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Across two studies with more than 1,700 U.S. adults recruited online, we present evidence that people share false claims about COVID-19 partly because they simply fail to think sufficiently about whether or not the content is accurate when deciding what to share. In Study 1, participants were far worse at discerning between true and false content when deciding what they would share on social media relative to when they were asked directly about accuracy. Furthermore, greater cognitive reflection and science knowledge were associated with stronger discernment. In Study 2, we found that a simple accuracy reminder at the beginning of the study (i.e., judging the accuracy of a non-COVID-19-related headline) nearly tripled the level of truth discernment in participants’ subsequent sharing intentions. Our results, which mirror those found previously for political fake news, suggest that nudging people to think about accuracy is a simple way to improve choices about what to share on social media.

Current research and practices in teacher education have focused on concepts such as professionalism, professionality, skills, capacity, ability, competency, or competence. However, these terms, especially professionalism and competence (or competencies), appear to be used interchangeably in different research studies, which means that it becomes difficult not only to compare these concepts among various studies, but also to identify their relevant implications. For example, what kind of “professionalism” components are newly required today? What level of excellence is needed in each professionalism component? How can we define the field and extent of professionalism? How are these ideas expressed in the Japanese government’s teacher education policies? Finally, how can the interrelations between the contents of professionalism and competence (competencies) be clarified in the concept of professionalism? Thus, this study aims to describe how teacher education research and practices use the words “professionalism” and “competence,” and tries to clarify their relationship to other familiar terms so that an overview of the current status of teacher education studies and practices becomes easier and clearer.

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本研究は，児童・生徒用一般的批判的思考態度（CT-G）と学習場面の批判的思考態度（CT-S,各10項目）を用いて，認知的熟慮性-衝動性，認知された学習コンピテンス，教育プログラムとの関係を解明した．小学校5,6年生312人，中学1,2,3年生306人に，4ヶ月間隔をおいた2回の調査を実施した．そのうち，中学１年生125人に対しては，28ヶ月後の3回目調査を実施した．1回目調査において一般的および学習場面の批判的思考態度の2尺度の信頼性を内的整合性によって確認した．さらに，構成概念妥当性を確認的因子分析，基準関連妥当性を関連尺度との相関に基づいて確認した．パス解析の結果，3回の調査いずれにおいても，(i) 熟慮性は，一般的批判的思考態度に影響を及ぼし，(ii) 一般的批判的思考態度は学習場面の批判的思考態度に影響を及ぼした．そして，(iii) 学習場面の批判的思考態度は学習コンピテンスに影響を及ぼした．最後に，教育プログラムの影響について考察した．, We explored the relationships between critical thinking attitude, reflective predisposition, perceived academic competence, and the educational program. A two-wave questionnaire survey with a four-month interval was administered to 312 elementary school students (5th and 6th graders) and 306 junior high school students (7th–9th graders) in Japan using two scales: to measure critical thinking attitude in general (CT-G, a 10-item scale) and in study (CT-S, a 10-item scale) . In addition, 125 students (the same 7th graders) completed the scales 28 months later. Results indicated satisfactory internal consistency reliability and construct validity of both scales. The CT-G and CT-S scales were significantly correlated with the cognitive reflective-impulsive predisposition and perceived academic competence, supporting their criterion-related validity. A simultaneous path analysis revealed that during each wave, (i) reflective predisposition influenced CT-G, (ii) CT-G affected CT-S, and (iii) CT-S affected perceived academic competence. Finally, the effects of educational program are discussed.

Proceedings of the 5th International Conference ALAPP (Applied Linguistics and Professional Practice) : « Language, discourse and action in professional practice », organized at the Universita degli Studi di Milano (Milano) by the ALAPP, 6-8 November 2015; International audience; The retrospective interview carried out as part of foreign language teacher training in France constitutes a complex “polyphonic” (Bakhtin [1975] 1981) situation, where the trainee’s discourse is articulated as a component of “external dialogue” (Vološinov [1929] 1986) with that of the trainer – and sometimes also that of other participating trainees. Each of them refers to, as an element of “internal dialogue” (ibidem), what the trainee said or did in the classroom with and in relation to his / her students as well as what they said or did as action or reaction; that is to say, the classroom interaction in itself can be characterized as an “external dialogue” situation. In focusing on French as a foreign language teacher training, this paper aims to reveal, from a discourse analysis viewpoint, how three elements of retrospective interviews – discourses articulated in relation to each other, the trainee’s retrospective reflection on his/her classroom action and/or his/her students’ (re)actions, and the potential development of his/her ‘teaching repertoire’ – are related to one another.

Es wird eine Methode vorgestellt, die die Fähigkeit von Vorschulkindern erfasst, Emotionen und Intentionen in emotional bedeutsamen Situationen zu erkennen (intentional reflectiveness und emotional reflectiveness). Zudem werden Zusammenhänge zwischen dieser Fähigkeit und Verhaltensauffälligkeiten analysiert. Dazu wurden 70 Kinder am Ende von Geschichten, die sie im Rahmen eines Story Stem Interviews selbst konstruiert hatten, einerseits nach Handlungsintentionen, andererseits nach emotionalen Zuständen einzelner Spielfiguren gefragt. Die Antworten wurden anhand einer sechsstufigen Ratingskala abgebildet. Die damit erhobenen Werte werden dann in Zusammenhang gebracht mit dem per Fragebogen von den ErzieherInnen im Kindergarten eingeschätzten Verhalten der Kinder. Dabei zeigt sich, dass hohe emotional reflectiveness signifikant mit erhöhter psychosozialer Anpassung in Zusammenhang steht. Wir verstehen dies als Hinweis darauf, dass die Fähigkeit, Emotionen in anderen zu erkennen und zu benennen eine wichtige protektive Funktion bereits im Kindesalter ausübt. Schlagwörter Reflectiveness - Geschichtenergänzungsverfahren - mentale Zustände - Vorschulalter Aim of the study is to present a method to map the ability of children to identify emotions and intentions in emotionally relevant situations (intentional and emotional reflectiveness). Moreover we analyze interrelation between this ability and behavior problems. Therefore we administered Story Stem Interviews with 70 children and added demand questions focusing emotions and intentions of diverse characters within the child constructed stories. All the given answers we displayed on a six-ary scale. To review the clinical relevance we orrelated this measure with questionnaire-based behavior screenings by educators in kindergarten. We found correlations between behavior problems and especially answers to emotion questions (emotional reflectiveness). We regard this as evidence that the ability to identify emotions and intentions in others has an important protective function even in childhood. Keywords reflectiveness - Story Completion Task - mental states - preschoolers

The discourse of the retrospective interview with a trainee teacher is marked by a complex polyphony: it refers to what has been said and/or done in the classroom as well as what the teacher had thought in interaction with the learners. In this situation, an “expert’’ interacts with the trainee in order to lead him to reflect on the cause of a problem that unexpectedly emerged in the classroom and find out what he should have done for preventing its occurrence or for recovering the normal progress of the teaching plan. The retrospective interview is thus a training device which is carried out by an inexperienced teacher with the aid of an “expert”; it is a “reflection-on-action” and a “reflection on the “reflection-in-action.”” To be independent in his teaching métier, the teacher must objectify himself by himself or be able to reflect on the “reflection-on-action/thinking”; in short, carry out a “metareflection on oneself.”, Le discours de l’entretien rétrospectif mené auprès d’un enseignant « novice » est marqué par une polyphonie complexe : il se réfère à ce qui a été dit et/ou fait dans la classe ainsi qu’à ce que l’enseignant a pensé en interagissant avec les apprenants. Dans cette situation, l’« expert » interagit avec son partenaire pour l’inviter à réfléchir à l’origine d’un problème produit de façon inattendue dans la classe et à découvrir ce qu’il aurait dû faire pour éviter la production de ce problème ou pour rétablir le déroulement normal du cours. L’entretien rétrospectif est ainsi un dispositif de formation dans lequel l’enseignant « novice » mène, avec l’aide de l’« expert », la « réflexion-sur-action » ainsi que la « réflexion sur la « réflexion-en-action » ». Pour être autonome dans l’exécution du métier, l’enseignant doit s’objectiver tout seul ou être capable de réfléchir sur la « réflexion-sur-action/pensée », en bref mener une « métaréflexion sur soi-même ».

Reflective practice is considered to play an important role in students' learning as they encounter difficult material. However, students in this situation sometimes do not behave reflectively, but in less productive and more problematic ways. This paper investigates how educators can recognize and analyze students' confusion, and determine whether students are responding reflectively or defensively. Qualitative data for the investigation comes from an upper-level undergraduate software engineering and design course that students invariably find quite challenging. A phenomenological analysis of the data, based on Heidegger's dynamic of rupture, provides useful insight to students' experience. A comparison between that approach and a sampling of classic sources in scholarship on learning, reflectiveness, and defensiveness has implications for teaching and education research in software design - and more generally. In addition, a clearer understanding of the concepts presented in this paper should enable faculty to bring a more sophisticated analysis to student feedback, and lead to a more informed and productive interpretation by both instructor and administration.

We explored the relationships between critical thinking attitude, reflective predisposition, perceived academic competence, and the educational program. A two-wave questionnaire survey with a four-month interval was administered to 312 elementary school students (5th and 6th graders) and 306 junior high school students (7th–9th graders) in Japan using two scales: to measure critical thinking attitude in general (CT-G, a 10-item scale) and in study (CT-S, a 10-item scale) . In addition, 125 students (the same 7th graders) completed the scales 28 months later. Results indicated satisfactory internal consistency reliability and construct validity of both scales. The CT-G and CT-S scales were significantly correlated with the cognitive reflective-impulsive predisposition and perceived academic competence, supporting their criterion-related validity. A simultaneous path analysis revealed that during each wave, (i) reflective predisposition influenced CT-G, (ii) CT-G affected CT-S, and (iii) CT-S affected perceived academic competence. Finally, the effects of educational program are discussed.

Submitted by Glauber de Assunção Moreira (glauber.moreira@ufba.br) on 2022-06-10T19:43:03Z No. of bitstreams: 1 Dissertação.pdf: 1068133 bytes, checksum: 2a6b5de4007909a31f137e1152e44b21 (MD5) Approved for entry into archive by Biblioteca de Administração (bibadm@ufba.br) on 2022-06-16T18:57:53Z (GMT) No. of bitstreams: 1 Dissertação.pdf: 1068133 bytes, checksum: 2a6b5de4007909a31f137e1152e44b21 (MD5) Made available in DSpace on 2022-06-16T18:57:53Z (GMT). No. of bitstreams: 1 Dissertação.pdf: 1068133 bytes, checksum: 2a6b5de4007909a31f137e1152e44b21 (MD5) Previous issue date: 2010-10-08 A reflexividade, a metarreflexividade e o conflito como promotores de ciclos contínuos de aprendizagem e o papel do gestor social frente às aprendizagens ocorridas na organização são os temas centrais dessa pesquisa. Assume-se que a metarreflexividade é a parte da reflexividade que compreende uma investigação do como estabelecemos, após uma reflexão, as aprendizagens que foram incorporados na prática. O conflito exerce um papel criativo na aprendizagem organizacional podendo fazer emergir conteúdos que estão nas zonas de atrito impulsionando um possível processo de mudança. O objetivo dessa pesquisa consiste em examinar como o conflito e a reflexividade afetam o processo de aprendizagem organizacional, destacando e caracterizando o papel do gestor social (que é o administrador, profissional ou não, que atua em instituições, sem finalidade de lucro, voltadas para fazer frente às necessidades sócio-ambientais e econômicas das comunidades). No campo teórico, as teorias do diálogo e do conflito abrem a discussão acerca do quanto o conflito atua como um propulsor social e o papel do diálogo frente às aprendizagens nas organizações. No campo metodológico, o método autoetnográfico favorece e contribui com a inserção do pesquisador como participante da mesma. A autoetnografia colabora com análises subjetivas e retroalimenta o processo de análise e reflexão. O caso estudado com base no método autoetnográfico é uma organização educacional (Instituto Chapada de Educação e Pesquisa), pois o caráter reflexivo da atividade profissional de educadores revela-se ainda mais explícito e intenso. A dissertação propõe dois tipos de contribuição. A primeira é de caráter teórico, no que tange às teorias anteriormente citadas, referente às contribuições da reflexividade e do conflito como motores da aprendizagem. A segunda, de caráter prático-aplicado, descortinando como a reflexividade colabora com ações propositivas na organização, enfatizando e identificando o papel do gestor social, no que tange ao quanto contribui ou não com as mudanças na organização. Reflectiveness, metareflectiveness and conflict as promoters of continuous cicles of apprenticeship, and the social manager role in relation to what has been learned in the organization are the main subjects of this research. We assume that metareflectiveness is the aspect of reflectiveness that comprises an investigation of how we have established the things learned and incorporated into the practice. The conflict has a criative role in organizational learning and can cause contents that are in the friction area to emerge, possibly stimulating a process of change. The aim of this research consists in examining how the conflict and the reflectiveness affect the organizational learning process, emphasising and describing the social manager role (he who is the administrator, professional or not, who acts in non-profit institutions, directed to answer to the communities socio-environmental and economic needs). In the theoretical field, the theories of dialogue and conflict open the discussion on how much the conflict acts as a social propeller and the role of dialogue in relation to what is learned in the organization. In the area of methodology, the autoetnographic method favours and contributes to an insertion of the researcher as a participant of the process. The autoetnography contributes with subective analysis and feedback to the process of analysis and consideration. The case studied with basis on the autoetnographig method is an educational organization (Instituto Chapada de Educação e Pesquisa), because the reflective caracter of the educators professional activity is even more explicit and intense. The dissertation proposes two types of contribution. The first one is theoretical, in reference to the previously quoted theories, in relation to the contributions of reflectiveness and conflict as apprenticeship motors. The second, of a practical-applied caracter, showing how the reflectiveness cooperates with proposed actions in the organization, emphasising and identifyinf the social manager role, in relation to the possible contribution of changes in the organization.

Achtundzwanzig 10- bis 14jährige Jungen, deren Eltern circa zwei Jahre zuvor geschieden wurden, wurden mit sechsundzwanzig 10- bis 14jährigen Jungen, deren Eltern nicht geschieden waren, mit Hilfe eines Interviews zu bindungsbezogenen Themen und Alltagssituationen sowie des California Child Q-Sort (CCQ) verglichen. Das Interview wurde hinsichtlich sprachlicher Kohärenz, Umgang mit emotionaler Belastung und Reflexivität der Jungen, unterstützender Repräsentation der Eltern, verbaler und nonverbaler Gefühlsoffenheit und des sozialen Netzes ausgewertet. Die Jungen der Scheidungsgruppe sprachen kaum beziehungsorientiert, gingen schlechter mit emotionalen Belastungen um und dachten weniger über das eigene Denken und das ihrer Mitmenschen nach. Sie fühlten sich von beiden Eltern unzureichend unterstützt und waren nicht gefühlsoffen. Sie erlebten sich als abhängig von ihrer Umgebung und waren weniger anpassungsfähig an neue Situationen als die Jungen der Kontrollgruppe. Wir vermuten bei diesen Jungen eine unsichere (mentale) Bindungsrepräsentation als Folge der mit elterlicher Scheidung verbundenen Erfahrungen (Tab. 1). Streit und Trennung im Zusammenhang mit Scheidung beeinträchtigt deutlich den mentalen Zustand der heranwachsenden Jungen. Eine Minderheit von Jungen geschiedener Eltern zeigte sichere mentale Bindungsrepräsentationen, die der Mehrheit der Kontrollgruppe vergleichbar war. Die Tabellen 2-5 zeigen die wesentlichen Unterschiede zwischen Jungen mit sicheren und mit unsicheren mentalen Repräsentationen unabhängig von der Scheidung ihrer Eltern., Twentyeight 10- to 14years old boys from divorced families (separation of the parents was two years before the investigation) were compared with 26 10- to 14years old boys from twoparent families on the basis of interviews about attachment related themes and daily situations, and by means of the California Child Q-Sort (CCQ). The interviews were analyzed with regard to coherence of language, emotional problems, reflectivity, supportive representation of their parents, verbal and nonverbal emotional openness and social network, as well as for personality variables. The boys of the divorced group did barely talk about relations, had problems in coping with emotional stress, and were less reflective about themselves and others. They felt insufficiently supported by their parents and did not show their emotions openly. They talked about themselves as dependent from their social environment and as less adaptive to new situations. These indications suggest an insecure attachment representation predominantly as a result of the parents´ behavior leading to divorce (Table 1). The results show that separations and family disruptions, as a group effect, strongly affect pre-adolescent boys' state of mind. A minority of boys from the parental divorce group, however, show secure mental representations, comparable to a majority in the control group. Tables 2-5 show, independent of parental divorce, the major differences between boys with secure and boys with insecure mental representations.

Current research and practices in teacher education have focused on concepts such as professionalism, professionality, skills, capacity, ability, competency, or competence. However, these terms, especially professionalism and competence (or competencies), appear to be used interchangeably in different research studies, which means that it becomes difficult not only to compare these concepts among various studies, but also to identify their relevant implications. For example, what kind of “professionalism” components are newly required today? What level of excellence is needed in each professionalism component? How can we define the field and extent of professionalism? How are these ideas expressed in the Japanese government’s teacher education policies? Finally, how can the interrelations between the contents of professionalism and competence (competencies) be clarified in the concept of professionalism? Thus, this study aims to describe how teacher education research and practices use the words “professionalism” and “competence,” and tries to clarify their relationship to other familiar terms so that an overview of the current status of teacher education studies and practices becomes easier and clearer.

Quelles sont les émotions ressenties par les enquêtrices et les enquêteurs pendant un entretien? Qu’est-ce qui les déclenche? Comment ces émotions sont-elles visibles? Que nous révèlent ces émotions sur la relation d’enquête et l’objet de recherche? Voici des questions auxquelles cet article se propose de répondre. Postulant que les affects sont un révélateur du social, nous nous sommes penchées sur leurs effets dans le cadre d’une recherche collective sur les apprentissages de la sexualité. Nous inspirant de l’épistémologie féministe du point de vue et du concept de travail émotionnel, nous montrons dans cet article comment la prise en compte des affects des enquêtrices avant, pendant et après l’entretien permet de limiter les biais de recherche et de consolider une posture d’enquête réflexive., What emotions do investigators feel during an interview? What sets them off? How are these emotions visible? What do they reveal about the investigative relationship and the research subject? This article suggests answers to these questions. Starting from the postulate that affects reveal social situations, we questioned their effects within a collective research project on learning sexuality. We were inspired by a feminist epistemology of point of view and by the concept of emotional work in order to show in this article how allowing for the investigators’ affects before, during and after the interview enables us to limit research bias and to strengthen a position of reflective investigation.