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The interpreter’s competence is determined by how accurately, without distortion, the translation is done. One of the reasons for distortion is socio-psychological. In the case of an emotionally incompetent Ego of the interpreter, ego-defence mechanisms operate and lead to complete or partial distortion in translation. Thus, Ego-defense mechanisms become a determinant of socio-emotional outsiderism. The aim of the article is to explore the problem of socio-emotional outsiderism and coping behavior as it’s opposite pole in a“Personal Myth”. In this context, the conditions of living the myth are examined, inter alia, in a personal myth. Hence, a content analysis of students’ “Personal Myth” is carried out, in order to identify the ego-defense mechanisms. To conclude, in the course of this study, the experience of catharsis while living emotionally the personal myth is a valid indicator of the Ego competence formation among future interpreters, which in its turn tells on more accuracy in their translation as the need to exploit ego-defense mechanisms is reduced.

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Management curricula are seldom grounded on an analysis of managers’ activity and on the actual conditions of their activity. This text draws on three attempts for transforming managers’ activity, in a training program and in two field interventions. The processing of real, complex situations is used to support a reflective work taking into consideration what happened and attempting to elaborate the knowledge gained. The analysis of the three cases highlights on one hand the centrality of the teams and of interactions in the reflective processes, on the other hand the double role of the consultant/trainer: contributing to probleme solving and supporting reflective processes.

Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee 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 paper introduces a facilitated co-constructed action learning approach with a narrative account of the author's own learning on designing and delivering an executive education programme. Action learning has double inference in this context as the author developed and improved teaching design and delivery through action learning. He also revised the design of delivery of action learning to learners through critical self-reflection. The author states that university teaching faculty plays a crucial role in facilitating learners' development and application of reflective practice. Reflective practice underlines the ability of critical thinking, which is considered the highest level of thinking [Dewey (1910). How We Think. Boston: D.C.Heath]. Consequently, the effectiveness of reflective practice unlikely happens unless individuals have achieved this level of thinking. Reflecting on the teaching experience, the author highlights two elements that potentially contribute to the effective outcomes of higher education learning and teaching: teaching faculty competence in mastering the application of action learning approaching in university learning and teaching design. [ABSTRACT FROM AUTHOR]

The paper adopts a reflective approach to EFL teaching and teacher-training in order to shed light at the interplay between CLIL instruction and the VET context. The paper opens with highlighting the main tenets of CLIL and VET training and signals the former’s origins, basic components and instructional guidelines. It then progresses towards reflectivity as a component of pre-service teacher training, which can (or should) resurface as a token of the reflective teacher-practitioner. The next section (Method and instrument) constitutes, together with the tool in the Appendix, the principal contribution of the paper in that it introduces an approach which may become a blueprint for conducting a reflective analysis of one’s CLIL/VET teaching. In doing so, the section accrues dimensions of reflective (self-)observation and includes: language (and language learning strategies in the context of lexical update; also the ARC division of types of language), content (and the relation between content and different types of language: BICS vs. CALP). The aim of the paper is not only to introduce the instrument but at the same time to bring together notions well-established in mainstream EFL/CLIL instruction and seek their application in the VET context.

This paper concerns different practice analysis designs proposed in teacher education, based on common principles : work with students on professional situations, mobilize academic tools or knowledge and encourage reflective enquiry. Various pedagogical variables and training designs support these principles, but all aim to trigger a movement of decontextualization and recontextuali%ation of professional activity. Some of the designs give an important place to writing and the recall ofprofessional experiences, while others are based on the analysis of filmed professional activities. Our contribution is based on the work carried out on these designs by members of the AFORDENS and TALES research groups and aims at detecting how they accompany these movements and to identify their main pedagogical features. Thus, three pedagogical approaches - reflective writing, reflective analysis of practices and analysis of activity by video training - are characterised here according to the nature of the traces they use, the forms of verbalization they elicit and the ways in which they lead the trainees to decontextualize and recontextualise their activity. Our reflection considers the possible variables that can come into play when supporting professional development and identifies the strengths of the different pedagogical approaches in work-linked training [ABSTRACT FROM AUTHOR]

The report highlights into an empirical study of the intellectual and personality reflection correlations with 15 to 17- year old students in school biology education. The experiment draws upon two research groups, control group consisting of 80 students and an experimental one made up of 90 students instructed in various secondary schools around Bulgaria. All analyses have been performed using SPSS 13 software (statistics) and the correlation coefficients of Spearman – Brown (rsb) and Pearson (r). They provide ample evidence that the designed model of technology, based on reflection, helps students develop and enhance their reflective, cognitive and self-awareness skills in genetics and biotechnology classes. [ABSTRACT FROM AUTHOR]

This contribution aims at presenting the underlying construct and the research design of a study carried out by the Roma Tre University unit of a 3-year national research project (PRIN), as well as the findings about English language (EL) teachers' attitudes towards English as a Lingua Franca (ELF) as they emerge from the study and from the inservice teacher education course designed and implemented during the project. The study investigated native and non-native teachers' understandings, beliefs and attitudes towards ELF and the challenges brought about by the notion of ELF awareness in English Language Teaching (ELT). This investigation was carried out through the online administration of two questionnaires, one for Italian non-native teachers of English teaching in the Italian school system, and one for native English language assistants working at university level. The survey findings informed the design of a post-graduate blended EL teacher education course, with a special focus on developing English language teachers' awareness of the emerging realities of English, while providing an ELF-aware reflective approach to revisit the EL teachers' syllabus design, lesson planning and implementation. Course participants' feedback is presented and pedagogical implications for EL teacher education are illustrated and discussed. [ABSTRACT FROM AUTHOR]

In this article, we present a knowledge approach to the interaction between learning and caring, which should play a significant role in the challenge of promoting sustainable healthcare. This knowledge approach requires awareness of the interactions between learning and caring in caring contexts. The intention is to present an exploration of knowledge and theory development based on research with a lifeworld perspective within caring science didactics. We are illuminating issues concerning reflection and learning encounters in a caring context, which include key concepts such as the patient's narrative. A strategy for reflective learning and caring based on the lifeworld concept is presented. This strategy includes four main components: the encounter between general knowledge and the patient's lived world, the patient's narrative, caring relationship creation through interaction with the patient and reflection through supervision. All of these components are permeated by a reflective approach. We are also clarifying what it means to intertwine learning and caring in addition to how this process can be strengthened in caring practices to optimise patient care. Three components are particularly important in facilitating the intertwining of learning and caring in clinical practice, namely genuine meetings, sensitivity towards the patient's narrative and reflection during interactions. [ABSTRACT FROM AUTHOR]

Copyright of Arts & Education / Mistectvo ta Osvita is the property of Viktoriia Ragozina, editor in chief for Mistectvo ta Osvita and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated the influence of the explicit reflectivebased approach on students’ understandings about the nature of science(NOS) in the context of 10th – 11th grade biology education. An instructional model was proposed on the ground of two major ideas:(1) teaching through explicit references to or discussion of NOS aspects (“tentativeness”, “empirical basis”, “scientific method”, “theories/laws distinctions”, „creativity and imagination”, “socio-cultural influences”, „subjectivity”); (2) encouragement of students’ reflection on their own epistemological beliefs as they participated in resolving and discussing of socioscientific issues, situated in a learning environment. The study was conducted with 24 high school students, who were taught using the instructional model, based on explicit reflective approach, for a period of 15 academic weeks. “Viewson Nature of Science Questionnaire-Form C”, translated in Bulgarian, and follow-up semistructured interview were used for identifying students’ target NOS views.The responses to the questions were grouped into three categories, articulated different NOS understandings: positivist, constructivist and intermediate. According to the data, the majority of students (≥ 50%) held positive views of 4 aspects of cientific knowledge (“empirical basis”, “socio-cultural influences”, “subjectivity“ and “theories/laws distinctions”) before the intervention, while only 5 learners had constructivist views on the “tentativeness” and the role of „creativity and imagination” in the science. The results of the whole study indicated that applying an explicit reflective approach significantly reduced students’ positivist understandings and encouraged their change towards intermediate and constructivist views of the nature of science. [ABSTRACT FROM AUTHOR]

The article presents some of the procedures and the results of a detailed study on reflection: analysis of the previous philosophical ideas and views, basic psychological concepts for reflection, classification of its types and species. Through specially selected and developed methodological procedures for the theoretical analysis the author has synthesized a thorough understanding of the nature of reflection as a complex phenomenon manifested in different modes — types and species. Proposed is a comprehensive classification scheme of reflection in which are divided it’s four types. Specifically addressed are the opportunities, the approaches and some achievements in converting theoretical ideas into practical application-programs, methodologies and technologies based on our knowledge of reflection. Analysis of the theoretical basis for the formation of a new, independent type of reflection — praxeological and its peculiarities. The author presents the basic guidelines and some results from the study of this fascinating human phenomenon — reflection.

The article discusses best practices of American adult educators. The basic terms related to the topic, which are used in academic literature, are defined. Considering the range of terms synonymous to “adult educator” (teacher, instructor, trainer, practitioner, facilitator, mentor, educator, resource person, programme advisor, etc.), the roles adult educators play are described. The article concentrates on identifying the most important barriers to learning of adults (situational, dispositional, institutional, environmental, emotional) understanding of which is necessary for adult educators. Previous experience of adults is described as one of possible reasons for resistance to learning. The paper also reveals methods which adult educators use to overcome the barriers and facilitate adult learners in reaching their educational goals, the importance of flexibility for adult educators, providing choices for adults and ways of getting feedback. The eclectic approach to teaching adults, which may combine learner-centred teaching, content-centred teaching, reflective teaching, cooperative learning, experiential learning, and even traditional teaching, is found to be most appropriate. Thus, the article suggests considering the needs of adults, not adherence to a certain theory or approach, to be of utmost importance for adult educators. Best practices of American adult educators include: theory followed by practice, equal participation, team work, availability of choices, different types of assessment and reflection, which ensure practice, variety and enforcement.

Artykuł przedstawia badania węgierskich pedagogów na temat pracy nauczycieli. Autorka odwołuje się do wyników badań, trendów i obszarów dotyczących pedeutologii. Zwraca uwagę na badania wcześniejsze oraz na te, które powinny zostać przeprowadzone w przyszłości. Wskazuje na kierunki współczesnych i wszechstronnych badań węgierskich, dotyczących awansu i doskonalenia zawodowego nauczycieli, pracujących w tamtejszych szkołach.

The social fragmentation processes due to the recent tidal migration flows, together with the diffusion of technologies and social networks, have created new sociolinguistic environments where languages are undergoing a transformative process. As a result of increasing global mobility, the sociolinguistic reality of English, and its different realisations have become much more complex and controversial than those of other languages in the world. Issues of identity, standards, proficiency levels, intercultural communication and language relevance for English language learners and teachers, demand for a paradigmatic orientation and a reconsideration of the English curriculum, teacher education, research and classroom practice. Language teacher education is a field where, according to local contexts and to pedagogical traditions, different theoretical frameworks are being used, specific approaches adopted, course components differently combined, and teachers' and trainers' espoused theories and beliefs about English are often challenged. The purpose of this presentation is to describe and discuss a World English (WE) and English as a Lingua Franca (ELF)-aware approach embedded in English language teacher education courses in Italy. The adoption of such an approach elicited teachers' awareness of changes occurring in the current status of English and induced a reflective perspective on the implications of teaching it within a moveable scenario where English teaching traditions are often challenged. The relevance of this approach will be discussed and teachers' voices from three teacher education courses will be reported as representative of emerging dilemmas and a shift in perspective. [ABSTRACT FROM AUTHOR]

The study was aimed at identifying possible levels at which the intellectual reflection manifests in secondary students from grade 9th to 11th and trends in its development during a three-year experimental teaching in „Biology and health education“. The methodological basis of the study is the conception of reflective approach which is specified to educational technology for the purposes of organized training. The diagnostic tools include three cognitive test with a reflective end. Through them we measured two main characteristics of the intellectual reflection: productivity (focusing on the students' knowledge transition in familiar and unfamiliar contexts) and awareness of the reflection (focusing on the students'awareness of the own strategies for solving learning tasks). According to the intensity with which they occur in the process of learning and using the SPSS 13 software, the students were separated in four cluster groups: K 1 (zero productivity in solving reflective tasks and unawareness of the own cognitive strategies), K 2 (low productivity and medium level of awareness of the own cognitive actions), K 3 (medium productivity and high awareness of the own cognitive actions) and K 4 (high productivity and high awareness of the own cognitive ac tions). The cluster analysis of the survey results is a ground for drawing out some major trends in the development of intellectual reflection in the context of experimental teaching: (1) The most highlighted are the transitions from low to medium level of productivity and of medium to high level of awareness of the reflection; (2) The high productivity and high awareness of the reflection most often occur simultaneously in the learning of biology . [ABSTRACT FROM AUTHOR]

The firefighter nurse nurse is much more than a medic in the fire service. It knows the particularities of the environment, its constraints and risks, and develops specific skills to bring an added value of a knower/caregiver in a rich and varied mission. Empirically constructed, its integration into the emergency response and care scheme is now recognized and acclaimed. Far from a conventional practice, its exercise differs by its singularity and induces a wealth reinvested in the service of the community., (Copyright © 2023 Elsevier Masson SAS. All rights reserved.)

O presente trabalho busca compreender como funcionam as crenças de uma professora e de seus alunos acerca do processo de ensino-aprendizagem de língua estrangeira para crianças, em um contexto pedagógico específico. Para tanto, através de um empreendimento crítico-reflexivo, a professora-pesquisadora parte de uma perspectiva sócio-histórica de linguagem e desenvolvimento psicológico humano, a partir da qual as crenças, enquanto construtos subjetivos, são analisadas e discutidas. O corpus foi recolhido em sala de aula, a partir de gêneros textuais específicos e constitutivos da função de professor e alunos. A análise revela que as crenças constituem-se mutuamente no e através do discurso, sendo influenciadas por diversos elementos que compõem o contexto de sala de aula. Os resultados, além de contribuírem para o entendimento do que sejam crenças e do papel que elas ocupam no ensino-aprendizagem de línguas estrangeiras para crianças, sugerem o uso de abordagens reflexivas como uma alternativa para o desenvolvimento profissional do professor.The present essay aims to understand how beliefs towards foreign language teaching and learning are constructed by both teacher and young students in a particular context. Engaged in a critical and reflective undertaking, the teacher-researcher develops the study from a socio-historical theory of language and human psychological development. Based on this theory, beliefs, as subjective constructs, are analysed and discussed. The corpus was collected in classroom, through textual genres that are specific of teacher's and student's roles. The analysis reveals that beliefs are mutually constructed, in and through discourse, and are influenced by the different elements that are part of the classroom context. The results, besides their contributions to the comprehension of what a belief is and the role it plays in the process of teaching-learning a foreign language to young learners, suggest the use of reflective approaches as an alternative to teacher's professional development.

Welcoming visitors has long had difficulty finding its place in intensive care units, including pediatric units. This article describes the reflective approach adopted by a working group in the pediatric intensive care unit at the regional university hospital in Tours, with the aim of fully integrating the reception of siblings into the child's hospitalized care project. The momentum generated by this reflection has gradually enabled the family environment to be restructured around the child in care, reinvigorating a breath of life that extends far beyond the purely biological., (Copyright © 2023 Elsevier Masson SAS. All rights reserved.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias 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 Synergies Espagne is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) 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.)

In this paper the conceptions of science teaching presented by the students of MPES (Master Teacher of Secondary Education) are analyzed. The data shown were collected in an initial teacher training experience, based on a constructive and thoughtful approach, which involved 71 students from various specialties of scientifictechnical area, for two successive academic years. From the formative point of view this experience consists in the development of activities that allow to reflect future teachers about the nature of the educational processes, specifying their previous conceptions as a starting point to encourage progression of teachers thought. In this research we have used a methodology of qualitative analysis on the conceptions of the participants about the teaching of science, expressed in writing from a set of open questions. The results have allowed to identify several models of thinking underlying the opinions of future teachers, who could relate respectively to a teaching approach based on the transmission and reception of knowledge, an educational approach next to the constructivist model and a mixed approach. We also notes that the greater or lesser degree of identification with a approach or another depends in part on the context of the question posed. [ABSTRACT FROM AUTHOR]

In the paper an analysis of the defined as important for the European educational policy key competences is made from the positions of the applying a reflexive approach to them in the context of the contemporary school education. There are presentations of interpretations of key competences from the point of view of their educational potential and specifics of the reflective approach accordingly their content and structure. Some projections are made as regards educational opportunities for formation of the key competences in the frame of main school subjects. The importance of the teacher preparation to realize reflective approach to achieve educational results in their everyday work with students is underlined. [ABSTRACT FROM AUTHOR]

In the paper an analysis of the defined as important for the European educational policy key competences is made from the positions of the applying a reflexive approach to them in the context of the contemporary school education. There are presentations of interpretations of key competences from the point of view of their educational potential and specifics of the reflective approach accordingly their content and structure. Some projections are made as regards educational opportunities for formation of the key competences in the frame of main school subjects. The importance of the teacher preparation to realize reflective approach to achieve educational results in their everyday work with students is underlined. [ABSTRACT FROM AUTHOR]

In the „society of knowledge“ reflection is necessary for everyone as a basic component in the structure of key educational competences. This determines and the importance of reflection on the quality of the end product of education and achievements of the learner throughout life. In the study reflection is clarified in integrative field of methodology of biology education with basic interaction „theory - practice“ and following key points: - historical, structural and functional analysis of reflection intended to describe key concepts that characterize reflective pedagogical technology; - technological concretization of reflection in scientific area of methodology of biology education by standpoint of educational results quality; - empirical study intended to elucidate dynamic development of reflection on the personal qualities. Study is methodologically grounded on the concepts of reflective approach transferred into reflective pedagogical technology. Whole experimental influence has features of a long-lasting study and the effects of reflection under personal qualities are observed in a development during teaching in IX, X and XI classes. Results suggest that reflective pedagogical technology stimulates form stable adequate students' self-esteem and high-leveled reflective skills in analyzing their own personal qualities and „I-image“. [ABSTRACT FROM AUTHOR]

This article examines the Erasmus Mundus Special Educational Needs (EM SEN) programme experience and the ways in which it influenced the authors' perception of reflection and research involving inclusive education. The authors argue that incorporating reflective practice and research into an international Master's programme holds promise for further inclusive educational practices for students with disabilities globally. The potential impact of collaborative projects that link researchers from highly diverse contexts is explored. The process of reflection in collaborative research enhances the researchers' ability to see their own context through a new perspective. The authors describe how the EM SEN programme builds capacity for international research collaborations from the point of view of student, visiting scholar and programme convener. The authors, each from their own role, cultural background and perspective, reflect on several problems encountered in the EM year and how they tried to cope with these and recount how the challenges build capacity for future collaboration. [ABSTRACT FROM AUTHOR]

The article discusses the air defense battle defined as an organized effort by tactical groups of warships and single warships to repel strikes and attacks from air using air defense forces and weapons. It notes that the nature and content of an air defense battle are dictated by the nature of the air attack launched by the enemy against friendly warships. It cites the need to integrate the natural intelligence of decision-makers with the artificial intelligence of air defense systems.

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion 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 paper addresses the issues of teaching, learning and assessment in higher education. By adopting a reflective approach, these issues are discussed and analyzed with reference to author's own experience in the higher education as well as with reference to the recent developments which are outcomes of the research into the issue. It is noted that higher education has experienced significant developments over the recent years. These developments have also brought reciprocal developments in the areas of teaching, learning and assessment. It is suggested that to cope with the challenge of these developments, a reflective, scholarly and research informed approach is required. [ABSTRACT FROM AUTHOR]