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This research was conducted to see if using ChatGPT prompts students to think more deeply through reflection reports. The case study method and qualitative research methodology were used to carry out this study. Five graduate students in the Curriculum and Instruction department at Aksaray University's Social Sciences Institute who were teachers in various subjects and employed at various state school levels participated in the study. It was found that the majority of participants accepted all of the information presented by ChatGPT based on a citation as true, did not feel the need to control data reliability, and could be manipulated by ChatGPT while doing self-evaluation. Additionally, despite the fact that they prepared reflective reports in which they compared their essays with ChatGPT and included questions that prompted them to think critically and reflectively, as well as the fact that they had taken a graduate-level course on the teaching of higher order thinking skills, it was acknowledged that they could not demonstrate the expected performance in using higher order thinking skills other than to a limited extent. The onus should be on educators to pioneer positive examples of how to utilize ChatGPT and provide direction on how to harness its potential, supported by critical thinking, rather than to avoid using it and identify it as a tool to be avoided.

This article proposes a comprehensive AI curriculum tailored for young learners aged 11 to 14, emphasizing a humanistic approach. We review other AI curricula proposals for children and young people and underline that they focus primarily on AI's technological benefits and on learning coding and logic. Our curriculum explores human cognition that is often overlooked in existing AI curriculum. Our proposal combines learning through construction, reflective discussions and project-based learning in order to approach AI from variety of angles. Implemented by CreaTIC Academy during 2023/24 school year as an out-of-school activity in a secondary (middle) school in Barcelona, Spain, this curriculum integrates technological, philosophical, cognitive, and cultural dimensions. It draws from diverse fields, including Philosophy of Mind, Cognitive Psychology and Philosophy of Children, and includes practical coding with tools like Scratch and AppInventor, as well as Machine Learning for Kids. Designed to be adaptable across various socio-economic contexts, our approach aims to promote a broader liberal education for children and help teachers implement AI activities in their classrooms.

Although research has always related e-portfolios to self-regulated learning, recently agency, which includes individual, relational, and contextual domains, has also been highlighted. Likewise, agency has been explored in technological environments that support collaborative and co-design learning processes. This study, investigating the enactment of student agency within e-portfolio learning co-design with 68 secondary students in Hong Kong, focuses on how students perceive their agency within a co-design e-portfolio learning framework, which was coined as the Co-PIRS model in previous stages of research. With descriptive aims, a mixed research methodology was designed using quantitative and qualitative data collection instruments. Among the findings, it is argued that students report a greater awareness of agency, characterized by competence beliefs (individual domain) in the showcase phase of e-portfolios, peer learning (relational domain), and the opportunities to make choices (contextual domain) in the implementation phase. The study also reveals students' positive attitudes towards reflection, which suggests the suitability of structuring collaboration in the co-design approach. These insights serve as a foundation for implementing e-portfolio co-design frameworks to empower students' agency and provide educators with guidance in Secondary Education and beyond. [Note: The page range (190-203) shown on the PDF is incorrect. The correct page range is 190-202.]

The study aimed to assess the effectiveness of the Predict-Explain-Enact-Observe-Reflect (PEEOR) instructional strategy on general science students' conceptual understanding and motivation in the topic of motion and force. The research employed a pre-test post-test quasi-experimental design. The sample consisted of 107 general science summer, year II students from Woldia College of Teacher Education. Data collection involved a conceptual understanding test (comprising 15 questions) and a post-motivation questionnaire. The KR-20 reliability value for the conceptual understanding test was 0.75. The Cronbach Alpha (a) reliability coefficient for the scale was determined to be 0.84. Descriptive statistics and ANCOVA revealed the following: The PEEOR group (adjusted mean = 6.787) significantly outperformed the traditional group (adjusted mean = 5.134). The POE group (adjusted mean = 6.472) did not differ significantly from either PEEOR or the traditional group. Regarding student motivation: There was a statistically significant difference (p < 0.05) in post-test motivational questionnaire (PMQ) scores among the three groups. The F-statistic for this difference was 4.753. The study recommends that college physics teachers adopt the PEEOR instruction strategy. Additionally, the college and department heads of natural science should promote the potential benefits of this novel strategy among science educators.

This study aimed to i) analyse learning problems in science at boarding schools for junior high school students and ii) determine the effectiveness of science learning in the context of Islamic teachings using the science, technology, engineering, and mathematics, -religion (STEM-R) approach to improve reflective and critical thinking skills. The research method applied in this study was a sequential exploratory mixed method. The research design consisted of five stages: i) qualitative data gathering, ii) qualitative data analysis, iii) quantitative data gathering, iv) quantitative data analysis, and v) data interpretation. The subjects of this study were 192 students from boarding schools and were divided into 6 groups. The research results obtained were the school, parents, science teachers and religion teachers' vision and mission causing students to like or dislike science. An excellent teacher is viewed by students as someone who can make learning enjoyable, exhibit creativity in presenting educational material, possess the ability to motivate, link science and religion, engage in investigative activities, infuse humour, establish connections between science and everyday life, and communicate concepts effectively. Moreover, distinctions in reflective thinking and critical thinking abilities were observed between the experimental group and the control group. Learning that connects science and Islamic religion and examines STEM-R aspects is able to develop students' thinking skills.

Students' scientific literacy may be improved by the integration of social issues into biology courses, enabling them to make informed decisions on social issues in the context of their scientific knowledge. Additionally, this may allow students to recognize the connection between science and society. Although there are a number of benefits with having students learn about social issues in biology courses, most undergraduate courses may follow a traditional curriculum, which emphasizes the scientific content without framing it in a social context. Here, we investigated whether undergraduate students have been exposed to social issues in previous biology courses and examined how their perceptions changed before and after taking a biology course that incorporated social issues. In surveys, most students reported having no exposure to social issues in biology courses. Most students, especially females and persons excluded because of their ethnicity or race (PEERs), agreed with the integration of social issues in biology courses before taking the course. Students found reflection essays to be a useful tool in allowing them to think and share their thoughts on social issues as well as relate the course content to their personal lives. These results highlight students' interest in learning about social issues from a scientific perspective and how reflection essays may be used to practice applying their knowledge to real-world issues.

This mixed methods research was applied and divided into two phases. Phase one: was to study the creative communication skills of school administrators according to the perspective of teachers in the Bangkok Metropolitan Administration (BMA). Multi-stage random sampling was used to select teachers from the BMA as participants in this research. The research instrument for phase one was a five-point Likert scale, consisting of 50 items, validating content with a range of 0.80 to 1.00, discriminant power between 0.30 to 0.80, and reliability of 0.986. Statistical analyses included mean, standard deviation, and the modified priority needs index (PNImodified). Phase two: focused on qualitative research to identify approaches to creative communication skills development of school administrators in schools under the BMA. The participant has three groups comprising seven individuals: academic experts in educational management at the directorial level or equivalent, representatives from the education department, and educational counselors affiliated with the BMA. Participants were selected using purposive sampling. The research employed a semi-structured interview as the instrument and conducted content analysis. The results of the research found that: 1) the degree of success, and importance of state requirements for creative communication skills of school administrators under the BMA were at high and highest levels respectively. The most crucial priority needs were encouragement, followed by active listening, fostering positive relationships, and reflective thinking, in that order; and 2) approaches for developing creative communication skills of school administrators under the BMA including engagement, approachability, optimism, and reinforcement, the EAOR model.

The study aims to design a socio-scientific issues (SSIs)-based electronic learning (e-LM) design framework. It is anchored to the SSI occurrences in teaching Science at a State University in Batangas province, Philippines. This SSI-based e-LM design framework will guide the e-LM development for teaching Science socio-contextually through flexible learning. The explanatory sequential mixed method design addressed the study's goal. Initially, the existing SSIs in the science course curriculum were analyzed. Significant insights into the occurrence of existing SSIs, such as the appropriate teaching approaches, suitable teaching strategies, assessments, and e-LM design structure, were identified. The resulting least occurring SSI identified and factors affecting their existence comprised the salient features of the proposed e-LM design framework. Findings showed that lifelong learning issues, ethical issues, and sustainability issues were almost "no occurrences at all" SSIs in the analysis. These identified SSIs became the priority SSIs in e-LM design framework. Significant insights showed that flexible learning and socio-contextualization are suitable teaching approaches. Meanwhile, the teaching strategies that were found appropriate in the SSI inclusion include brain-netting, discovering scientific ideas, e-collaboration, and reflective thinking evaluation. The e-LM design framework proposed is called Brain-DeCoR e-LM Framework. Applying the proposed e-LM design framework in teaching Science will encourage science facilitators to situate priority SSIs in teaching Science. This results in creating a balance in SSI inclusion. The least occurring SSIs, which are the priority SSIs, are given into focus. Furthermore, the proposed framework will aid students in learning science beyond the content, developing their skills, and enhancing their environmental concerns and social awareness.

A new reading curriculum incorporating the principles of concept-based instruction and reading strategy instruction was designed and implemented for a previous study. Concept-based instruction was compared with reading strategy instruction to determine the impact of the new curriculum on language learners' reading and reflective thinking skills. The data revealed that the concept-based group performed better in reflective reading and thinking skills. The new curriculum involves the creation of a Schema of a Complete Orienting Basis of an Action (SCOBA) during reflection sessions. To explore the necessity of SCOBA creation, an experimental study with two groups was conducted, where only one group created a SCOBA. Both groups received concept-based reading instruction and were compared based on their reading, reflective reading, and reflective thinking skills. The data revealed that the groups performed similarly in reading and reflective reading skills, but the SCOBA group performed better in reflective thinking skills. The study sheds light on the importance of incorporating reflective thinking activities, such as SCOBA creation, in concept-based reading instruction.

Higher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students' interaction and participation, to supply multiple participation in curriculum "customization" countermeasures to update higher education curriculum for future engineers.

Despite the promise of virtual reality (VR) videos to provide reflective opportunities analogous to those afforded by real-world classroom recordings, there has been scant research on its usage in teacher education to date. In this quasi-experimental study, we compared the effects of two distinct stimuli used for student teachers' reflections on their teaching. This mixed-methods study investigated how participants' perceptions of their own abilities to engage in reflective thinking changed over time. Twenty-three preservice instructors watched a genuine classroom film and compared it to 46 who watched a virtual reality version. Only the VR group saw a gain in self-efficacy related to reflection over time. We also discovered that, like traditional classroom videos, VR videos prompted participants to engage in self-reflection. This research is the first to show that reflecting on VR classroom footage yields similar outcomes as reflecting on actual classroom videos in mathematics. This demonstrates the viability of VR for use in teacher education and its potential value as a tool for education professionals.

The complexity of gear concepts, often misunderstood by young children, highlights the need for educational frameworks beyond simple play. To examine the effects of using the prediction, observation, and explanation (POE) model in building block activities, a true experimental design was implemented. A total of 49 preschoolers were randomly assigned to either an experimental group, which engaged with building blocks embedded with the POE model, or a control group, which followed a building instruction guide. Data were gathered through pretests, posttests, and two-week delayed tests administered to all participants. The theoretical framework for this study was based on the POE model, emphasizing the importance of prediction, observation, and explanation in the learning process. The results revealed that the POE model had positive impacts on fostering young children's acquisition of gear concepts. Specifically, gear speed and gear direction were identified as the most challenging concepts for preschoolers to grasp. The results highlight the critical role of children's reflection in learning these concepts. The participants' common naive conceptions about gear function, gear speed, and gear direction were identified. The implications of these results highlight the importance of incorporating reflective practices in early childhood education to enhance concept acquisition and address misconceptions.

The current research utilized a modern word cloud tool to assess the effectiveness of course objectives and outcomes of a community-engaged learning and core curriculum course at a private Catholic University. The foundational course revolves around social justice using the setting of sport and physical activity. Beginning with a final reflection of the course and inserting data into word cloud tool, results indicate that this assessment technique offered insight into future enhancements of college course assessment by breaking down and focusing on specific words or phrases that may or may not be meeting the needs of the instructor and students.

The power of sport to affect social change is widely acknowledged. However, little empirical research has explored the use of sport in engaging young people in global education. This article fills the gap by exploring the role of sport using experiential learning tools as delivery methodology for global education in the context of Central Europe (Czechia). The study focuses on the experiential learning process of the study participants, a mixed intercultural team of Czech and Kenyan youth ambassadors participating in a Football for Development project with the aim of engendering cultural understanding, respecting diversity as positive and valuing differences as beneficial to society. The study benefited from a newly developed non-conventional data collection tool enhancing the research methodology and allowing for the facilitation of the participants' ability to discover and process the experience-related learning through reflexivity. By showing the changes in knowledge, skills, values and attitudes, our findings indicate how the sport for development programme contributes to creating a semi-conscious learning environment for global education.

In this article, we examine the potential of collaborative online international learning as a borderland third space for global citizenship education. Border thinking is used as a mode of critical questioning and reflection of ways of relating to the world, of feeling, acting, living and inhabiting the world that emanates from plural knowledges disrupting modernity and repositioning alternative knowledge traditions. After discussing the central concepts of collaborative online international learning and global citizenship education, and unpacking border thinking and third space as a lens, we provide four illustrative autoethnographic vignettes from which we then discuss collaborative online international learning and global citizenship education critically. We conclude that by bringing together students to engage in a collaborative learning task that they would be unable to complete on their own, participants have a personal and collective opportunity to appreciate each other's microsocial realities better. We argue that the potential for becoming in the collective borderlands of collaborative online international learning can deepen students' learning and understanding of global citizenship education as inclusive, decolonising, Indigenising, critical and transformative. However, collaborative online international learning for global citizenship education should not be deployed uncritically as an online pedagogy, assuming inclusivity. Rather, it can be a core component of holistic learning practice, if it is deliberately used as a borderland third space where valuable learning through reflection and openness to discomfort advances a global mindset.

This article describes a piloted approach to responsive lesson planning and lesson reflection that centers the motivation of both teachers and students in public school settings. Anchored in the African philosophical approach of Sankofa and Self-Determination Theory, the tools and practices described encourage strategic reflection while considering the basic psychological needs of both children and adults. Special Education teachers in Washington, DC employed a Lesson Internalization co-planning tool and found it aligned the paired teachers and filled gaps in the social-emotional and support needs for their students not captured by traditional lesson planning formats. General education teachers in the Bronx utilizing a responsive post-lesson reflection tool were able to adeptly pinpoint problem areas in delivered lessons, identify differences in causes of struggles between different sections of students, and even replace a traditional approach to behavior intervention for a student. Crucially, the practices were found to be fully internalizable and did not unduly add to the planning or reflection workload or time commitment for the teachers. The successes found in these pilots suggest the potential for a broader application of motivation-centered approaches in other aspects of school including conflict resolution, teacher evaluation, coaching, hiring practices, and professional development.

Reflection can play a critical role in an educational leader's capacity to sustain and improve their leadership practices. Reflection in the form of writing allows leaders to slow down and carefully attend to their own thinking before facilitating collective thinking and decision-making in those they lead. Though educational leaders are often focused on supporting the development of writing skills in their students, writing is equally important for themselves as leaders. This paper examines the journey of three K-12 practitioners who experience reflective writing as a core curricular component of the Masters in Public Education Management program at Yale School of Management. We offer our perspectives on having dedicated writing time in the leadership development curriculum as well as recommendations for practitioners seeking to infuse reflective writing into their individual and organizational leadership praxes.

This article addresses the challenges and importance of integrating discussions on race and social justice into the classroom. Considering recent legislative actions in various states aimed at restricting such discussions, the article presents an empowering framework designed to support educators in facilitating these conversations. This framework, rooted in culturally responsive pedagogy, offers practical tools and guiding questions to help teachers create an environment that encourages inquiry and exploration of racial complexities without imposing personal viewpoints. The framework aims to move beyond simply identifying disparities to examining systems of oppression and encouraging students to take action. Feedback from teachers who implemented this framework shows significant improvements in their comfort and proficiency in discussing racial issues with students, instilling a sense of confidence and capability. The article also highlights the importance of self-reflection and continuous learning for teachers to lead these conversations effectively. It underscores the need for educators to develop strategies that allow students to engage critically with racial topics and employ counter-narratives to challenge discriminatory rhetoric. In conclusion, the article calls for a concerted effort in teacher education to counteract the resistance to racial equity discussions.

This qualitative study examined the use of reflective journal prompts during the student teaching experience to gauge the success of seven areas of teacher preparation. Results varied by certification areas. Showed strengths in reflection, classroom management, and planning. The areas for growth centered on objectives and essential questions, parent communication, and questioning skills.

This paper offers an exploration of success mindsets and one example of how these may be used as an intervention to impact student success in both their personal and professional lives. Gottfredson's Success Mindsets concept is used as the intervention. These success mindsets combine four sets of mindsets associated with positive outcomes: fixed/growth, closed/open, prevention/promotion, and inward/outward mindsets, and are identified as key factors in unlocking greater success in life, work, and leadership. Previous research supports individuals' ability to change their mindset through conscious effort and specific interventions. This classroom intervention introduced success mindsets to first-year business students and consisted of one learning module that included pre-course activities and a class discussion. The implementation focused on creating a culture that supports growth mindsets, encourages self-reflection, promotes innovative thinking, and de-emphasizes grades as the sole measure of success. The class discussion covered students' reactions to the learning material and highlighted the positive impact on student engagement, interaction, and retention. With a small intervention on success mindsets, it may be possible to empower students to develop these success mindsets and foster enhanced growth and achievement.

In today's job market, soft skills are increasingly crucial, surpassing technical knowledge. Traditional lectures fall short in teaching these skills, prompting universities to explore new methods of instruction. A Turkish public university introduced a curriculum with non-disciplinary courses called Personal Development Pathway (PDP) courses for its Electrical and Electronics Engineering (EEE) department. These courses aim to enhance soft skills, motivate students, foster positive relationships, and improve employability. Employing Positive Education approach, the PDP courses include hands-on learning, one-on-one meetings, exercises, interactions with professionals, and self-reflection. This study evaluates four PDP courses that are offered for first-, second-, and third-year EEE students. It explores how these courses, designed similarly but offered in different semesters, enhanced EEE students' soft skills and their understanding of course concepts. A questionnaire was administered to sixty-one students after four semesters of teaching. Data triangulation utilized journals, interviews, and reflections. Data showed increased motivation, improved interpersonal skills, and enhanced confidence in self-expression among students. Despite the collaborative effort and time required from instructors, these courses seem to provide valuable opportunities for students to enhance their competence and success in future careers.

Reflective thinking (RT) is one of the higher-order thinking skills which have been of great importance to the researchers from a variety of disciplines for years. Although the significance of RT has been discussed in many studies and many different forms, there are no bibliometric studies conducted on this topic. This study aims to examine the current state and development of research in RT based on the data available in the Web of Science (WoS). To do this, a bibliometric approach was adopted to map the research literature on RT using the metadata from the WoS between 1986 and 2023 in terms of the distribution of the articles by year of publication and average citation status, the most productive journals publishing on RT and number of RT-related citations, the most cited RT articles and authors, top countries in which the articles about RT were cited most, the authors who have produced the most articles on RT, their publications and corresponding author(s)' countries, and the trend of words associated with RT in the articles. Our main contribution is the quantitative methodological design for examining the evolution of reflective thinking research, which is highly multidisciplinary and covers a large volume of publications. We believe that this study provides a comprehensive review of the studies on RT and provides interesting insights about the development of the field for future research.

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.

Place-based education, grounded in collaborative learning opportunities with minoritized communities, is vitally needed to change the health crises that impact our communities. Many current learning models focus on engaging in communities by centering on the deficits of particular populations or naming issues that affect individuals' health. This approach falls short of teaching students to be inclusive of those impacted by injustices such as health inequities. Many times, these learning experiences are one-time activities that are not sustainable over time. Thus, as anchor institutions, universities are responsible for using innovative learning strategies to allow students to develop skills to take action on these issues while partnering with other organizations. This paper will present a case study using the Health Commons model as an example of how institutions of higher education work with the community to implement an anchor institution framework. Stories and lessons learned from engaging in this work over the last three decades will highlight how anchor institutions in higher education can create change at the community level through place-based education. This case study highlights the significance of place-based learning for students, educators, and community partners. The essential concepts include: (1) knowledge is dynamic, (2) humility is crucial, (3) comfort with ambiguity is necessary, (4) health is interconnected with community, (5) continuous learning is vital, (6) withholding judgment is important, and (7) making time for critical self-reflection is imperative.

The rapid advancement of artificial intelligence (AI) in education underscores transformative prospects for open and distributed learning, encompassing distance, hybrid, and blended learning environments. This qualitative study, grounded in narrative inquiry, investigates the experiences and perceptions of 141 preservice teachers engaged with AI, mainly through ChatGPT, over a 3-week implementation on Zoom to understand its influence on their evolving professional identities and instructional methodologies. Employing Strauss and Corbin's methodological approach of open, axial, and selective coding to analyze reflective narratives, the study unveils significant themes that underscore the dual nature of AI in education. Key findings reveal ChatGPT's role in enhancing educational effectiveness and accessibility while raising ethical concerns regarding academic integrity and balanced usage. Specifically, ChatGPT was found to empower personalized learning and streamline procedures, yet challenges involving information accuracy and data security remained. The study significantly contributes to teacher education discourse by revealing AI's complex educational impacts, highlighting an urgent need for comprehensive ethical AI literacy in teacher training curricula. However, critical ethical considerations and practical challenges involving academic integrity, information accuracy, and balanced AI use are also brought to light. The research also spotlights the need for responsible AI implementation in open and distributed learning to optimize educational outcomes while addressing potential risks. The study's insights advocate for future-focused AI literacy frameworks that integrate technological adeptness with ethical considerations, preparing teacher candidates for an intelligent digital educational landscape.

In this article, we examine the relationship established between what the history of education in Spain has identified as "pedagogical renewal" and the proposals, experiences, reflections, meetings and training spaces framed in what at the time was identified as "intercultural education". This analysis stems from the apparent disappearance of everything generated around "intercultural education" throughout the 1990s from the historical account of pedagogical renewal. Faced with this apparent mismatch, the authors of the article argue that the main characteristics of the intercultural proposal (in terms of organisational forms, the global nature of its proposals and critical spirit questioning some of the basic pillars of the dominant educational system and model) would allow it to be identified with the movements, proposals and practices of pedagogical renewal. Additionally, the authors highlight the commitment and involvement of individuals, groups and journals aligned with the pedagogical renewal in the promotion and defence of intercultural education. Consequently, the authors finally propose some key insights that may help us understand why this presence and participation tends to be overlooked in the historiographical account of the renewal.

This study investigates the effect of integrating different versions of Cinderella in a regular English classroom for Thai grade 10 students to enhance students' intercultural competence (IC), employing Deardorff's (2009) and Byram's (1997, 2021) model as the theoretical frameworks. A mixed-methods research approach was used to analyse quantitative and qualitative data, assessing the impact of implementing Cinderella stories on learners' intercultural competence. Various research instruments, including versions of Cinderella stories, designed lesson plans, an intercultural competence assessment questionnaire, and students' reflective writing, were employed. The findings indicated a significant improvement across all IC dimensions, with the most notable enhancement observed in cultural knowledge. Additionally, students demonstrated increased sensitivity to social discrimination, developed positive attitudes towards cultural differences, and improved intercultural communication skills. Reflective writing was crucial for fostering more profound understanding, self-awareness, and empathy. The study underscores the effectiveness of multicultural narratives and reflective practices in cultivating students' appreciation of cultural diversity and highlights the importance of student-centred activities in developing intercultural competence. Teachers are encouraged to adopt these strategies to create a more culturally aware and empathetic learning environment.

This research recounts a scholarship of teaching and learning (SoTL) project aimed at facilitating students' empathic development while also offering ways to identify and assess students' written expressions of empathy. I ground this work in an exploration of the many processes labelled as empathy and the reasons for including empathy as a course learning outcome. While participating in the Lighted School House program, I explored using progressive, or stacked, writing reflections to help students build, recognize, and articulate their own empathy. I conducted a close reading of final reflection papers in two offerings of a second-year community engagement course (in 2017 and 2019) in which students worked with an afterschool program in local elementary and middle schools. This enabled me to identify features of student writing--the evidence or "artifacts"--that illustrated their understanding of empathy, others' perspectives, and positionality. To assess the depth and complexity with which students articulated their empathy, I devised a scale to identify these written expressions as novice, intermediate, or advanced. The analysis showed the importance of using an "imagine-other" perspective rather than merely imagining oneself in another's situation, valuing others to inspire empathic action, and using conversation as a powerful tool for developing empathy. The project points to pedagogical practices that encourage students to employ effective conversation and listening skills in community engagement. This research suggests ways to help students better express their empathy by revising prompts and rubrics to clarify the particular empathic processes targeted and to foster strong writing skills.

Education seems to have both an increase in standardization and teacher burnout. The loss of control could leave teachers feeling unimportant in their own classroom. This article explains how one teacher used reflection to find and create autonomy, reigniting her passion for her job. Through celebration, reflection, and authentic connection, teachers can reclaim their joy and stay invested in teaching. Authentic teaching keeps teachers in the field and students motivated.

Many models of professional thinking exist within occupational therapy, but the relationships among reasoning, reflective practice, and evidence-based practice as essential skills for practice are not clear. Because occupational therapy educators impart these skills to students, understanding how educators conceptualize relationships among skills is necessary. We used Delphi methodology to explore educator conceptualizations of the relationships among clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Inclusion criteria were: an educator in an occupational therapy program for at least three years at the master's level or higher, currently an occupational therapy educator based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Participants agreed that the four skills are reciprocally related to one another, with some discrepancies surrounding differing conceptualizations of clinical and professional reasoning. Additionally, relationships were understood to be non-linear and complex. Continued exploration of how these essential skills are related to one another is needed to support future exploration of how they are integrated in occupational therapy education and how this influences practice.

Teaching intervention planning is enhanced with an intentional course design that incorporates critical thinking in order to prepare the next generation of occupational therapy practitioners. The context for this study was a physical disabilities intervention course for an entry-level occupational therapy program that used Fink's Taxonomy of Significant Learning as a basis for learning outcomes. A novel formative intervention planning assignment required students to use the Rehabilitation Treatment Specification System (RTSS) as a framework to guide their thinking. A qualitative retrospective content analysis of student reflections at the end of the course revealed that the RTSS added value to their learning. Two main themes emerged from the student reflections; "Growth takes Practice" to use this framework effectively and the RTSS was perceived as a "Bridge from Classroom to Practice." These findings support the possible benefits of integrating this framework into occupational therapy curricula as a means to help students further develop critical thinking and clinical reasoning skills. Providing opportunities to scaffold learning may enhance the student learning experience and integration of the framework into future intervention planning and delivery.

Reflective learning is an important factor that has a positive impact on students' learning efficacy. The study aims to bring insight into the use of e-portfolios as a means and tool to promote reflection in the classroom and build self-reflection habits, plan learning activities and build learning autonomy. Mahara e-portfolio was used during the period of eight months with a group of secondary school students in Croatia (n = 57) who filled in the student course engagement questionnaire consisting of 23 Likert-scale items before and after this period. The questionnaire data are categorized into four categories, dimensions: skills engagement, participation/interaction engagement, emotional engagement and performance engagement. Students systematically worked with Mahara, and based on the data collected that were analysed using Statistica software, no positive impact on students' engagement was proved. Even though the quantitative results are relatively neutral, the observations and discussions with teachers and students indicate a positive impact on motivation. Building autonomy and using tools for reflection and self-reflection should become necessary components of university pre-service teacher education.

Despite existing research on AI applications in education (AIEd), the release of ChatGPT has disrupted the status quo in the educational landscape. Although this technology can personalize learning, decrease teacher workload, and offer access to a wealth of information, concerns around generative AI (GenAI) tools have emerged, including academic integrity, data accuracy, and bias in information. Given research highlights and acknowledging educators' varied levels of awareness and conflicting views toward AIEd, two teacher educators (also authors of this paper) in the Faculty of Education at Brock University facilitated three workshops among different groups of teacher educators. The workshops focused on the emerging nature of GenAI tools, their affordances, and their implications for educators' practices. Adopting a narrative inquiry approach, the authors describe the details of these workshops and present their reflections on the process of preparing for and facilitating them. Implications for teacher education research and practice are also presented and discussed.

Reasoning, reflective practice, and evidence-based practice are essential skills for occupational therapy practitioners, but it is unclear how these skills are defined in occupational therapy education. We used Delphi methodology to explore educator conceptualizations of clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Eligible participants on the Delphi expert panel were required to have been an educator in an occupational therapy program for at least three years at the master's level or higher, to be a current occupational therapy educator, based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Among members of the expert panel there was continued moderate disagreement about terminology related to reasoning and there were some discrepancies between expert perspectives and the occupational therapy literature. However, these educators largely agreed on key features of the complex constructs. Consistency about the use of these terms will support both education and research related to essential professional skills.

The article presents an example of social work education, in which reflexive practice learning was used to help students work competently in professional practice. Within an action research project, new forms of mentoring support for students working with families facing multiple challenges were developed as part of their practice learning. This paper presents the results of a qualitative analysis of the students' reflections on mentoring meetings. Content analysis was used for data analysis. The analysis shows that practice learning should be framed as a reflexive dialogue between mentors and students. Students need opportunities to share experiences and expand their knowledge with other students in small mentoring groups. The continuous and concrete support that the mentoring group provided to the students in practice enabled them to deal with the sense of uncertainty that often arises in collaborative processes of help.

This study investigated (i) the effect of inquiry-oriented laboratory activities on preservice primary school teachers' (PPSTs) achievement in science process skills (SPS) and science teaching efficacy beliefs, and (ii) changes in groups' reflections of SPS in the laboratory reports as they engaged in the activities. There were 71 PPSTs enrolled in a science laboratory course. Of the 71 PPSTs, 61 who completed the Science Process Skills Test and Teachers' Sense of Efficacy Scale both at the beginning and at the end of the course constituted the sample for the former purpose of the study. On the other hand, 71 PPSTs formed groups to work on the laboratory activities and reports collaboratively, which resulted in a total of 17 groups that were involved in the study for the latter purpose. Findings indicated that PPSTs' achievement in SPS and reflections of SPS in the reports improved in the inquiry-oriented laboratory environment. Furthermore, experiencing the intervention contributed to PPSTs' science teaching efficacy beliefs for instructional strategies, student engagement, and classroom management. Implications for teacher education programs and recommendations for future research are presented.

Theoretical framework is one of the main parts of the research paper, so that researchers are expected to be able to determine the relevant theory that underlies their research. The purpose of conducting this systematic literature review (SLR) is to review of theoretical framework, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future. The purpose of conducting this systematic literature review (SLR) is to review, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self-efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future.

This transformative autoethnography focuses on the authors' learning about diversity, equity, and inclusion (DEI) as a result of their participation in university diversity-related book clubs and subsequent extensive dialogue with one another. The paper features three implementation vignettes where the authors engage in critical self-reflection and self-critique as they (re)consider ways to improve their educational practice as it pertains to DEI. The paper ends with implications for educators to consider as they engage in critical self-reflection/self-critique around DEI in their work.

Although feminist pedagogy has been widely used as a teaching approach in classrooms in higher education to enhance diversity, issues of race and gender are often areas of contestations for non-White faculty. The purpose of this study was to explore how non-White professors, a Black woman tenured full professor and a gay Asian male pre-tenured professor, co-created a feminist classroom and how they negotiated power in that classroom environment. The research questions that guided this study were: 1) what does a feminist classroom look like in higher education; 2) how does the intersection of race and gender influence feminist pedagogy; and 3) what strategies do adult educators and practitioners use to deal with disoriented dilemmas? This research progressed into a longitudinal study, focusing on how the faculty members' praxes grew from critical classroom incidents that the professors believed directly related the negative reactions from students to their positionalities as a Black woman and an Asian man. Three themes emerged from the data: a) Confrontation, b) Resistance, and c) Hostility. Each of these themes are defined and presented through direct quotes from our teaching logs and students' reflections. Discussion and implications for practice are also provided regarding how race and gender matter in feminist classrooms. The concluding section describes how the two faculty members implemented reflective practices in higher education to create feminist classrooms.

The concept of reflection is probably as old as educational discourse itself. It is an inextricable element of teaching and learning that enables teachers to identify and solve problems related to their teaching practice or learn more about various aspects of their profession. Therefore, to fully prepare reflective language practitioners, it is essential for reflection to be embedded in teacher education programmes in English Language Teaching (ELT). With this in mind, the current contribution begins by operationalising the concept of reflective practice and describing reflective practitioners. It then presents models of reflective teaching, synthesises previous research on reflective practice, and lists several benefits of this type of practice. The article concludes with a proposal for embedding reflective teaching into undergraduate teacher education programmes in ELT in Thailand, including a set of useful activities that will engage pre-service English language teachers in deep reflection on various aspects of their future teaching careers.

Research in higher education has consistently focused on determining factors that influence student success and retention in academic programs. Successful students also positively impact the effectiveness of teaching practices used in a course. Previous work shows that a recurring set of assignments where students reflect on past work and set a SMART goal to make a specific improvement promotes a growth mindset and is an activity students see value in completing. Promoting student improvement should also make an instructor's teaching efforts more effective. To understand how instructors and institutions can provide more support for student development and retention, students at four universities completed reflection and planning assignments that involved goal setting based on the SMART goal framework. Student submissions were analyzed to categorize the topic areas where students saw the need to work. Results highlighted the importance of many topics, including time management, self-care, course content, and study methods. Analysis of the data also revealed that facilitating exercises requiring students to set goals and report on their progress later in the term greatly enhanced student engagement and fostered behaviors geared towards establishing a growth mindset.

This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma-sensitive classroom environment. Emphasizing the significance of teachers sharing their stories through autoethnography, this exploration contributes valuable insights to the ongoing discourse on trauma-informed pedagogy for student wellbeing.

The interrupted case study is a structured way to engage students in active learning. Interruptions, or pauses for reflection and discussion scheduled within the case-study presentation, provide students with a chance to collaborate and engage in critical thinking. Critical thinking style, which is a measure of how one tends to think critically, provides insight into how one tackles problem solving. This article describes a pilot project that combined critical-thinking style and an interrupted case study, delivered over a two-class-period time frame, to four college courses. The project's goals were to assess students' self-reported knowledge, self-reported ability, changes in thinking, and intentions to use their critical thinking style in the future. The University of Florida Critical Thinking Inventory and an end-of-session evaluation were administered online, and 110 students voluntarily responded. Results indicated that many students enjoyed the discussion-based and problem-solving structure of the interrupted case study. Results also showed increases in students' self-reported knowledge about critical thinking style and content covered in the case study. For teachers looking to pilot an interrupted case study with a critical thinking style component, two class sessions can have a positive effect on student learning and encourage critical thinking.

In the field of user experience (UX), there is a wide range of skills that practitioners are expected to acquire and demonstrate as a competitive candidate for a job. Previous research identified three main skill categories of UX practitioners: technical skills, human skills, and dispositions. However, as educators, we have found that students often struggle to understand and incorporate the breadth of the skills they need into their learning and development. To help students identify, assess, and cultivate their skill sets, we designed a pedagogical intervention in the form of an 'advance organizer' that asks students to reflect on their initial and changing skill sets while enrolled in a UX-focused course. In this article, we present the basis of the intervention, including background on learning theories that supported its design. The intervention asks students to read and reflect on an academic article about the desired skills of aspiring UX practitioners, conduct an inventory of their existing and desired skill sets, and design a visualization to represent their current and future skill levels. We report on how the intervention was implemented in three different programs related to UX (one undergraduate, and two graduate programs). An analysis of the resulting assignments suggests the intervention was effective and valuable and helped give students a better sense of the range of skills required in industry. We conclude with considerations for implementing the intervention.