, social work educators engage with innovative approaches that promote teaching and learning (TAL). The purpose of this article is to address the research question: Based on our experience as educators, what TAL methods can support social work and human services curriculum delivery in an online environment? Using the co-operative research method and analyzing our reflections, we proposed a model of curriculum delivery which conceptualizes the application of four methods of TAL (pedagogy, andragogy, heutagogy, and paragogy). We also illustrate how this teaching approach can promote different levels of learning (single, double, and triple- loop learning). The model is based on internationally agreed principles of social work and can incorporate non-Western and Indigenous learning processes. We argue that when educators and learners use these four methods in different combinations, it is possible to produce learning experiences that augment social work skills and knowledge development, as well as prepare learners for a multi-dimensional world of change. The implication is that there is scope in the presented model to promote transformational learning and ways of positive engagement during social disruption and dynamic change, both features in our current global environment. [ABSTRACT FROM AUTHOR]

Validation of ideas are of paramount importance in STEM fields. Learning and converting ideas into practical application is the main purpose of technical education. Aviation is a highly safety sensitive field where confusion and mistakes are not acceptable. This brings serious challenges for academia that provides higher education in this field. A yearlong observation of the reflective practices was done at an Australian university while teaching aviation students to analyse outcomes of reflection on teaching and learning. Reflection provides a powerful opportunity to a teacher in improving teaching qualities and to identify training needs for enhancing teaching capabilities. [ABSTRACT FROM AUTHOR]

AbstractWhen 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. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher's point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future. Design/methodology/approach: The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students' perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared. Findings: Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work. Research limitations/implications: This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students' learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context. Practical implications: One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results – objectives and competences – acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices – focused on some aspect of the learning – as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own. Social implications: The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper's findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools. Originality/value: In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education. [ABSTRACT FROM AUTHOR]

Teacher-education programmes around the world face the challenge of preparing professionals capable of adapting their teaching processes to rapidly accumulating empirical knowledge, while remaining relevant in an era of constant change. In this case study, we propose that integrating Simulation-Based Learning (SBL) into teacher-education programmes can help prepare teachers to remain relevant, proficient, and effective educators in the dynamic and ever-changing realm of education. Thirty preservice teachers (PSTs) participated in 26 weekly SBL workshops, integrating a variety of experiences that may occur during teaching processes. Throughout their written reflections and interviews, participants referred to the SBL processes and to the peer feedback they received as the most significant components promoting their understanding of their professional-identity as teachers in a changing era. This study's findings indicate that SBL allows teachers to develop their professionalism as educators in a dynamic and changing educational environment, as they become increasingly aware of the multitude of options they have to cope with future educational situations. [ABSTRACT FROM AUTHOR]

Reflective Learning Journals are used to engage students in the learning process. To motivate students to complete the Reflective Learning Journal it is common practice to allocate marks and it is in this area that problems arise. To address the problems rubrics have been used however, most rubrics are based on assigning marks to very straightforward learning objectives embedded in almost every major assignment, and this is not so easy when evaluating/assessing the writing of a reflective journal. Deriving a rubric to suit a reflective learning journal requires attention to writing analytics rather than traditional learning outcomes. This paper presents a rubric developed from the literature on written self-reflection textual analytics. The approach provides a formula driven method as an objective means to alleviate any perception of subjectivity. [ABSTRACT FROM AUTHOR]

The position of teachers in modern teaching and changes related to educational reforms require a high degree of professionalism from teachers themselves, which, as Marentic Pozarnik (2000, p. 4) points out, is essentially "the ability of detailed professional judgment appropriate to the situation (reflection) as well as methods and procedures". It is important for "trained" teachers to know, in a special, responsible way, to learn from their practice. At the same time, experiential and reflective approaches to learning imply a changed role of teachers, and only in the second step the application of specific methods and techniques are suitable for encouraging experiential learning (Vizek Vidovic & Vlahovic Stetic, 2007, p. 303). In the concept of "critical professional", the teacher in the educational and wider social field implies an awareness of the responsibilities of his profession at an individual level and society as a whole. A critical professional is able to think critically, both about his practical work and about the context of his work. He has developed an implicit understanding of the practical situation and the wider context. Professionals - experts at a higher level of professional activity are able to monitor and reflect, reconstruct and articulate knowledge gained from experience (Valencic Zuljan, 2001, p. 136). The very concept of reflection comes from the Latin reflectere that means reflection, contemplation, judgment. It is a process of experiential learning based on in-depth analysis of one's own practice and cognition, in other words connecting and directing the thinking and actions of an individual (metacognitive process) (Bell et al., 1993, as cited in Skok, 2002, p. 14). [ABSTRACT FROM AUTHOR]

This study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia as part of the special educational needs subject. The research focuses on transdisciplinarity and the use of new technologies and sustainable development objectives to enrich the educational experience at the school as well as to study this approach with students pursuing a bachelor's degree in Primary Education. To analyze students' perceptions of this practice and compare their reflective and transdisciplinary thinking, a validated questionnaire was administered to a sample of 39 participants. In addition, seven focus groups were organized. The results demonstrate that via transdisciplinarity and the use of technological resources, students enhance their abilities to address complex situations, fostering creativity and innovation by relating different areas of knowledge in real and contextualized settings. Furthermore, an increase in reflective capacity and research skills is highlighted, contributing to better understanding and learning based on digital technologies. [ABSTRACT FROM AUTHOR]

The preparation of planning, an element that is part of didactics, is fundamental to educational practice because it is through this document that the teacher addresses what will be carried out in the classroom, being necessary to choose the objectives, contents, methodologies, resources and evaluations. In this context, the present study is inserted, whose objective is to analyze the conceptions of a professor on the subjects didactics, planning and evaluation. This is a qualitative, descriptive research, with the use of bibliographic review and field research, through a questionnaire, carried out with a teacher who works in Elementary and High School, in the area of Biological Sciences. The results show that the participant knows the concepts of Didactics and its tools, but the structural difficulties in the school hinder the good development of the educational practice. Therefore, in view of the answers obtained in the questionnaire, it is clear that the process of his work is always focused on the student to meet the needs of the reality he lives, from the preparation of planning with the choice of contents and methods to the practice of teaching in order to to develop a cognitive, critical, realistic and reflective being about the world around him. [ABSTRACT FROM AUTHOR]

Purpose: The objective of this study is to analyse the relationship between teachers and the pedagogical requirements of the learning process that ensure that students use reflective practice in the learning process by studying the theoretical framework of the concept of reflection. Design/Methodology/Approach: A phenomenological research design was chosen which is based on the paradigm of humanistic research. The method of inductive content analysis was chosen for the analysis of qualitative data. Findings: The empirical findings of the research indicate that setting goals is essential for the reflection process. Students must actively participate in the process by focussing on, evaluating and applying critical thinking to specific content in order to achieve those goals. Conclusion: The study highlights the importance of reflection activities in the learning process which allow students to base their decisions on their previous experiences, choose and verify the correctness of learning concepts, focus on growth, improve research skills and create new experiences. Teachers need to incorporate this into practice by actively involving students in the learning process to facilitate the reflection process. Practical Implication: The result indicates that reflection practice is crucial in the learning process. Teachers need to incorporate this into a practice that allows the students to be actively involved in the learning process and take responsibility for their progress. [ABSTRACT FROM AUTHOR]

Higher education perpetuates assimilationist ideas at odds with how an increasingly diverse student population makes meaning of their learning experiences. There is a heightened exigence to engage in inclusive and equity-minded teaching practices at Hispanic Serving Institutions where structural inequalities still prevail due to whiteness and monolingual racism. To challenge systemic inequities, we must see our students as essential partners in the development and revision of teaching and learning practices. In this reflective piece, we draw our lived partnership experiences to offer a framework for embracing college students' full linguistic and cultural repertoires to build reciprocal, equity-minded, and linguistically responsive student and teacher partnerships in higher education. [ABSTRACT FROM AUTHOR]

This article examines the concept of reflective practice in education and its benefits for both educators and learners. The authors conducted a study at Otago Polytechnic to explore how educators use reflective practice in their own lives and encourage its use in learners. The findings highlight that reflective practice is seen as a valuable tool for personal and professional growth, promoting self-improvement, critical thinking, and continuous learning. Educators employ various strategies to encourage reflective practice in learners, such as incorporating reflective models and providing opportunities for reflection within the curriculum. The benefits for learners include the development of practical skills, adaptability, and lifelong learning habits. The article emphasizes the importance of reflective practice in education and recommends that educators encourage daily reflection to inform future decisions and improve performance. [Extracted from the article]

The ethnoscience-based reflective learning model has been implemented in the classroom while the learning process has its own strengths and weaknesses. The purpose of this study was to determine the interaction between learning models and arguments for creative thinking. A mixed methods research design was applied to collect both qualitative and quantitative data. Quantitative data were collected using argumentation observations and essay tests which were analyzed with SPSS. Qualitative data sourced from one lecturer and 40 students of National Islamic Institute of Kerinci, Jambi Province were collected using interviews and observations. The results shows that there is an interaction between learning models and arguments for creative thinking. This can be seen from the whole learning process students have achieved indicators of creative thinking involving argumentation skills. We discussed this and formulated recommendations that can be implemented in the future. [ABSTRACT FROM AUTHOR]

Copyright of Economía Creativa is the property of Centro de Diseno y Comunicacion, S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mentor teachers of student teachers play an important role in novice teacher development, yet rarely receive training or support. This study investigates five mentor teachers during the 2021–2022 school year as they participated in monthly mentor professional development meetings. It asks the question 'How can recordings of mentor/mentee conversations be used within mentor professional development to support the development of educative mentors?' This qualitative analysis used interviews and video recordings of meetings to understand the mentor teacher experiences. It finds that audio clips in mentor meetings worked to support mentor teachers' learning as mentors and teachers and worked to deprivatize the work of mentoring. Findings from this study can help inform mentor professional development facilitation and can help inform decisions regarding how to prepare and support mentor teachers. [ABSTRACT FROM AUTHOR]

This study aims to explore teachers' peer feedback behaviour in online teaching practice classes. Qualitative research was conducted on 32 physics teachers who conducted a teacher professional curriculum. Data were gathered through interviews, observations, and online discourse archives. Six steps were taken in analysing the data: preparing and organising data, exploring data, developing themes, representing findings, interpreting findings, and validating the accuracy of the findings. The results showed that peer feedback behaviour focused on learning design content and teachers' performance. Peer feedback connects teachers' ideas with those of their colleagues, open-mindedness, and encourages reflective thinking. This study realises peer feedback is a mutual dialogue to enhance teachers' pedagogical competence in teacher professional curricula. [ABSTRACT FROM AUTHOR]

This case study explored the personally-held meaning of English-specialized Secondary Master Teachers towards action research, examined their action research productivity, and analyzed the expectation and pressure to produce high-quality action research on their experiences and practices. It utilized a semi-structured interview, and transcripts were scrutinized using thematic analysis. The study found that teachers view action research as a transformative process that promotes reflective practice and self-awareness and strengthens their professional competence. However, the study also revealed that English-specialized Secondary Master Teachers face challenges in allocating time for action research due to their extensive teaching and non-teaching responsibilities. As regards external pressures and expectations, teachers emphasized the value of adopting a growth mindset and perceiving action research as an ongoing learning process. It is recommended that educational institutions and policymakers consider the time constraints faced by teachers and provide adequate support, resources, and professional development opportunities to enhance their engagement in action research. [ABSTRACT FROM AUTHOR]

The research problem consisted in demonstrating that currently the non-use of ICT resources in mathematics education can become a totally unequivocal action. The objective; Characterize the mathematical technological knowledge and its relationship with the virtual learning environments of mathematics teachers in training. The research, of a qualitative type under an approach of multiple case studies. The methodology, developed through three phases. The main results found showed the little training received by future mathematics teachers under the VAS of learning. It is concluded that virtual learning environments are important in the training processes of future mathematics teachers since they provide a reflective point of view and enrich their pedagogical practice. [ABSTRACT FROM AUTHOR]

Educational psychologists have studied different conceptions of school learning that have focused mainly on the acquisition of knowledge, emotional skills, cognitive skills and social skills, but have neglected person al reflective learning, which is necessary for children and adolescents to successfully manage their daily lives in their role as children, siblings or students, as well as assume those roles in a critical way with responsibility of their actions. To analyze this issue, a review of the literature is made, and based on it the author points out a new critical conception of learning, which allows them to guide children and adolescents as thoughtful and responsible people who can make the right decisions. at each stage of their development, and in the different roles they must assume in their daily lives. [ABSTRACT FROM AUTHOR]

Although, we have been warned for this situation by other authors (e.g. Peter Jarvis, Ted Fleming and others), reading the same message in the narrative words of West and Formenti is like facing the second yellow card in a football (soccer) game. The analysis offered by Formenti and West in the first chapters helps us to recognize something that we either quietly or sometimes with a louder voice discuss in the adult educators' community: that the traditional framework of adult education has more or less collapsed. These questions came to my mind as I started my effort to review the awarded book I Transforming Perspectives in Lifelong Learning and Adult Education: a dialogue i , by Laura Formenti and Linden West. Formenti and West, in this book, remind us that the purpose of adult education is about: ... liberating people from ignorance and sustaining their capacity to think, feel, to be critical and discriminating, and to fight for social justice. [Extracted from the article]

In recent years, a growing number of translation programs have introduced a technology module into their curriculum. Yet students' reflections on their interaction with translation technologies remain largely under-researched. This exploratory study examines students' initial emotional experience in learning and using translation memory (TM) systems after three weeks of direct exposure. Seventy-five postgraduate translation students completed an emotional-narrative task in which they were invited to write either a "love letter" or a "breakup letter" (out of their own choice) to one of the TM systems with which they had experimented. As reflected in the "love letters" (n = 39) and "breakup letters" (n = 36), the students had both positive and negative emotions when learning different TM systems. A thematic analysis shows that the student translators expected the software tools to be learnable, productive, and user-friendly. Based on the emotional patterns and their expectations of TMs, we present a discussion of learning translation technology through discovery and reflection. The emotional-narrative activity in this case was applied as a pedagogical tool to engage students in the discussion of technology, its usage, and the learning experience. It further allowed the teacher to understand the students' perspectives. [ABSTRACT FROM AUTHOR]

Objectives of the research: The aim of this article is to present the action research method and the methodology for its implementation, using the example of a framework report of research conducted by the author. The research presented herein was designed to capture the changes in the teaching/learning process in a selected classroom following the implementation of the Universal Design for Learning (UDL) approach. Research methods: The method used in the research was the action research method. A short description of the context of the issue: In a rapidly changing world, education researchers face the challenge of how to study and analyze the educational process, which is (and must remain) changeable in order to keep up with the changing reality. Action research is an interesting methodological proposal. Three cycles of research are presented; for each cycle, the planning process (including research questions), actions taken, data collection methods, and results were specified separately. Research findings: The analysis shows that the research and innovative activities resulted in the development of students' skills in planning, organizing, and managing their learning, as well as the development of their independence, responsibility, creativity, and problem-solving skills. Their willingness to cooperate also increased. As a result, they became more active (self-)learners. At the same time, the teachers shifted from their traditional, central role of teaching others to that of facilitators, creating learning conditions for a diverse group of students. Conclusions and recommendations: It was demonstrated that action research is a valuable way of bringing about reflective change in the teaching/learning process. Action research is worth promoting to teacherpractitioners, as it is an effective way to introduce bottom-up changes that optimize the educational process. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concepts of ‘graduateness’ and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of ‘skills’ acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have farreaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to provide a critical reflection on the use of experiential learning in the form of the reflective journal and its ability to contribute to student learning. Three questionnaires were administered over the semester to track the responses of the students undertaking an undergraduate capstone unit in the Human Resource discipline. The questionnaires were designed to elicit feedback regarding the use of the workshop approach to teaching and to promote the use of reflective practices to enhance the learning process. The findings are that students were unfamiliar with the use of reflective journals and had difficulty adjusting to a learning environment that differed from the traditional structured approach which they had come to accept and expect. The use of the workshop designed to provide a student-centered learning environment was initially resisted by the students and debriefing sessions were required to reinforce the value of the reflective journal as part of the learning process. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pacha: Revista de Estudios Contemporáneos del Sur Global is the property of PACHA REVISTA DE ESTUDIOS CONTEMPORANEOS DEL SUR GLOBAL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Advancement of research in education has propelled the augmentation of theoretical and practical knowledge in learning-oriented feedback. In recent years, the channels, modes, and orientations of feedback became manifold. Copious empirical evidence from the body of literature supported the strength of feedback in enhancing learning outcomes and promoting the motivation of learners. However, compared to the popularity in implementation and fruitfulness of findings in other educational domains, the application of state-of-the-art technology-enhanced feedback in fostering students' L2 oral abilities remain few and far between. To address the knowledge gap, the present study endeavored to investigate the effect of Danmaku-based and synchronous peer feedback on L2 oral performance and the acceptance thereof among students. Adopting a mixed-method design, the study recruited 74 (n = 74) undergraduate English majors from a Chinese university for a 16-week 2x2 experiment. The collected data were analyzed through statistical and thematic analysis respectively. The findings revealed that Danmaku-based and synchronous peer feed-back was impactful on students' performance in L2 oral production. Furthermore, the impacts of peer feedback on subdomains of L2 competence were statistically analyzed. Regarding students' perceptions, the incorporation of peer feedback was generally favored by participants who were satisfied and motivated in the learning process but lacked confidence in their assessment literacy. Furthermore, students expressed their agreement with the benefit of reflective learning and the subsequent enrichment in knowledge and horizon. The research was significant for its conceptual and practical contribution for follow-up researchers and educators in L2 education and learning-oriented feedback. [ABSTRACT FROM AUTHOR]

Teaching vulnerably, and doing so in a way that 'talks back' to the dominant 'banking model' and the neoliberal forces that have entered the classroom where everything is evaluated through flawed metrics such as Student Evaluations of Teaching (SETs), is to take an enormous personal and professional risk. This paper is written as a critical collaborative autoethnographic reflective dialogue between two social work academics who embody diametrically opposed academic and life experiences. Contextualised within the space and place of the social work classroom, we offer stories and dialogue of our theoretical reflections of engaging with the concepts of love and vulnerability in our classrooms. Our narratives weave together an embodied vulnerability pedagogy, our processes of learning and our arrival at this place where we interrogate how vulnerability is taught, understood and experienced in social work education as part of our commitment to produce decolonised ways of teaching in social work. [ABSTRACT FROM AUTHOR]

The study aims to explore how reflections facilitate a preservice mathematics teacher's thinking about students' learning by focusing on (i) what one preservice mathematics teacher studying in a two-year alternative non-typical Teacher Certification Program reflects about students' learning in the context of Practice Teaching, and (ii) how these reflections are revealed in her teaching. The data were gathered through pre- and post-observation conferences (meetings) with the participant based on her observations of 32 lessons and the documents she produced. Inductive coding based on Schön's (1987) reflection-on-action and reflection-in-action framework revealed that the participant's reflections-on-action were about how and what she should improve in her knowledge and practice to address students' learning better, and her reflections-in-action were about how to modify her teaching to address students' differences. She improved her practice gradually based on these reflections, and the focus of these reflections changed throughout the process. The results revealed that mentors and experienced teachers could be instrumental in this process, and systematic, continuous, and supported reflections provide development in reflective practice considering student learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The COVID-19 pandemic prompted instructors of many community-engaged learning (CEL) courses to utilize virtual CEL as a replacement for in-person CEL. Few assessments indicate whether in-person CEL student learning outcomes (SLOs) can be achieved through virtual CEL. Purpose: This study assesses whether an in-person CEL cohort and a virtual CEL cohort achieved the SLOs for a CEL course. Methodology/Approach: The sample for the study is students in the 2019 in-person CEL cohort (n = 13) and the 2020 virtual CEL cohort (n = 13) of a CEL course. Students' reflective writing is analyzed using focused coding to evaluate the extent to which students achieved the SLOs. Findings/Conclusions: Findings indicate that both cohorts achieved the SLO about career exploration. The virtual CEL cohort did not as thoroughly achieve SLOs on cultural differences, community leadership, and working with others for local impact. The groups utilized reflective practices differently. In this case, virtual CEL was less effective than in-person CEL. Implications: Virtual CEL is not an exact substitute for in-person CEL. Effectiveness in achieving civic-oriented SLOs is likely to improve through further modification of pedagogical approaches and supplemental content and interactions. [ABSTRACT FROM AUTHOR]

This chapter describes a course teaching unit, carried out in a teacher education college in central Israel, that aims to develop techno-pedagogical skills in different disciplines, fostering independent and collaborative learning. The unit constituted modelling for the flipped classroom strategy using constructivist teaching. The unit was applied with 35 student-teachers from different disciplines online due to the Covid-19 pandemic. The teaching method of the unit is described through the humanist theoretical lens, while highlighting the teaching and learning processes, the content knowledge, the techno-pedagogical environments and the learners’ reflective insights. This process consolidates pedagogic models of teaching and learning methods according to a humanist, constructivist approach in an online learning environment. [ABSTRACT FROM AUTHOR]

This paper presents the findings of an empirical research study investigating the perspectives of students and teachers on learning spaces in higher education and their participation in the design process of such spaces. The study employed a participatory design method, using workshops to involve teachers and students in redesigning a prototype learning space named the 'Cube'. This approach allowed the researchers to actively engage users in reflective thinking on the learning spaces and their role in learning and to co-create new learning spaces through the use of their experiences and ideas. The findings are organised into 10 design themes, highlighting key considerations for the design of meaningful and effective learning spaces. The study concludes that involving teachers and students in the design process can significantly improve the learning and teaching experiences by fostering an active sense of agency and ownership over the learning spaces. [ABSTRACT FROM AUTHOR]

This study explored university teachers' professional learning when participating in a pedagogical development (PD) programme. The PD programme, entitled the Aalborg Certificate on Basics of PBL and Curriculum Change, had a workload of 150 hours and ran for four months, involving 23 teachers from Universidad Nacional de Colombia (Bogotá, Colombia). The programme comprised four modules, delivered in a blended mode, and followed a problem- and project-based learning (PBL) approach, as well as being based on PBL principles. This investigation conceptualizes professional learning from the complex learning theory perspective, describing it as a complex dynamic system involving knowledge, motivations, values, attitudes, and beliefs dependent on social and individual contextual factors, and how these can lead to the implementation of alternative teaching practices in classroom (e.g., PBL). Building on that, this work addresses the following research questions: (1) What knowledge and beliefs have the PD programme participants developed about PBL? (2) In which ways do the developed knowledge and beliefs impact participants' change towards PBL? This analysis takes a qualitative approach and uses multiple sources of data, namely participants' portfolios and reflection essays, as well as a qualitative survey. The results show the participants developed a deep understanding of PBL principles and practices by experiencing them through the PD programme, and that reflective practice enables continuous professional learning and development. Additionally, their perceived challenges were related to time, as well as institutional support and infrastructures, in addition to student and teacher training. [ABSTRACT FROM AUTHOR]

Citizen science (CS) is a growing field of participatory science, bringing together the public, researchers, organizations, and communities to participate in various scientific projects that unfold in different sociomaterial settings known as territories. While research on perceived learning in CS has recently grown, the discussion regarding the different learning approaches, territories, and the overall process as well as their associations with learning factors remains meager. In our study, we unpack three types of learning (formal, informal, and nonformal) and their respective territories in CS, and within this context, review a model of learning to synthesize the project-related and individual factors associated with the perceived learning of citizen scientists engaged in CS activities. We conducted an international survey for adults participating in CS, which was then analyzed using exploratory factor analysis (N = 596). We identified the following five factors regarding CS activities and perceived learning: sociomaterial learning, social learning, reflective learning, situational learning, and material learning. We found that perceived learning was lower for citizen scientists who participated in biology CS projects but higher among citizen scientists who participated in the long term and engaged in a variety of CS activities. Our findings highlight that the learning experiences of citizen scientists can be varied within a CS project because of the varied entanglements of project-related and individual factors, which can be better understood through a model of learning. Our findings contribute to developing further the theories and practices related to CS and CS in education. [ABSTRACT FROM AUTHOR]