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In this study, nine Canadian competitive youth sport coaches' challenges and successes in creating safer and more inclusive sport spaces were explored through individual pre- and postseason interviews and an in-season reflective portfolio of their coaching experiences. From a story analyst approach, the central narrative theme of "it's my responsibility to enact change" was identified. A storyteller approach was then used to communicate the meanings of the central theme as accessible creative nonfiction composite stories: When is it okay to intervene?; burning out ... it's consuming me; and breaking through ... it's necessary work. Building on previous research, the findings demonstrate how coaches' critical praxes shift on a continuum of awareness and advocacy. The creative nonfictions may be used by coach educators and mental performance consultants to help coaches and leaders in sport assess their critical praxes toward challenging social issues in sport and acting in ways that support advocacy and empowerment. [ABSTRACT FROM AUTHOR]

This essay explores the challenges of workload management and time prioritization. We all experience a diverse array of tasks, obligations, and responsibilities that fill our metaphorical work plates, which can leave us feeling overwhelmed and overloaded. The author shares personal experiences and experiments with time tracking and time blocking techniques to gain a clearer vision and control over the allocation of time. Through reflective practices and the identification of priorities, the author emphasizes the importance of managing oneself, motivation, concentration, and consistency, ultimately advocating for a curatorial mindset to cultivate the quality of work. By documenting and analyzing the utilization of time, individuals can make more intentional choices, nourishing their "plates" with tasks that align with their values, interests, and intentions. This essay encourages a shift from viewing time as a scarce resource to recognizing its abundance and exploring the artistry of purposeful and connected actions in relation to time, energy, and emotion attributes. [ABSTRACT FROM AUTHOR]

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

Reflective practice (RP) has been widely promoted in many second language teacher education programs to foster pre-service teachers' pedagogical competence. However, the effectiveness of RP has often been questioned and challenged due to its lack of authenticity in practice. This Viewpoint paper focuses on the issue of authenticity of RP and how it can manifest and shape the complex process of learning to teach. Specifically, the paper proposes a tentative framework with practical tools and strategies for the design and implementation of authentic RP. The framework emphasizes the context, content, and process dimension of authenticity in both RP instruction and assessment, where student teachers can gradually develop their reflective abilities and learn how to integrate RP into their future classroom practice. The paper also outlines directions for future research on RP in second language teacher education. [ABSTRACT FROM AUTHOR]

Although online learning has been widely used in higher education, its impact on students' academic performance has not been well described. This study surveyed 2963 college students, and used structural equation modelling to determine the impact of college students' online learning engagement on academic performance. The serial mediating effect of inquiry learning and reflective learning on the relation between online learning engagement and academic performance was also investigated. Results indicated that online learning engagement could positively predict college students' academic performance. Inquiry learning and reflective learning had a serial mediating effect on the relationship between online learning engagement and academic performance. Reflective learning played a complete mediating role in the relation between inquiry learning and academic performance. This suggests that college students' online academic performance can be improved by promoting their online learning engagement and encouraging them to use inquiry learning and reflective learning strategies. [ABSTRACT FROM AUTHOR]

Background: The use of virtual reality simulation for the training of non-technical skills among healthcare professionals may improve professional development as well as the quality of care. This study aims to explore the experiences of resident doctors in child and adolescent psychiatry with the use of virtual reality-based simulation for the training of non-technical skills. Methods: The study had an exploratory qualitative design. Data were collected through observations of thirteen resident doctors in child and adolescent psychiatry during their participation in three virtual reality-based simulation sessions, followed by two focus groups. Data were analyzed using reflective thematic analysis. Results: The analysis revealed the following three themes: 1) The importance of pedagogical principles, 2) Playful and motionally affected learning, and 3) Observational learning contributing to lifelong learning. Conclusions: Virtual reality-based simulation was felt to be an appropriate method of training non-technical skills for resident doctors in child and adolescent psychiatry. In particular, the intervention met resident doctors' desires and needs regarding learning through observation and peer discussions. However, some challenges related to technical issues and the content of the scenarios were highlighted. This method may not only increase the resident doctors' self-efficacy and competence, but also contribute to their lifelong learning. [ABSTRACT FROM AUTHOR]

AbstractPurposeMaterials and methodsResultsConclusionsClinical shadowing(CS) offers preclinical medical students the opportunity to observe certified physicians in practice. Analyzing the content of students’ reflective writings(RWs) to understand core competencies they perceived during CS, as well as stages of their reflections, can offer valuable insights for course design and instructor guidance. This study aimed to address this matter by employing a thematic analysis of students’ RWs to explore the learning outcomes derived from CS.The dataset of the thematic analysis comprised de-identified RWs from preclinical medical students who participated in the clinical shadowing program during the first semester of the 2019 academic year at National Taiwan University College of Medicine. Two researchers independently extracted and categorized pertinent content from the texts of RWs, aligning them with the six core competencies of ACGME and mapping them to the stages of Kolb’s learning cycle. Additionally, correlation with shadowing specialties and fields was investigated.In total, 155 RWs were analyzed. Patient care emerged as the most frequently reflected competency(30%), followed by systems-based practice(23%), and medical knowledge(21%). The shadowing specialties and fields had an impact on the core competencies students perceived. In terms of Kolb’s learning stages, concrete experience(66%) predominated in RWs, while abstract conceptualization(19%) and reflective observation(14%) were less prevalent. For each competency, concrete experience was the prevailing stage, with active experimentation being the least dominant one. Students exhibited varying proportions of reflections at different stages for each core competency.Clinical shadowing experiences enable preclinical medical students to explore required clinical core competencies, with emphases depending on the shadowing specialties and fields. Currently, most reflections are concentrated at Kolb’s concrete experience stage. This study offers valuable insights for designing future CS programs and improving faculty development, aimed at helping students achieve deeper and more comprehensive reflective learning in relation to core competencies, and even professional identity. [ABSTRACT FROM AUTHOR]

Radical public history relies on reflective practices that include formal and experientially acquired knowledge within a broad interdisciplinary framework. Using material culture methodologies from history and anthropology, we present the AIDS Memorial Quilt as an example of radical public history in action. We recount the history and meaning of the Quilt and share quantitative survey information based on college students' responses to six Quilt blocks displayed with supplemental informational banners. Embracing a core pillar of radical public history—shared authority—our authors include interdisciplinary academic and non-academic community partners whose combined skills, lived experiences, and expertise are critical to this movement and this paper. We finish with insights for those wishing to host Quilt blocks in their community. [ABSTRACT FROM AUTHOR]

This article considers the future of teacher education through researching the impact of encouraging cosmopolitan perspectives in an undergraduate children's literature course for preservice teachers. The research question focuses on how preservice teachers respond to reading and dialoguing through a cosmopolitan lens. Reading literature through a cosmopolitan lens entails a reflexive consideration of personal convictions and a reflective openness to learning from the perspectives of others. The results of this study provide insights into how preservice teachers understood a cosmopolitan response. The results also highlight the need for further critical inquiry into how to invite greater reflexive consciousness and reflective openness to other perspectives in preparing teachers for a diverse society. [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]

Introduction: Reflection is widely used in all aspects of teaching and learning in dental education and makes a fundamental part of all learning activities for dental students. However, reflective tasks are often used with a clear purpose; for example, in completing e‐portfolios or dealing with critical incidences. This study explores the use of optional online journals that Postgraduate (PG) dental students were encouraged to use as part of their own development. Aim: To explore how PG dental students perceive the use of optional online journals. Materials and Methods: Data were collected via an anonymous questionnaire that included a word pool, Likert‐scale statements and free text comment sections. Results: Overall, 31 students (93%) responded to the questionnaire with high focus on the usefulness of the journal, with 58% selecting 'connecting with tutors' and 41% selecting 'keeping track' of their own learning and progress. The word 'reflection' was selected by 87% of participants when describing the use of the journal. Some participants, 29%, considered the journal as 'added pressure', and 41% felt it was 'extra work' as the journal, although voluntary, presented an added task to complete. All students made at least one entry in the online journal. Conclusion: The use of an optional online journal can be a useful tool in establishing connection between dental students and their tutors. Some postgraduate dental students valued the benefits of reflective journal without it being linked to assessments. Some concerns were reported around the time constraints as well as the added work related to taking part in such activity. [ABSTRACT FROM AUTHOR]

The article discusses an action research project on the use of an artist representation tally system, based on the Culturally Responsive Curriculum Scorecard, as a tool of reflective practice in K-12 art education. It describes the implementation of the Daily Artwork Response assignment in high school visual art classes. It presents details of the ethnic backgrounds and gender identities of artists whose work are shared in the Daily Artwork Response assignments in Advanced Art class.

The growth optimizer (GO) is an innovative and robust metaheuristic optimization algorithm designed to simulate the learning and reflective processes experienced by individuals as they mature within the social environment. However, the original GO algorithm is constrained by two significant limitations: slow convergence and high memory requirements. This restricts its application to large-scale and complex problems. To address these problems, this paper proposes an innovative enhanced growth optimizer (eGO). In contrast to conventional population-based optimization algorithms, the eGO algorithm utilizes a probabilistic model, designated as the virtual population, which is capable of accurately replicating the behavior of actual populations while simultaneously reducing memory consumption. Furthermore, this paper introduces the Lévy flight mechanism, which enhances the diversity and flexibility of the search process, thus further improving the algorithm's global search capability and convergence speed. To verify the effectiveness of the eGO algorithm, a series of experiments were conducted using the CEC2014 and CEC2017 test sets. The results demonstrate that the eGO algorithm outperforms the original GO algorithm and other compact algorithms regarding memory usage and convergence speed, thus exhibiting powerful optimization capabilities. Finally, the eGO algorithm was applied to image fusion. Through a comparative analysis with the existing PSO and GO algorithms and other compact algorithms, the eGO algorithm demonstrates superior performance in image fusion. [ABSTRACT FROM AUTHOR]

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

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

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]

South Africa is home to a large youth population, defined in South Africa as aged between 18 and 34 years. In working to transform our unequal society, we need to take diverse youth voices, including young people at university, into account regarding what matters to them. To enable their voices, the paper recounts a participatory storytelling research project with students in the educational space of one South African university. Using individual and collective digital storytelling, participants produced an archive of everyday stories, which then comprised a data base for them to analyse social in/justice issues and themes and co-create knowledge from the ground-up, with their emergent ideas categorised in a social injustice map. Through the iterative action learning and reflective process, participants developed their critical awareness of injustices and enhanced their sense of their own epistemic agency to contribute to change. Both the project process and the formation of intersecting capabilities for the co-creation of substantive reparative knowledge about social injustices and fairness were advanced through the project. Finally, it is suggested that these two capabilities might be applied to young people globally as crucial for contributions to epistemic agency and for making more just future societies. [ABSTRACT FROM AUTHOR]

Introduction: Case write-ups and reflective journals have been used as assessment tools of learning in clinical rotations in Yong Loo Lin school of medicine. It is timely to review the current process of conducting these assessments and effectiveness as an assessment tool. This study aims to understand faculty outlook towards these assessments. Methods: This is a study that involves a survey-based questionnaire with both closed and open-ended questions, sent out to faculty marking the students' assignments. This survey was anonymous & voluntary and was disseminated by administrative assistants. The purpose of this survey was to collect the feedback from faculty about current process with intentions of improving the effectiveness of these assessments. The suggestions for improvement were incorporated in the survey and faculty was invited to comment over these suggestions and provide further suggestions if any. Results: Fifty-two responses from faculty were collected and analysed. Ninety percent of respondents thinks that this is an effective tool to assess and promote self-directed learning. Qualitative feedback was received about need of improvement in a) alignment of the submissions timings with rotation postings b) marking rubric to incorporate factors such as case complexity and weightage to different components of case write-ups, c) timely feedback to students, and d) follow up on action plans. Conclusion: Case write-ups and reflective journals are still effective learning and assessment tools. They promote self-directed learning and clinical analysis in students. Feedback and action plans are the backbone of these assessments and optimal utilisation of these is recommended. [ABSTRACT FROM AUTHOR]

The need to shift to a responsible consumption model, encourage citizen participation, recycling habits, and water conservation, makes it vital to seek innovative ways for environmental education. Therefore, in this study, the serious games Save the Earth Planet ECO Inc. and Eco Ego were implemented in the teaching-learning process of high school students at Unidad Educativa Mariano Benítez, with the aim of promoting sustainable attitudes and behaviors, and raising awareness about environmental management and care. A quantitative, descriptive, and explanatory methodology with a quasi-experimental approach was followed. Before and after the use of these video games, a survey was conducted to measure participants' opinions and perceptions of learning in environmental education. As a result, the application of serious games succeeded in promoting more sustainable attitudes and behaviors towards the environment among the participants, leading to reflective learning, meaningful experiences of reconnection with nature, and the strengthening of their commitment and participation in ecosystem protection. [ABSTRACT FROM AUTHOR]

There is increasing pressure on Early Childhood Education and Care (ECEC) settings to align their practices and values to that of schools, with the notion that a quality education in ECEC consists of providing care whilst also ensuring strong learning outcomes. This paper employs the constructs of structural and process quality to theorise the perceived disparities between ECEC institutions and schools and between ECEC services during the COVID-19 pandemic. The experiences of 29 Australian ECEC educators provide insight into the differing constructions of quality across ECEC services during the COVID-19 lockdown periods that occurred from May to August 2020 in the state of Victoria. The findings suggest that despite increasing pressure for ECEC programmes to be more like schools, the pandemic amplified society's positioning of ECEC as a caregiving service, highlighting the perceived differences between ECEC and schools and within the ECEC sector itself. While the findings suggest that ECEC educators were discouraged by the lack of recognition they received for providing quality education during the pandemic, the disruption of the pandemic prompted opportunities for reflection and action, providing more visibility of the quality of care that ECEC educators provide and the importance of their roles within the community. [ABSTRACT FROM AUTHOR]

With the fetishisation of computer technologies in education, the older sense of technology as pertaining to skill, what the Greeks termed 'technē', seems to have slipped from view. Technology is generally equated with the object itself rather than the facility to use it. A skill such as writing, for example, is rarely considered a technology and yet it is a vital tool for communication that aids understanding. Writing is also a technology that is framed in particular ways in relation to boys and young men. With constant concerns over 'boys' literacy', it is generally viewed as a 'feminine' activity. Drawing on interviews with a group of young men – all proficient writers reflecting on their schooling – this article examines their perspectives on writing and broader engagement with different technologies. In particular, it considers how writing by hand can promote forms of embodied cognition and the affordances this provides. [ABSTRACT FROM AUTHOR]

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

This article reflects on the challenges of developing anti-racist commitments in a UK university during and 'post' pandemic and re-envisions pedagogic failure in this context. Tackling racism requires that our conversations start from a recognition that we are always situated in relationship not just to others but to the structures and cultures of our environments and communities. There are long histories of empathy and its role, risks and limits in intersectional understandings of the transformation of inequalities. We contend that empathy is integral to anti-racist pedagogies because it: centres relationality in critical and reflective learning; has the capacity to be subversive through its challenge to the 'dominant transmission model of education prevalent in the neoliberal colonial university'; reveals how the university acts upon and works to erase consciousness of our emotional and embodied selves, and has the capacity to unsettle our epistemic horizons to reveal our complicity in colonial practices. Developing a dialogue between the co-authors who worked on a small, funded project on anti-racist learning within a UK Russell Group university in 2022–2023, the article explores the barriers experienced, along with the possibility of constituting 'generative and fulfilling spaces'. [ABSTRACT FROM AUTHOR]

This action research investigated the effectiveness of reflective portfolio approach in biology instruction among Science and Technology, Engineering, and Mathematics (STEM) learners in the hope of contributing to the corpus of knowledge already available on successful teaching strategies. This study made use of action research approach using both quantitative and qualitative methods of research involving forty (40) Grade 12 STEM (Science, Technology, Engineering, and Mathematics) Senior High School learners. A validated 40-item multiple-choice questionnaire served as the pre-test and post-test for the participants to gauge their understanding of biology topics (Cell Theory, Cell structure, and function) before and after intervention as quantitative data for the study. For qualitative data, a journal was utilized to gather qualitative data from the FGD and interview. The quantitative results revealed that before the instruction using the reflective portfolio, the pre-test scores of the participants were average, while after the implementation of the intervention, the post-test scores of the participants showed a high result. Furthermore, their pre-test and post-test scores in their level of understanding of Biology topics showed a significant difference in the level of understanding of Biology topics. Qualitative data from interviews and focus group discussions also revealed that reflective portfolios improve learners' performance in Biology topics by encouraging critical thinking, promoting deeper understanding, encouraging problem-solving skills, and increasing learners' engagement. The study concludes that reflective portfolios serve as an effective pedagogical tool in biology instruction, fostering a deeper understanding of the subject matter and promoting continuous improvement in the learning practices. [ABSTRACT FROM AUTHOR]

This article addresses a prominent gap in the literature by investigating the crucial soft skills required by project management students, graduates, and new practitioners entering the contemporary workforce. The literature review study adopts a concept-centric approach to examine the essential soft skills and effective learning methods for new project managers in the 21st century. Five essential 21st-century project management soft skills (communication, leadership, interpersonal, teamwork and emotional intelligence) were identified, along with three learning methods (experiential, active and reflective) that can be used to develop them. The implications of this research extend to project management students, graduates, and educators alike, emphasising the importance of nurturing the identified soft skills. As the project management domain evolves, the findings highlight the need for an education that prioritises hands-on learning and reflective practices, enabling emerging project managers to excel in their roles and drive project success. [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]

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]

Abstract Background Medical students in Singapore engage in short term medical missions, locally known as Overseas Community Involvement Projects (OCIPs). Little is known about the learning outcomes of an OCIP and how this complements their medical education back home. Understanding this can help the medical educators structure the OCIP to optimise its learning value. Objectives This study aims to gain an in-depth understanding of the experiences and learning outcomes of the medical students who participated in the OCIP. Methods This was a qualitative study involving Singaporean students from one medical school travelling to Nepal. Data was collected from reflective journals, overall group reflections and two focus group discussions. The data was thematically analysed using the Accreditation Council for Graduate Medical (ACGME) core competencies for medical professionals. Results The data could be classified under various themes within the six domains of the ACGME framework. The study revealed themes of: humanism, socioeconomic and cultural determinants of health under the domain of patient care, application of medical knowledge, investigating and evaluating the needs of a population and feedback to drive improvement under the domain of practice-based learning and improvement, use of non-verbal cues and communicating across language barriers under the domain of interpersonal and communication skills, healthcare systems and delivery, resourcefulness and adaptability, health equity and accessibility under the domain of systems-based practice, ethics, role-modelling, teamwork and leadership skills, interprofessional skills and resilience under the domain of professionalism. Understanding the students’ motivations, utilising reflections, and following the patients’ journey facilitated attainment of these outcomes. Conclusions This OCIP experience translated to learning outcomes aligned with the ACGME framework. There is great potential for the experiential learning from a well-structured OCIP to help with personal and professional development and global health education.

Abstract Background Many health science curricula have integrated behavioral modification techniques in their plans. Motivational Interviewing is one such technique. Educational interventions to promote Motivational Interviewing have had limited success. Integrating simulation-based learning in health science curricula might offer a platform whereby students can train in well controlled environments with increased authenticity, provision of standardized experiences and the capacity for immediate feedback to participants. Using motivational interviewing as an exemplar, the purpose of this study was to assess the impact of a simulation-based reflective e-training program on knowledge, attitudes, and confidence in Motivational Interviewing among healthcare practitioners from diverse healthcare disciplines. A secondary aim was to explore whether self-reflection can promote reflective learning. Methods This was a mixed-method study design. Fifteen participants from different health disciplines were included in the quantitative phase of the study, the simulated interview, and the reflective assignments while five participated in the focus group. Pre and post tests were used to examine the effect of training on knowledge, attitudes, and confidence in Motivational Interviewing. Assessment of Motivational Interviewing Treatment Integrity [MITI] scores in a simulation-based scenario was used. A qualitative content analysis of a focus group provided a more in-depth understanding of the participants experiences. Excerpts from reflective assignments were analyzed using Transformative Learning Theory concepts. Results A Wilcoxon test showed that the training elicited a change in confidence in performing Motivational Interviewing [Z= -2.766, p = 0.006], median scores increased from 29 to 34. A quarter of technical scores and half of the relational scores indicated good competence. Participants reflected content transformation through feelings of empowerment and satisfaction when they were successful in engaging and motivating clients. Process transformation was evident in reflections on how to improve core skills specifically reflective listening. Reflections on Motivational Interviewing spirit related values showed premise transformation, which may indicate attitude changes. Conclusion A simulation-based e-training program on Motivational Interviewing represents an important educational modality for training in the health disciplines. Results of this study provide evidence supporting the integration of reflective simulation-based e-training into the education curricula of health disciplines in MI and beyond.

The article examines common formats of student leader diversity training based on analysis of peer socialization agent interviews. Topics discussed include diversity, equity and inclusion (DEI) approaches to student leader training such as diversity carousel, compliance and reflective practice, importance of commitment to skills development, translation of reflective learning into real interactions, the need for transformative approach to move beyond oppression and inequity.

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. [ABSTRACT FROM AUTHOR]

The decline in foreign language learners in tertiary education is a concern in many countries. While factors influencing students' persistence in second language learning have been explored, there has been limited discussion on the potential of language programmes that develop students' self-formation alongside language learning. This study aimed to understand student experiences in a tertiary Japanese language programme that incorporated language learning with self-formation, and how these experiences influenced the students' post-graduate life choices. The study was conducted qualitatively, primarily through semi-structured interviews with three students from unconventional educational backgrounds. Data were thematically analysed using transformative learning theory as a theoretical lens. The results revealed key elements of transformative learning, such as disorienting dilemmas, reflection, critical dialogue, and taking actions for change. The process of change was recursive and evolved over time, leading to students' increased confidence and proactivity. The impact was evident in their post-graduate career choices, which were based on their new perspectives. A supportive environment, exposure to different cultures, and a curriculum combining real-life experiences with socio-cultural discussions effectively facilitated student growth. While this study was conducted in the context of foreign language education, its implications may be applicable to other disciplines. [ABSTRACT FROM AUTHOR]

This study aims to explore the effects of pre-service teachers' use of rubric in self-assessment with instructor feedback on academic achievement and self-regulated learning. Their perceptions and experiences of the self-assessment intervention were also investigated. A total of 79 pre-service teachers participated in the study. A mixed methods approach was used as a blend of experimental and qualitative design. The quasi-experimental research model with pretest/posttest control group design was employed in the quantitative phase of the study. The pre-service teachers (N = 79) were assigned to either use of rubric in self-assessment involving tutor feedback condition or a non-self-assessment condition for their essay assignments. Besides, the pre-service teachers' perceptions and experiences of using self-assessment with instructor feedback were explored in the qualitative phase of the study. Data were collected using a rubric, an achievement test, a self-regulation in learning subscale and reflective journals. The results indicated that the rubric used in self-assessment with instructor feedback group had higher achievement and use of self-regulated learning strategies than the no-intervention group. The reflective journals also revealed that most of the pre-service teachers found the self-assessment a useful learning tool. They felt that it helped them to improve their learning by guiding them to set their own goals, monitor their progress and reflect on their learning through their own tasks. The implications for educational research and practice are discussed. [ABSTRACT FROM AUTHOR]

In the UK, all doctoral programmes are expected to include some form of periodic progression assessment, with individual institutions having autonomy to design and implement their own structures. Yet, despite the potential significance of this assessment to individual doctoral journeys, the design of progression assessment processes has previously received very limited attention. This paper reports on a study which investigated doctoral students' experiences of progression assessment at one UK university, where the process involved both written and oral components. Utilising the concept of assessment for learning to support the analysis of narrative interviews with six doctoral students studying in the social sciences and humanities, the paper considers the pedagogic potential of doctoral progression assessment. The findings of the study indicated that the students perceived the dialogic aspects of the assessment to have the most significant potential for supporting learning and understanding, particularly where invitational, reflective, coaching format questions were utilised. The potential of assessment dialogue to present opportunities for reframing and disrupting thinking is explored, as well as the significance of this assessment in supporting autonomy, permission and motivation. The paper advocates careful consideration of both assessment design and practice in relation to these aspects. [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]

This study examined general education teacher candidates (TCs)'s PK of translanguaging and how it shaped their professional identity. Adopting the reflective framework, data were triangulated and included the TCs' responses from (1) two reflective assignments, (2) a class assignment, and (3) video transcripts of a final self-assessment. The findings demonstrated the TCs' PK of translanguaging had a positive impact on their teacher identity construction. Understanding the pedagogy from an asset-based perspective and gaining experience in its implementation, the TCs developed a deep appreciation for translanguaging. They believed pedagogical translanguaging is an approach to provide equitable education for emergent multilinguals and promotes all students' learning and appreciation for diversity. Such a significant growth was greatly due to the professor's intentional course design that reflected the principles of pedagogical translanguaging and the alignment with the TCs' field experience. The TCs also expressed a desire to deepen their PK of translanguaging to increase their confidence in its implementation. As such, I argue that to normalize multilingualism, not only is it important to introduce translanguaging to all TCs early on in a teacher preparation program, ensuring they have adequate opportunities to incorporate translanguaging as their pedagogical repertoire expands, but course design needs to be intentional and strategic. [ABSTRACT FROM AUTHOR]

Preparing prospective mathematics teachers to become teachers who recognize and respond to students' mathematical needs is challenging. In this study, we use the construct of critical incident as a tool to support prospective mathematics teachers' reflection on their authentic fieldwork activities, notice students' thinking, and link it to the complexity of mathematics teaching. Particularly, we aim to explore the characteristics and evolution of prospective mathematics teachers' noticing of students' mathematical thinking when critical incidents trigger reflective discussions. Critical incidents are moments in which students' mathematical thinking becomes apparent and can provide teachers with opportunities to delve more deeply into the mathematics discussed in the lesson. In the study, twenty-two prospective mathematics teachers participated in fieldwork activities that included observing and teaching secondary school classrooms. The prospective teachers identified critical incidents from their observations and teaching, which were the foci for reflective discussion in university sessions. By characterizing the prospective teachers' reflective talk in these discussions, we demonstrate the discussion's evolution. In it, participants questioned learning and teaching mathematics and suggested alternate explanations. This characterization also shows that using critical incidents in the university discussions enabled the prospective teachers to link students' thinking with the teacher's teaching practices while supporting their reflection using classroom evidence. We emphasize the importance of descriptive talk in the discussion, which allows for deepening the prospective teachers' reflections. Further, we explore the teacher educator's contributions in those discussions, showing that the teacher educator mainly maintained the reflective talk by contextualizing the critical incidents and pressing the participants to explain further issues they raised in the discussions. Implications for mathematics teacher education are discussed. [ABSTRACT FROM AUTHOR]

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 preser- vice 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 edu- cation and its potential value as a tool for education professionals. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to look at the implementation of project-funded research governance and its potential to induce organisational learning on responsible research and innovation (RRI). This paper analysed what types of organisational learning and change can take place within organisations of an Europe-funded project and to what extent. This paper examined whether and how change occurs and how it is shaped and co-produced with other orderings. Design/methodology/approach: The paper is based on materials and evidence collected while working on the internal evaluation of a Horizon 2020-funded project. Analysis of the results of the mixed methods evaluation design was used to characterise occurrences of organisational learning and change. Findings: The authors identified different forms of learning (single-loop learning, double-loop learning, reflexive and reflective learning and situational learning). The extent of learning that could lead to long-lasting organisational change was limited. This was due to the project-based and organisational design, the key-based definition of RRI and the indeterminacy of what constitutes learning and change – both at the level of funding and performing the project. For organisational change to occur, the authors argue for governance mechanisms based on reflexive learning that consider a range of structural conditions and measures. Originality/value: Organisational learning plays an important role in change processes, which has so far been given too little consideration concerning the governance and implementation of RRI through project-based funding. The authors argue for a restructuring of governance and funding mechanisms to create more space for reflexivity and learning. [ABSTRACT FROM AUTHOR]

This document provides a summary of two separate studies on organizational learning and management. The first study examines the implementation of Responsible Research and Innovation (RRI) and the different types of learning that occur during this process. The second study focuses on the significance of providing physical and mental safety to employees in order to enhance corporate performance. Both studies offer practical implications, such as the need to address conflicting values and the importance of double-loop learning. The document concludes by summarizing the key takeaways from both studies, including the importance of workplace safety, fostering relationships within organizations, and promoting double-loop learning. [Extracted from the article]

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Background: Medical students in Singapore engage in short term medical missions, locally known as Overseas Community Involvement Projects (OCIPs). Little is known about the learning outcomes of an OCIP and how this complements their medical education back home. Understanding this can help the medical educators structure the OCIP to optimise its learning value. Objectives: This study aims to gain an in-depth understanding of the experiences and learning outcomes of the medical students who participated in the OCIP. Methods: This was a qualitative study involving Singaporean students from one medical school travelling to Nepal. Data was collected from reflective journals, overall group reflections and two focus group discussions. The data was thematically analysed using the Accreditation Council for Graduate Medical (ACGME) core competencies for medical professionals. Results: The data could be classified under various themes within the six domains of the ACGME framework. The study revealed themes of: humanism, socioeconomic and cultural determinants of health under the domain of patient care, application of medical knowledge, investigating and evaluating the needs of a population and feedback to drive improvement under the domain of practice-based learning and improvement, use of non-verbal cues and communicating across language barriers under the domain of interpersonal and communication skills, healthcare systems and delivery, resourcefulness and adaptability, health equity and accessibility under the domain of systems-based practice, ethics, role-modelling, teamwork and leadership skills, interprofessional skills and resilience under the domain of professionalism. Understanding the students' motivations, utilising reflections, and following the patients' journey facilitated attainment of these outcomes. Conclusions: This OCIP experience translated to learning outcomes aligned with the ACGME framework. There is great potential for the experiential learning from a well-structured OCIP to help with personal and professional development and global health education. [ABSTRACT FROM AUTHOR]

The development and implementation of a competency-based training model for Quality Management System (QMS) auditors are crucial for enhancing audit quality and organizational performance. This study identifies and addresses gaps in current auditor training programs through a structured approach that includes clear instructional goals, effective assessment tools, and robust instructional strategies. The research utilizes Training Needs Analysis (TNA) data and aligns training objectives with industry expectations through Occupational Standards and Competency Standards. Learning outcomes are formulated using the ABCD method (Audience, Behaviour, Condition, Degree) to ensure clarity, measurability, and achievability. The training program employs Outcome-Based Learning and Teaching (OBLT) methodologies, ensuring that the focus remains on achieving specific competencies. Self-assessment based on competency standards encourages reflective learning and self-improvement, while competency-based assessments measure the effectiveness of the training and the skills acquired by participants. The program culminates in the awarding of Micro Credentials and Certificates of Competency, which are traceable to national and international standards, thereby validating the skills and knowledge gained. Through rigorous testing and evaluation involving experts, educators, and participants, the study refines the training model to ensure its effectiveness and relevance. The findings indicate that the competency-based training model significantly improves the skills and performance of QMS auditors, leading to more effective audits and continuous quality improvement within organizations. This research contributes to the field by providing a comprehensive, evidence-based approach to developing high-quality training programs for QMS auditors. [ABSTRACT FROM AUTHOR]

University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what teachers are already doing when they individually tutor their students without adding new workloads to their saturated schedules. Reflective Learning is conceived as an active Student-Centered Learning methodology that aims to increase learners' agency, focusing specifically on developing learners' capacities to influence their learning environments and their lifelong learning trajectories. However, to the best of our knowledge, there is no model that describes how to implement reflective individual tutoring in higher education, leaving a significant gap in knowledge and research about this area of university teaching activity. The aim of this work is to present the RITHE (Reflective Individual Tutoring in Higher Education) model, based, on one hand, on the lessons learned studying highly effective tutors in primary and secondary education, and on the other, on the theoretical and methodological principles of reflective learning. This article will explain a tutorial proposal, which is structured in three blocks and seven phases. The model is intended to serve as a guide for university educators, with applications in various areas of knowledge, and to encourage evidence-based practice research on the subject. [ABSTRACT FROM AUTHOR]

This article discusses the integration of narrative medicine into dermatology residency training. Narrative medicine is the practice of recognizing and interpreting the stories of illness, allowing for a more holistic understanding of patients and their experiences. The article emphasizes the importance of listening, empathy, and non-judgment in building a narrative from patient interactions. It also explores how narrative medicine can complement the use of artificial intelligence in healthcare. The article highlights the significance of understanding the individual stories of those with skin diseases and calls for the implementation of a narrative medicine curriculum in dermatology training. It provides goals for such a curriculum, including enhancing observational skills, incorporating arts and humanities, and exploring social and cultural issues affecting skin health. The article suggests a pedagogic approach to developing narrative competence and addresses challenges and solutions for integrating narrative medicine into healthcare. It concludes by emphasizing the transformative power of narrative medicine in patient care and the need for a more inclusive and understanding medical practice. [Extracted from the article]

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

Some leaders tend to use their intuition to think and make decisions more than others do. This individual difference (i.e., an intuitive cognitive style) may have important implications for the collectives of people they lead. Unfortunately, scholars lack a clear understanding of the conditions under which intuition is effective, especially in the context of large and complex organizational structures such as multiteam systems (MTSs). We argue that the effects of leaders' intuitive cognitive style on MTS performance depends on the amount of information load they face in their roles, as well as their level of introversion: a personality characteristic that is associated with an inward and reflective focus. Using a sample of 222 MTSs comprised of Captains in the United States Air Force, our study demonstrated that the intuitive cognitive style of leaders in high information load roles positively affected MTS performance, especially if they were high in introversion. In low information load roles, however, an intuitive cognitive style had a negative effect on MTS performance, especially for leaders low in introversion. We also argued and found that MTS coordination effectiveness played a key mediating role. Our study advances research in multiple areas of work, including intuition, MTSs, and leadership. [ABSTRACT FROM AUTHOR]

The skill model of wisdom argues that practical wisdom can be best understood in terms of practical skill or expertise, and the model is thought to have the characteristic of focusing on how wise people think rather than how wise people feel. However, from the perspective of Kunzmann and Glück, "it is time for an 'emotional revolution' in wisdom research, which will contribute to a more balanced view on wisdom that considers emotional factors and processes as equally typical of wisdom as are cognitive and reflective factors" (Kunzmann U, Gluck J [2019] Wisdom and emotion. In: Sternberg R, Gluck J (eds) The cambridge handbook of wisdom. Cambridge University Press, Cambridge, pp 575–601). Kunzmann and Glück's appeal for this emotional revolution is significant and intriguing because the inclusion of an explanation of the role of emotion in wisdom can contribute to developing the skill model of wisdom into a more comprehensive framework that recognizes the intricate relation between wisdom and emotions. In this paper, I shall propose and develop a skill account of the emotions of the wise to serve as a supplement to the skill model of wisdom. According to this account, first, at the critical level, having emotions and emotional competence as elements is not essential to wisdom; second, at the theoretical level, a wise person feels an emotion E if and only if E is strategically rational for the wise person; and third, at the metatheoretical level, the primary aim of the skill account is to explain why wise people feel in a particular way rather than to describe how wise people feel. [ABSTRACT FROM AUTHOR]