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Studies in Continuing Education Volume 41, 2019 - Issue 1
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Articles

Rethinking reflective practice in professional lifelong learning using learning metaphors

Adeline Yuen Sze GohSultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, BruneiCorrespondence[email protected]
Pages 1-16 | Received 29 Nov 2017, Accepted 06 May 2018, Published online: 28 May 2018

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Read on this site (9)

Adeline Yuen Sze Goh & Alistair Daniel Lim. (2024) Toward a better understanding of dentists’ professional learning using complexity theory. Educational Philosophy and Theory 56:5, pages 479-487.
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Kristina Sollander & Annika Engström. (2022) Unplanned managerial work: an ambidextrous learning potential. Studies in Continuing Education 44:3, pages 441-459.
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Rini Intansari Meilani, Dewi Kurniawati & Sitti Nurfaidah. (2022) ‘I don’t want to be a teacher’: a collaborative autoethnographic inquiry into the construction of university ELT instructors’ professional identity. Teachers and Teaching 28:6, pages 649-667.
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Bhuwandeep. (2022) The impact of reflective practices on student learning in remote internships during COVID 19 pandemic: a qualitative study. Reflective Practice 23:4, pages 509-523.
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Seppe De Blust, Oswald Devisch & Joke Vandenabeele. (2022) Learning to reflect collectively: how to create the right environment for discussing participatory planning practice?. European Planning Studies 30:6, pages 1162-1181.
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Oswald Devisch, Majken Toftager Larsen, Teresa Palmieri & John Andersen. (2022) Places For continuous learning on spatial planning issues – reflections on an experiment. European Planning Studies 30:6, pages 1074-1092.
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Gregor Schäfer. (2022) Spatial mobility and the perception of career development for social sciences and humanities doctoral candidates. Studies in Continuing Education 44:1, pages 119-134.
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Kyle Anderson. (2021) Collaboration on Art Educators’ Perceptions of Required Professional Learning. Studies in Art Education 62:3, pages 250-265.
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Ricky Gee & Adam Barnard. (2020) Reflective practice via the lens of the life career and paradox: a contemplation of being and becoming a social worker. Reflective Practice 21:2, pages 210-221.
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Articles from other publishers (5)

Yaqiong Cui, Hui Jin & Yuan Gao. (2023) Developing EFL teachers’ feedback literacy for research and publication purposes through intra- and inter-disciplinary collaborations: A multiple-case study. Assessing Writing 57, pages 100751.
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Adeline Yuen Sze Goh & Alistair Daniel Lim. (2021) Reconceptualising dentist learning–A commentary. European Journal of Dental Education 26:3, pages 639-642.
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Vinh N. Lu, Tran Le Huu Nghia, Binh Chi Bui & Jasvir Kaur Nachatar Singh. 2022. Graduate Employability Across Contexts. Graduate Employability Across Contexts 367 393 .
Hongxia Shan, Amy Cheng, Nasim Peikazadi & Yeonjoo Kim. (2021) Fostering diversity work as a process of lifelong learning: A partnership case study with an immigrant services organisation. International Review of Education 67:6, pages 771-790.
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Shulin Yu. (2021) Feedback-giving practice for L2 writing teachers: Friend or foe?. Journal of Second Language Writing 52, pages 100798.
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