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This paper addresses a thus-far neglected dimension in human-artificial intelligence (AI) augmentation: machine-induced reflections. By establishing a grounded theoretical-informed model of machine-induced reflection, we contribute to the ongoing discussion in information systems (IS) regarding AI and research on reflection theories. In our multistage study, physicians used a machine learning-based (ML) clinical decision support system (CDSS) to see if and how this interaction can stimulate reflective practice in the context of an X-ray diagnosis task. By analyzing verbal protocols, performance metrics, and survey data, we developed an integrative theoretical foundation to explain how ML-based systems can help stimulate reflective practice. Individuals engage in more critical or shallower modes depending on whether they perceive a conflict or agreement with these CDSS systems, which in turn leads to different levels of reflection depth. By uncovering the process of machine-induced reflections, we offer IS research a different perspective on how such AI-based systems can help individuals become more reflective, and consequently more effective, professionals. This perspective stands in stark contrast to the traditional, efficiency-focused view of MLbased decision support systems and also enriches theories on human-AI augmentation. [ABSTRACT FROM AUTHOR]

Debriefing is commonly used in sport and performance psychology (SPP), but little has been done to expand debriefing education and training experiences. The researchers sought to examine SPP practitioners' education and training on debriefing and how it is used in their applied work. This study had two phases (Phase I, n = 143; Phase II, n = 13). During Phase I, researchers developed a 16-item questionnaire regarding demographics and debriefing training, use, and importance. Many participants debriefed every session (46%) and rated debriefing as extremely (53.1%) or very important (39.2%). Participants were unsatisfied with their training (55%) and desired more debriefing training from coursework (65%). Three themes were identified in Phase II interviews: training and education, use of debriefing, and importance of debriefing. With limited research in SPP about debriefing, this study furthers knowledge about how debriefing is used in practice and how training experiences can be improved. [ABSTRACT FROM AUTHOR]

From a social constructivist perspective, learning happens by way of engagement with other people and with objects in the environment, often through a process of play and exploration. The notion of tinkering illustrates this mode of creative play, which is relevant not only to youth learning but also to educators’ professional learning. In this study, we describe the experiences of a group of educators who participated in a professional learning program in the summer of 2020 that involved a series of activities for “tinkering at home.” Interviews focused on participants’ sense-making processes, the resources they sought out, and the facilitation choices they made if they included others in their tinkering. Thematic analysis revealed four characteristic features of the affective and relational flow of learning through tinkering: (1) generative openings, (2) multiple pathways for exploration, (3) impasse, and (4) resolution through social interaction. We discuss the implications of these themes for reflective pedagogical practice that is grounded in educators’ own experiential learning.

AbstractThis study examined the impact of reflective practice consultations on staff in a nonprofit provider of youth mental health services in Calgary, Canada. Three groups of participants completed surveys and qualitative interviews: frontline staff (n = 10) and supervisors (n = 14) who participated in reflective practice consultations, and a control group of supervisors with no additional support (n = 10). Survey results indicated that supervisors who took part in the reflective practice consultations showed quantitative improvements in resilience and reflective practice self-efficacy. Qualitative interviews indicated that establishing trust and safety facilitated use of reflective practice while feeling overworked impeded use of reflective practice. [ABSTRACT FROM AUTHOR]

Objectives Design Methods Results Conclusions Whilst cognitive analytic therapy (CAT) is increasingly used as an indirect intervention, there is little evidence of how the approach can be applied to reflective practice. This study sought to develop a process model of cognitive analytic reflective practice (CARP) groups.Constructivist grounded theory approach supplemented by quantitative measures of helpfulness and group cohesion.Twenty‐four participants, working within four staff teams in a secure children's home, attended four CARP groups over a 1‐year period. Sessions were audio recorded, transcribed and checked for model fidelity and then analysed using grounded theory. Theoretical sampling was achieved via conducting focus groups with teams informed by the emergent categories, and using sessional measures of group cohesion and helpfulness to confirm theoretical saturation.The model constructed had three interrelated main categories: ‘facilitator processes: establishing a reflective space’, ‘group processes: widening awareness of the self, others, and system’ and ‘outcomes: changing relational dynamics and finding exits.’ The model was validated by evidence from the measures.The model offers an empirical understanding of how CAT informs reflective practice through a better understanding of reciprocity in the dynamics of care systems. [ABSTRACT FROM AUTHOR]

Background: Medical humanities can contribute positively to clinical practice and medical education. Therefore, in many countries, medical schools have been progressively incorporating medical humanities into their curriculum. In Italy, only a few medical schools offer a variety of medical humanities courses, often as elective. What induces Italian medical students to take a medical humanities course has not yet been explored. The aim of this study is to fill this gap by investigating whether academic performance, sociodemographic and psychological variables may influence student motivation. Methods: We conducted a cross-sectional study in a medical school and collected data from 260 medical students, from the 3rd to the 6th year of the degree course. The students who chose to take a course in Medical Humanities were compared with those who chose not to take such a course, analysing numeric variables (age, grade point average, psychometric scores) and categorical variables (gender, nationality, educational level, living conditions). Motivations were investigated by open-ended questions and categorized prior to analyses. Results: The two subgroups showed no significant differences in sociodemographic characteristics, except for age, which was lower for the students who chose to take a medical humanities course (p < 0.001). Among the psychometric scores, only the anxiety score differed significantly between the groups, being lower for the students who chose a medical humanities course (p < 0.05). Regarding academic performance, the number of examinations passed was similar between the groups, while the average grade was lower for the students taking the course (p < 0.01). Interest in the humanities and their educational potential were the main reasons for choosing to take a course in medical humanities (76.2%). Concurrent commitments and lack of time were the major obstacles to this choice (39%). Conclusions: Age, anxiety levels and academic performance seem to be inversely associated with the choice to take a medical humanities course. Considering the workload due to curricular activities when planning elective courses could increase student participation. [ABSTRACT FROM AUTHOR]

To improve students' sports skills performance, it is important to engage them in reflective practice. However, in physical classes, a teacher generally needs to face a number of students, and hence it is almost impossible to provide detailed guidance or feedback to individual students. Scholars have been trying to use Artificial Intelligence (AI) technologies to provide personalized support to individual students in diverse courses; however, in terms of promoting physical skills, there is a lack of sufficient research or practices. The present study aimed to develop a yoga automatic assessment and feedback system using AI technology to provide personalized feedback to engage individual students in reflective practice. To examine the learning effectiveness of the developed system, a total of 96 students were assigned to be the experimental group and adopted the yoga automatic assessment and feedback system for learning, while a total of 91 students were in the control group and adopted the general online learning system. The results showed that adopting the yoga automatic assessment and feedback system for learning could significantly increase students' yoga skills performance. In addition, it had positive effects on students' skills learning, which was conducive to "promoting reflection," "enhancing learning motivation," and "obtaining feedback." [ABSTRACT FROM AUTHOR]

Introduction: Reflection is established as important in coaching and coach development, however, no research has developed an illustrative device depicting an understanding of reflection in coaching. Instead, the concept remains poorly defined, understood, practiced and supported by coaches and coach developers. The purpose of this research was to therefore produce a device to support coaches' thinking – their reflective practice. Methods: Data were collected over a two-year period during a high-performance coach education programme delivered by a National Sports Organisation. Using an ethnographic framework, methods included participant observation of eight three-day coach education workshops, and interviews conducted at the start and end of the programme with high-performance coaches (n = 11) and coach developers (n = 12). Findings and Analysis: Based on the principles of grounded theory, analysis led to the production of a heuristic device that captures an understanding of reflection across two axes: types of thinking and reflection content. Conclusion: On positioning the coaches' reflective practice data within the heuristic, opportunities for assessment and intervention to develop reflection in high-performance coach education are presented and discussed. [ABSTRACT FROM AUTHOR]

The current study investigates the perceptions of four student teachers of implementing AI tools for designing ELT lessons into their microteaching sessions. The professional development of student teachers achieved via adapting AI tools has not been widely investigated, since the majority of available studies focus on the students' learning of language skills with AI tools. This study follows the appreciative inquiry approach that emphasises positive teaching practices, aiming to foster sustainable professional development. The participants of the study were MA student teachers studying the Advanced Teaching Practicum course at a Saudi university over one academic semester. Their experiences of designing ELT lessons for their microteaching sessions were reflected upon in reflective journals and a BlackBoard forum. The qualitative analyses of the journals, the forum and lesson plans revealed that the participants appreciated using AI tools, despite the few challenges that occurred. This study demonstrates the participants' independent efforts that led them to use AI tools that have not been addressed by ELT researchers. The authors hope that this study will enrich ELT practices, assist AI designers in developing their designs by understanding teachers' experiences and contribute to a sustainable educational future. [ABSTRACT FROM AUTHOR]

Reflecting on practice is valuable for river scientists, but rarely part of their expected skillset or practice. This paper demonstrates how considering metaphors in written, verbal and visual discourse can help rivers scientists reflect on their practice. Understanding the language they use is important for river scientists and their communities, as frames influence how issues are defined and addressed. Here, I explore the frames used by a selection of river scientists and managers. I examined the abstracts of all papers published in the journal River Research and Applications in 2002 (n = 43) and 2021 (n = 75), using an inductive metaphor analysis. The rivers in the abstracts appear to be framed in 15 ways. The River as Damaged frame provided justification for action, often by scientists as indicated by the River as Laboratory frame, but also by other experts as suggested by framing the River as a Machine, Ledger and Battlefield, with underlying elements of control through tasks based on expert knowledge. A few abstracts used other frames such as River as Art, River as Spirit or River as Market, and these were the only frames that did not occur in both sets of abstracts. I demonstrate how frames such as these can be used as a starting point for reflecting on practice. Recognizing frames in use can be a pathway for river scientists and their communities to reflect on their relationships with rivers, and the implications of those relationships. [ABSTRACT FROM AUTHOR]

Purpose: Since a thorough understanding of the impact of the COVID-19 crisis on the teaching profession in general and on TESOL teacher education in particular will take some time, this paper sheds some light on the associated psychological and emotional challenges faced by EFL student teachers in learning to teach in a practicum setting under pandemic conditions. Design/methodology/approach: Drawing on Vygotskian sociocultural theory as a framework for teacher professional development and based on a narrative qualitative research design, this study explores and makes sense of 36 EFL student teachers' narratives or reflections on their perceived psycho-emotional challenges when adapting to the complex, ever-changing, uncertain and challenging reality of the crisis. Findings: The study reported perceptions of uncertainty, psychological pressure and stress, as well as feelings of emotional vulnerability such as being overwhelmed by heavy workload, time pressure or constraints, frustration, powerlessness and anxiety among EFL student teachers during their learning-to-teach process. Originality/value: This study concludes that student teachers must prepare themselves for a VUCA world in terms of reflective practice and emotional flexibility to effectively manage their psychological pressures and emotional vulnerability in uncertain and challenging times. [ABSTRACT FROM AUTHOR]

Social work has a vital role to play in supporting Autistic people of all ages. Whether in facilitating access to other services, such as housing, enhancing quality of life, or in a safeguarding capacity, social workers have a legal and moral responsibility to ensure their practice ensures full, equitable involvement of Autistic people. Regrettably, research evidence indicates practice is not always inclusive and can fall short in responding effectively to Autistic people’s needs. This article adds to recent UK practice guidance and social work scholarship concerning social work and autism. It does so by introducing a framework developed by Autistic doctors for meeting Autistic people’s needs in medical settings known as ‘Autistic SPACE’ and exploring how it could be used for social work contexts. The five core autistic needs recognised in the SPACE framework are addressed, i.e. Sensory, Predictability, Acceptance, Communication and Empathy. How a practice-near social work perspective may aid in developing the framework further is also considered, extending the acronym from SPACE to SPACES to highlight the significance of Social Safety and Support. [ABSTRACT FROM AUTHOR]

Micro-credentials are an element of the European Skills Agenda 2020. This five-year plan aims to develop improved applied and broader work skills in response to system demands from employers, industry and communities. Within the labour market, employees increasingly want to obtain new skills-based qualifications in a relatively short period of time. Micro-credentials, as a form of lifelong learning, in the health care sector provide significant opportunities for upskilling the workforce in response to rapid changes in health care and service delivery. Moreover, micro-credentials have also been introduced in the context of undergraduate and postgraduate education within the process of accelerated digitalisation during the pandemic. However, despite its relevance, there is limited discussion about the implications and challenges of micro-credentials in the healthcare sciences. According to the findings that emerged from a review of policy documents and scientific papers, a reflective exercise has been conducted to debate the possibilities and challenges of emerging education based on micro-credentials within health care education and employment. Health care delivery is multidisciplinary and statutorily regulated to protect citizens. In such a complex sector, developing a micro-credential friendly ecosystem will require cooperation between various stakeholders if its potential is to be effectively realised. [ABSTRACT FROM AUTHOR]

This article presents the findings of a case study involving 31 English language teacher-learners who took part in a three-week professional development (PD) project at a state university in Ecuador. The purpose of this case study was twofold. It attempted to measure the extent to which the participants were able to increase their understanding of (1) reflective practice (RP) and (2) action research (AR) by attending the PD project. The data were gathered quantitatively and qualitatively using four instruments: a pre-/post-training questionnaire on the participants' understanding of RP and AR, a pre/post-training task on types of reflection, and an action research poster reflection form. The findings revealed that the teacher-learners deepened their knowledge and understanding of RP through the project; however, they did not increase their knowledge of AR. The article discusses the possible reasons for these results and provides implications for future teacher-training provision. [ABSTRACT FROM AUTHOR]

Seeking ways to support the work of higher education teachers is important. One of the tools that can be used to support teachers' work is the promotion of reflection. Thus, the current study aimed to explore higher education teachers support opportunities provided by self-reflection. In the study, Finnish higher education teacher educators (N = 20) reflected their teaching by using a research-based self-reflection tool HowUTeach, which consists of items measuring teaching processes and well-being. The teachers responded to the items and then received feedback based on their responses. The teachers then participated in group interviews, which form the data for the present study. Thematic analysis of the interviews focused on teachers' experiences of the self-reflection and aimed to identify support opportunities the self-reflection and feedback may offer for teachers. Based on the findings, the teachers (1) experienced an enhancement and enrichment of self-reflection, (2) were expecting a more situation-specific approach to self-reflection, and (3) noted support opportunities through the deepening of reflection during collegial interaction. The study highlights that in order to support higher education teachers by promoting self-reflection, it is also crucial to provide teachers with opportunities for dialogical reflection. [ABSTRACT FROM AUTHOR]

Purpose: Engaging in reflective practice (RP) and demonstrating reflective abilities is an essential graduate skill for speech-language pathologists (SLPs), yet limited studies have examined the perspectives of practicing SLPs and how and why they engage in RP. This qualitative study aimed to examine SLPs' experiences and perspectives of RP in diverse workplaces. Method: Individual semi-structured interviews were conducted with 30 SLPs working in health, education, or private practice sectors. Interviews were analysed using thematic analysis. Result: Three themes were developed from the data, describing what SLPs use RP for, what SLPs perceive as important in order to engage in RP in the workplace, as well as the barriers they have identified, and how SLPs have observed a change in engaging in RP as they have progressed in their careers. Conclusion: SLPs described that RP is valued in the workplace for supporting client focused care, problem-solving, and lifelong learning. SLPs wanted time to be protected for RP at all stages of their career and valued the relationships with others as contributing positively to RP. Perceptions of and engagement in RP changed in relation to SLPs' clinical experience. Implications for clinical practice are discussed. [ABSTRACT FROM AUTHOR]

This mixed-methods study examines the status of reflective practice among language teachers, identifies barriers to implementing reflective practice, and explores motivators that can address these issues. The study also investigates the discrepancies between teachers' perceptions of reflection and their practice. To this aim, the perception of 190 English teachers' reflective practice was examined via an inventory. An interview with 124 teachers also scrutinized the inhibitors, motivators, attitudes, and reflective tools teachers adopt. Nine highly reflective teachers' classes were further observed to investigate their reflection in action. The results indicated that their reflection was above medium, the attitude toward reflective practice was positive, and only a little match was found in their perception and classroom practices. They listed inhibitors and motivators, and observation was their favorite reflection tool. The findings underscored the significance of reflective practice in providing reform in teacher education. [ABSTRACT FROM AUTHOR]

An emerging practice amongst lawyers in England and Wales is the use of clinical supervision, as used by counsellors and psychotherapists. This is a very different type of supervision to that traditionally used by lawyers. It is reflective and relational in nature. It aims to support safe, competent and ethical practice, and to contribute to sustainability, support and resilience including in relation to vicarious trauma and burnout. This study uses interviews with lawyers who are using clinical supervision to understanding why it is being sought, how it might be working and what its impacts are. The interviews provide an opportunity to examine interpersonal dynamics of lawyering. The study explores how supervision allows lawyers to develop their understanding of themselves in relation to others, their boundaries and legal professional skills, and how supervision can contribute to the best interests of the client, and to a lawyer’s career sustainability and wellbeing. [ABSTRACT FROM AUTHOR]

The article focuses on the final years of my PhD research in which I (Bernadette) explored in-school professional learning opportunities with a group of teachers who were working to support collaborative teaching methodologies to allow pupils to take an active role in their learning. This was set in the context of the development phase of Cosán, the national framework for teachers’ learning in Ireland, in which the profession could examine what it would mean for them in the context in which they practise. Explicit in this framework is the emphasis on the growth of teacher professional learning to enhance student outcomes. Central to this is reflective practice. The reader will see how this research shows that our facilitated engagement in the process of reflection through ongoing, sustained, critical and collaborative conversations allowed us not only to celebrate successes but also to challenge values, beliefs, and assumptions about why we do what we do, supporting us to make conscious decisions about possible future actions. In taking ownership of our practice, we were motivated to take the risk to examine it and take collective responsibility for making a difference in each other’s learning and in the interests of improving student learning. [ABSTRACT FROM AUTHOR]

One's perception of place is in constant flux, shaped by experience, memories, and feelings over time. Time and perception of place are inextricably linked, where the transient nature of time and one's perception of place affects one's understanding of the world. This transience challenges cartography. This paper reports on the outcomes of a year-long mapping project (A Walk in the Park), where the effects of time on perception of place could be seen through recording personal experiences of being in the park. The outcomes of these experiences were used to develop a new model of reflective practice which is called the Interdisciplinary Model of Creative Practice. This model and an accompanying tool, the brief, was employed to create ephemeral mapping prototypes from records of my experiences and ideas about time and perception of place from the scholarly literature. The model builds a creative mapping process by drawing from and weaving together the perspectives of scientific cartography, design, and artistic expression. Using the example of ephemeral mapping, this paper shows how one can use this Interdisciplinary Model of Creative Practice, describing the approach for other researchers, cartographers, designers, or artists who might utilise the model and tools offered in this paper for their own creative practice. [ABSTRACT FROM AUTHOR]

Child observation is a critical component of quality pedagogy in early childhood education and care (ECEC). The ORICL (Observe, Reflect, Improve Children’s Learning) tool was co-designed by ECEC researchers, policymakers, leaders, and practitioners to support this work. Educators rate the experiences of individual children, and responses of educators and peers on 118 items across five domains. In this study of the utility of ORICL, the tool was used by 21 educators across 12 ECEC services for a total of 66 children. Descriptive statistical analyses were used to determine how educators used the full range of the ORICL rating scale, and the psychometric properties of the tool were explored. Findings suggest that the ORICL items can be readily observed and rated by educators for children aged under 3 years, the rating scale is appropriate, and there is early evidence to support the domain structure of the tool. [ABSTRACT FROM AUTHOR]

Despite the wide-ranging research on technology-mediated learning, which has contributed immensely to a better understanding of how best it can be implemented, lockdowns during COVID-19 times have revived debates on teacher preparedness to adequately engage in this modality of instruction. Research-validated evidence has shown that a complex combination of technology, pedagogy and content is necessary for impactful teaching practices. Thus, the present paper reports on a qualitative study that investigated students' perceptions of their teachers' performance during the lockdown period. Online interviews and focus groups were conducted with a cohort of 30 university students. The students were selected by means of purposeful sampling informed by a set of pre-defined criteria. Overall, the students reported that most of their teachers utilised asynchronous teaching modalities. Also of interest was the finding that a small proportion of faculty varied the instructional deliverable with a clear intent to cater for a wider spectrum of student learning pace and style. Under COVID-19, additionally, distance education was hugely crippled by student psychological ill-being. One of the implications of these findings, among others, is the pressing need, now more than ever, for comprehensive and intensive teacher professional programs focused on technology-enhanced methodology. [ABSTRACT FROM AUTHOR]

This study investigates the perceived benefits to industry experts who engage with academics to co-create higher education learning resources. Academics are increasingly impelled to involve industry experts in learning and teaching to ensure that curriculum is authentic and relevant and prepares students for future professional careers. While benefits to students are well established by prior research, individual-level research into industry experts' motivations to contribute to higher education is scant. When approached to co-create authentic learning resources for postgraduate students, industry experts expressed motivations which focused on three areas: desire to maintain valued relationships with academics or the university, desire to improve the student experience by developing innovative learning resources to bridge the gap between theory and practice and desire to build and promote their profession. In-depth, semi-structured interviews with nine human resource management industry experts identified that the benefits of co-creating learning resources went beyond their stated motivations to include unanticipated benefits which can be explained by the professionalism literature. We outline a taxonomy of benefits for industry experts engaging in co-creating authentic learning resources: students, the professional self, the professional community and the organisation. The implications are that universities and academics may draw on these broader benefits to encourage industry experts to participate in higher education learning resource development. The study provides insights into the potential for industry experts to engage in professional self-reflection by contributing to higher education teaching and learning. [ABSTRACT FROM AUTHOR]

Despite the ubiquity of healthcare simulation and the humanities in medical education, the two domains of learning remain unintegrated. The stories suffused within healthcare simulation have thus remained unshaped by the developments of narrative medicine and the health humanities. Healthcare simulation, in turn, has yet to utilize concepts like co-construction and narrative competence to enrich learners' understanding of patient experience alongside their clinical competencies. To create a conceptual bridge between these two fields (including narrative-based inquiry more broadly), we redescribe narrative competence via Ronald Heifetz's distinction of "technical" and "adaptive" challenges outlined in his adaptive leadership model. Heifetz, we argue, enriches learners' self-understanding of the unique demands of cultivating narrative competence, which can be both elucidated on the page and tested within the charged yet supportive simulation environment. We introduce Co-constructive Patient Simulation (CCPS) to demonstrate how working with simulated patients can support narrative work by drawing on the clinical vicissitudes of learners in the formulation and enactment of case studies. The three movements of CCPS—resensing, retelling, and retooling—told through learner experiences, describe the affinities and divergences between narrative medicine's sequence of attention, representation, and affiliation; Montello's three forms of narrative competence (departure, performance, change), and Heifetz's three steps (observe, interpret, and intervene) of adaptive leadership. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature 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 English Teaching & Learning is the property of Springer Nature 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.)

Educator preparation programs must prepare teachers to endure the demands of the profession. Teacher candidates can develop skills to mitigate stress and develop resilience and self-efficacy necessary for the current reality of the teaching profession. We implemented a randomized control trial to evaluate the effects of a self-care self-monitoring intervention on teacher candidates' resilience and self-efficacy. Participants assigned to the treatment group created self-care goals and monitored their weekly progress toward their goals. We found no significant effects of the self-monitoring tool on teacher candidates' resilience and self-efficacy. We contextualize our findings within the current teacher attrition and retention crisis and share implications for educator preparation programs. [ABSTRACT FROM AUTHOR]

This collaborative self-study chronicled the evolution of our foundations of education course over three semesters as we attempted to make it more inclusive of our Chinese international students' beliefs and lived experiences. Rooted in frameworks centered on intercultural competence and teacher educator tensions, an analysis of reflective journals and discussions about our experiences teaching Chinese international students revealed messages of cultural minimization within our course as well as tension between our democratic beliefs and acceptance of cultural difference. From this analysis, we made several curricular-instructional changes to our course. Interviews with students who experienced the changes revealed our (need for continued) growth as culturally competent teacher educators. The study offers implications for teacher educators and demonstrates the necessity of self-study in helping teachers of educational foundations realize its democratic promise. Tensions were unearthed between our democratic aims and our Chinese students' needs Teacher educators' foundational education course became more inclusive Areas of needed growth for teacher educators' cultural competence were discovered [ABSTRACT FROM AUTHOR]

This article shares an updated structure for school nurse evaluation using the School Nursing Practice Framework and the fourth edition of the School Nursing: Scope and Standards of Practice. This evaluation structure is modeled on work originally published in the January 2020 issue of NASN School Nurse. The original linking of the Framework for 21st Century School Nursing Practice and the 3rd edition of the School Nursing: Scope and Standards of Practice allowed the school nurse and their evaluators to understand the complex roles and responsibilities of the school nurse. This updated version incorporates the growing understanding of social issues and complex health concerns impacting school nursing practice. The School Nursing: Scope and Standards of Practice (4th ed.) competencies recognize issues including emerging technologies, structural barriers to health, and the complex health needs of students in an environment of inequities, violence, and underfunding, as well as the impact of natural disasters, public health crises, human migration, and social media on students. The updated School Nursing Practice Framework (Framework) likewise incorporates an understanding of the foundational aspect of the standards and the interconnectedness of the key principles. Our revised evaluation tool accomplishes the integration of the revised Framework with the updated standards of school nursing practice. [ABSTRACT FROM AUTHOR]

Graduates require employability competences, such as flexibility and team working skills, to gain and maintain employment. Online learning platforms (OLPs) can provide students with resources for reflection, which is a key competence for employability. However, little is known about the design of OLPs meant to provide reflective practices that foster students' employability competences. This research study aims to identify design principles of OLPs providing reflective practices that foster the development of employability competences. Five design principles were derived from thematic analysis following two focus group interviews with students and educational experts in this qualitative study: 1) Embed the OLP in curricular and institutional activities that foster competence development; 2) Facilitate the analysis of students' current state regarding employability competences; 3) Provide recommendations and a repository with learning activities that help students to formulate goals and plan activities; 4) Facilitate the undertaking and recording of learning activities, supported by a blend of three forms of interaction (instructor-student; student–student or student-content); and 5) Foster reflection in and on action via opportunities for applying newly learned knowledge in different settings and reviewing activities via reflective journaling and knowledge sharing. This study is the first to conceptualise design principles for an OLP that is organised to provide reflective practices for the development of employability competences. The design principles were based on students' and teachers' experiences and are grounded in theory. They can inform future research as well as practitioners developing OLPs. [ABSTRACT FROM AUTHOR]

This study examines the role of a leader in a French language learning community at a Japanese university's self-access center. Based on a previous study that focused on exploring the impressions of the members of this student-led community (Marzin & Raluy, 2023), results indicated the core role of the leader in enhancing motivation, (intercultural) communication skills, and sense of belonging. The present narrative study documents the experiences and reflections of the community leader, utilizing a range of reflective tools. The findings suggest that the leader's regular introspection enabled him to assess his feelings, evaluate his decisions based on the community's needs, and provide guidance to other members, with a focus on exploring World French and francophone cultures. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Pedagogy is the property of Routledge 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.)

Postgraduate leadership fellowships are becoming more popular among doctors-in-training. The author completed a one-year leadership fellowship with the Health Education England (HEE), East Midlands. A personal reflective approach was used to present the experiences of the author following the completion of the fellowship programme. Using the PubMed database, a narrative literature review on the impact of postgraduate leadership development programmes on doctors-in-training was also performed, with a focus on published randomised controlled trials (RCTs) and systematic reviews. Personal benefits for the author were seen in the areas of improved leadership skills; completion of a postgraduate academic qualification; improvement of teaching skills; and honing of major trauma clinical skills. Furthermore, the literature review showed that there was high grade evidence from two randomised controlled trials, for the impact of such programmes in obstetrics/gynaecology simulation, and on team leadership for major trauma resuscitation. In addition, three systematic reviews reported positive impacts of such programmes at an individual level for participants' attitudes, knowledge and skills, with minimal evidence for the overall impacts on healthcare institutions. [ABSTRACT FROM AUTHOR]

This study investigated the English teachers' perceptions of the role of Continuous Professional Development (CPD) practices in basic education in Kerala, India, focusing on language proficiency, research and reflective practice, teacher beliefs and integrated approach to CPD, pedagogical skills, and emerging technologies. The study employed the convergent parallel research method and collected data from 142 teachers. The analysis revealed that the majority of the teachers agree that CPD enhances their confidence in language use necessary for effective ESL teaching, while the classroom observations confirmed a prevalent use of local language in classroom discourse. Moreover, 65.5% of the teachers engage actively in research due to CPD, covering areas like language skills enhancement, classroom environment improvements, and technology use. Reflective practices revealed that most teachers give constructive feedback, but only a few utilize multiple assessments to gauge student performance. A significant finding is that 52.8% regularly reflect on their teaching strategies, reinforcing selfimprovement and student-centered teaching approaches. More than 80% of the respondents agree that they integrate different professional development practices as a result of CPD programs, while actual classroom practices often isolate language skills such as reading and speaking. Pedagogical improvement through CPD was evident, but a notable number of teachers still disagreed on CPD's significant role in student language development. Emerging technologies remain underutilized, with half of the participants lacking confidence in using them, parallel with the observation data indicating minimal multimedia tool preparation. These findings underscore the need for tailored and contextualized programs focusing on comprehensive technology integration, enhanced research skills, and continuous reflective practices to foster effective ESL teaching in Kerala's basic education sector. [ABSTRACT FROM AUTHOR]

Abstract Background Medical humanities can contribute positively to clinical practice and medical education. Therefore, in many countries, medical schools have been progressively incorporating medical humanities into their curriculum. In Italy, only a few medical schools offer a variety of medical humanities courses, often as elective. What induces Italian medical students to take a medical humanities course has not yet been explored. The aim of this study is to fill this gap by investigating whether academic performance, sociodemographic and psychological variables may influence student motivation. Methods We conducted a cross-sectional study in a medical school and collected data from 260 medical students, from the 3rd to the 6th year of the degree course. The students who chose to take a course in Medical Humanities were compared with those who chose not to take such a course, analysing numeric variables (age, grade point average, psychometric scores) and categorical variables (gender, nationality, educational level, living conditions). Motivations were investigated by open-ended questions and categorized prior to analyses. Results The two subgroups showed no significant differences in sociodemographic characteristics, except for age, which was lower for the students who chose to take a medical humanities course (p

Abstract Micro-credentials are an element of the European Skills Agenda 2020. This five-year plan aims to develop improved applied and broader work skills in response to system demands from employers, industry and communities. Within the labour market, employees increasingly want to obtain new skills-based qualifications in a relatively short period of time. Micro-credentials, as a form of lifelong learning, in the health care sector provide significant opportunities for upskilling the workforce in response to rapid changes in health care and service delivery. Moreover, micro-credentials have also been introduced in the context of undergraduate and postgraduate education within the process of accelerated digitalisation during the pandemic. However, despite its relevance, there is limited discussion about the implications and challenges of micro-credentials in the healthcare sciences. According to the findings that emerged from a review of policy documents and scientific papers, a reflective exercise has been conducted to debate the possibilities and challenges of emerging education based on micro-credentials within health care education and employment. Health care delivery is multidisciplinary and statutorily regulated to protect citizens. In such a complex sector, developing a micro-credential friendly ecosystem will require cooperation between various stakeholders if its potential is to be effectively realised.

Introduction: This study investigated Iranian, English as a foreign language (EFL) teachers’ attitudes toward reflective teaching compared with their classroom assessment preferences and up-take of strategy based instruction. It compared their views in the two key higher education provider contexts of the university and institute.Methods: In this cross-sectional correlational study, a total of 90 teachers, half drawn from each university in a major city in Iran, were selected using controlled quota sampling. Data were collected through a four-part survey. Besides gathering demographic data (Part A), the survey drew upon three established instruments that used a Likert Scale format. Part B comprised the Teacher Reflectivity questionnaire, and Part C focused on the Classroom Assessment Preferences Survey Questionnaire for Language Teachers. Also, part D administered the Teachers’ Beliefs Inventory for Strategy Instruction. The reliability of this and the CAPSQ-LT was confirmed by the researchers using Cronbach’s alpha at 0.842 and 0.951, respectively. A total of 90 questionnaires were distributed, with 72 fully completed (80%) and returned. the Statistical Package for Social Sciences (SPSS) was employed to analyze the data, using the independent sample t-test and ANOVA. Also, Pearson productmoment correlations were used to measure the association between the variables. A p-value less than 0.05 was considered as significant. Results: As shown in Table 2, a statistically significant and positive correlation was found between the teachers’ reflective teaching scores and classroom assessment preference scores (r=0.473, P=0.001). This correlation was moderately high and positive, thus supporting that higher teacher reflective practices reflect a broader application of classroom assessment. The Table also shows that there was no significant correlation between the teachers’ attitudes toward reflective teaching and their uptake of strategy-based instruction (r=0.094; P=0.434). Similarly, there was no statistically significant correlation between the teachers’ attitudes toward classroom assessment preferences and their beliefs about strategy-based instruction (r=0.038, P=0.752). As shown, no statistically significant difference was observed between the teachers’ attitudes toward reflectiveteaching and their uptake of strategy-based instruction (P

Background: In Belgium, and elsewhere, the use of portfolios as a reflective practice for pre-service primary and secondary teachers has long been established in higher education. Reflective thinking is recognised as an effective process for examining daily practices, awakening students to the key elements of their profession, and fostering lifelong learning. With the emergence of the competency-based approach to employability, the link between portfolio-based reflective practice and the development of students' employability competences remains to be explored. Purpose: The aim of this study was to examine how portfolios, as a reflective practice, can promote pre-service physical education (PE) teachers' reflective thinking and their employability competences, and to consider the support that might need to be offered to help pre-service teachers better reflect on their employability competences. Method: Qualitative research was conducted through semi-structured interviews with 16 pre-service PE teachers in one Belgian university. Thematic analysis, based on a dual deductive and inductive coding approach, was undertaken to discover patterns in the data. To investigate the role of portfolio-based reflective practice for reflection and employability, co-occurrences between the identified codes were examined. Findings: Analysis of the interview data showed that students used the portfolio as a reflective practice. The portfolio experience appeared to foster employability competences, particularly expertise, lifelong learning, social competences and efficacy beliefs. In addition, the portfolio enabled students to explore their beliefs and knowledge and to validate their assumptions and beliefs. The support of peers and tutors was crucial during this experience. Conclusion: Course designers may wish to improve portfolio use by thoughtfully incorporating all phases of reflective practice, encouraging students not only to reflect on their competence development but also to take meaningful action. Organising portfolios in a way that prompts students to draw on prior knowledge, beliefs, and experiences, while facilitating with key stakeholders, such as peers and teachers, could further support their professional development. [ABSTRACT FROM AUTHOR]

Teachers are the most important resource in any school system. However, operating at the intersection of knowledge, skills, and the transmission capacity of values through reflective practice can be challenging. This study focuses on the experience and challenges of teachers in higher education institutions (HEIs) in Ethiopian public universities when it comes to reflective practice. To achieve our objective, we used a descriptive survey research design with a mixed research approach to collect primary data from 140 HEIs teachers (127 male and 13 female) at four public universities in Ethiopia. We employed a random sampling technique and utilized questionnaires, and interviews. We used two types of questions to gather data: one to assess the teachers' experience with reflective practice and levels of instruction, and the other to identify problems and instruction levels. Qualitative data were analyzed through subject description, while quantitative data were tested using descriptive, Pearson correlation, and univariate analysis of ANOVA statistics. The results indicate that the experience of HEIs teachers reveals significant associations in all favorable aspects of reflective practice components (i.e., reflection-in-action, reflection-on-action, reflection-with-action, and self-appraisal). However, some teachers agreed or disagreed that they faced challenges in their teaching experience. Some problems encountered were agreed upon, while others were not. Based on these findings, we provide recommendations for improvement. [ABSTRACT FROM AUTHOR]

This paper builds on the coaching supervision process heuristic proposed by Lewis (2023). It describes a research project designed to conceptualise coaching supervision interventions through interviews with five experienced coaching supervisors using the conceptual encounter research method. Findings are presented as a working definition of coaching supervision and a framework for coaching supervision interventions. The iterative development of the framework is discussed from multiple perspectives. The paper illuminates the intentional choices coaching supervisors have when selecting interventions and suggests pragmatic uses for the framework, including its implications for the education of coaches and coaching supervisors.

Abstract Background The voice of the students should be engaged in simulation curriculum development. Involving the students in the development of debriefing strategies might result in a deeper understanding of learning. However, few studies have investigated the students’ perspectives on debriefing strategies. The aim of the study was to explore nursing students’ perspectives on the post-simulation debriefing. Methods An explorative, descriptive design with a qualitative approach was used. Data were collected in December 2017 and May 2018 through focus group interviews with undergraduate nursing students in Norway immediately after a 2-day high-fidelity simulation course in the second year of their Bachelor of Nursing degree. Data were analysed using systematic text condensation. Results Thirty-two nursing students participated in the study. The data analysis identified two main categories. The category ‘Facilitator as a catalyst for reflection’ illustrated the facilitator’s multifaceted and vital role in initiating and guiding the students’ reflection process in the debriefing. The category ‘A process towards increased awareness’ encompasses the students’ guided process of acquiring new insight into their professional development, and how they put parts together to see the wholeness in what was simulated. Conclusions This study provides knowledge to facilitators regarding nursing students’ perspectives on facilitating reflection and learning during debriefing discussions. The facilitator’s multifaceted role in guiding the students’ reflections and their process of acquiring new insight into their professional development were identified as critical to learning during debriefing.

Abstract Background Electronic health records and other clinical information systems have crucial roles in health service delivery and are often utilised for patient care as well as health promotion and research. Government agencies and healthcare bodies are gradually shifting the focus on how these data systems can be harnessed for secondary uses such as reflective practice, professional learning and continuing professional development. Whilst there has been a presence in research around the attitudes of health professionals in employing clinical information systems to support their reflective practice, there has been very little research into consumer attitudes towards these data systems and how they would like to interact with such structures. The study described in this article aimed to address this gap in the literature by exploring community perspectives on the secondary use of Electronic Health Data for health professional learning and practice reflection. Methods A qualitative methodology was used, with data being collected via semi-structured interviews. Interviews were conducted via phone and audio recordings, before being transcribed into text for analysis. Reflective thematic analysis was undertaken to analyse the data. Results Fifteen Australians consented to participate in an interview. Analysis of interview data generated five themes: (1) Knowledge about health professional registration and professional learning; (2) Secondary uses of Electronic Health Data; (3) Factors that enable the use of Electronic Health Data for health professional learning; (4) Challenges using Electronic Health Data for health professional learning and (5) Expectations around consent to use Electronic Health Data for health professional learning. Conclusions Australians are generally supportive of health professionals using Electronic Health Data to support reflective practice and learning but identify several challenges for data being used in this way.

Abstract One Health is being promoted as a transformative approach in health, conservation, and environmental sustainability. The polycrisis of climate change, pandemics, food insecurity, biodiversity loss, pollution and inequity is creating an urgency to evolve the epistemology and methods of One Health. However, the amount of effort placed into critical and systematic reflection on One Health is outweighed by advocacy for its use, or for expanding its scope of practice. This paper advocates for reflective One Health practice to foster new ways of knowing and doing that are helpful in the face of a rapidly narrowing window of opportunity to preserve the social and environmental factors that secure health and resilience for all species and generations. We propose six areas for reflection; (1) how to moderate conformity so that One Health does not become its own silo; (2) finding the moral purpose of One Health to align actions with desired outcomes; (3) coping with the problem of too many interacting problems; (4) the strategic trajectory of growth to accelerate action on root causes and ensure One Health is future-ready; (5) how to identify priorities across a vast array of problems, values, and needs and (6) how to know if we are making the world healthier and safer and for whom. Reflective practice requires investment in ongoing conversation to guard against over-confidence that we have captured the “one right way” to meet changing expectations and circumstances in a fair and effective way. Our intention is to stimulate thinking and discussion within the One Health community to ensure that “doing is shaped by knowing”. We hope One Health will continue to be an emergent and highly variable set of ever more effective practices that constantly changes in response to the complex, interconnected and changing problems facing the health of people, animals, and the environment.

This reflective narrative chronicles a transformative journey of an educator’s experience teaching in a private Christian school and the subsequent pursuit of research on the spiritual formation of Generation Z students. Drawing upon Dewey’s notion of reflection and a comprehensive review of the literature and spiritual development theories, the author examines why students in Christian schools identify teachers as the primary influence in their spiritual formation. This reflection explores the complexity of spiritual development, the challenges posed by Generation Z students’ digital native characteristics, and the feelings of inadequacy among teachers in fostering spiritual formation. Guided by Greenberger’s reflective framework and Dewey’s principle of continuity, the author aims to deepen her understanding of students’ perceptions and cultivate confidence and aptitude in supporting students’ spiritual growth. The analysis highlights teachers’ multifaceted roles as trusted confidants, mentors, role models, and spiritual guides, transcending the boundaries of academic instruction. The reflective practice findings emphasize the authenticity and modeling of faith by teachers and relationship building, which creates a powerful environment where students observe and internalize the practical application of Christian principles. Additionally, the study considers the varying stages of faith among students and the need for teachers to adapt their roles and approaches accordingly.

Purpose – This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner. Design/methodology/approach – The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools. Findings – The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work. Originality/value – This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

Reciprocal Peer Observation involves a pair of teachers with similar degrees of experience and status who mutually agree to observe each other’s practice. Both act as observer and observee. Individual reflection and mutual constructive feedback are provided, enabling the sharing of knowledge to identify goals for improving their teaching practice. In this study, 228 primary and secondary teachers followed a four-stage cycle of peer observation: pre-observation meeting; observation and brief report by observee; feedback meeting; and reflective writing by observee with a learning goal. Using different instruments (post-observation report, audio recording of the feedback meeting, final reflective synthesis; evaluation questionnaire and group interviews), the study has shown that most teachers identified the learning goal in the three stages of the cycle, which allowed them to refine it based on their own reflections and those of the observer; and to make better use of the feedback. Consequently, this process has led to higher quality learning goals. However, these same teachers also formulate – to a lesser extent – lower quality goals. The study provides criteria to further guide reciprocal peer observation towards the improvement of teacher learning.