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Jie Wang, Chelsea Gill & Kuan-Huei Lee. (2023) Effective mentoring in a work-integrated learning (WIL) program. Journal of Teaching in Travel & Tourism 23:1, pages 20-38.
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Lee Yong Tay, Liang See Tan, Thaslim Begum Aiyoob, Jing Yi Tan, Monica Woei Ling Ong, Christina Ratnam-Lim & Puay Huat Chua. (2023) Teacher reflection – call for a transformative mindset. Reflective Practice 24:1, pages 27-44.
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Hanna Vuojärvi, Henriikka Vartiainen, Miikka Eriksson, Ilkka Ratinen, Kaija Saramäki, Piritta Torssonen, Petteri Vanninen & Sinikka Pöllänen. (2022) Boundaries and boundary crossing in a multidisciplinary online higher education course on forest bioeconomy. Teaching in Higher Education 0:0, pages 1-18.
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Rob Bray & Heather Fotheringham. (2022) How, why and why not – the reflective practice of teaching staff at a Scottish university. Reflective Practice 23:5, pages 578-592.
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David C. Haak, Scott Salom, Jacob N. Barney, Todd Schenk, Vasiliy T. Lakoba, Rachel K. Brooks, Rebecca A. Fletcher, Jeremiah R. Foley, Ariel Heminger, Lauren D. Maynard, Philip McElmurray, Hye-Jeong Seo & Gourav Sharma. (2022) Transformative learning in graduate global change education drives conceptual shift in invasive species co-management and collaboration. Environmental Education Research 28:9, pages 1297-1315.
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M. Pais Marden & Jan Herrington. (2022) Encouraging reflective practice through learning portfolios in an authentic online foreign language learning environment. Reflective Practice 23:2, pages 177-189.
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Lin Guo. (2022) How should reflection be supported in higher education? — A meta-analysis of reflection interventions. Reflective Practice 23:1, pages 118-146.
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Pauline Roberts, Lennie Barblett, Fiona Boylan & Marianne Knaus. (2021) Revitalising reflective practice in pre-service teacher education: developing and practicing an effective framework. Reflective Practice 22:3, pages 331-344.
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Marina Miranda, Ángela Saiz-Linares, Almudena da Costa & Jorge Castro. (2020) Active, experiential and reflective training in civil engineering: evaluation of a project-based learning proposal. European Journal of Engineering Education 45:6, pages 937-956.
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Ángela Saiz-Linares & Teresa Susinos-Rada. (2020) Revisiting reflection in pre-service teacher training: let’s rethink through a practicum in Spain. Reflective Practice 21:5, pages 629-645.
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Gloria Guidetti, Sara Viotti, Andreina Bruno & Daniela Converso. (2018) Teachers’ work ability: a study of relationships between collective efficacy and self-efficacy beliefs. Psychology Research and Behavior Management 11, pages 197-206.
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Silvio Ripamonti, Laura Galuppo, Andreina Bruno, Silvia Ivaldi & Giuseppe Scaratti. (2018) Reconstructing the internship program as a critical reflexive practice: the role of tutorship. Teaching in Higher Education 23:6, pages 751-768.
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Andreina Bruno & Giuseppina Dell’Aversana. (2018) ‘What shall I pack in my suitcase?’: the role of work-integrated learning in sustaining social work students’ professional identity. Social Work Education 37:1, pages 34-48.
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Paul Chesterton, Faye Deane & Daniel Moore. (2023) Implementing An External Student Placement Strategy Into an Undergraduate Chiropractic Curriculum in the United Kingdom: An Education Descriptive Report. Journal of Chiropractic Humanities 30, pages 1-8.
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Carlos Capella-Peris, Mary Margaret Cosgrove, Celina Salvador-García & María Maravé-Vivas. (2022) How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation. Education and Urban Society 55:7, pages 771-791.
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Zohreh Khoshgoftar, Soraya Shahrokh Shahraki, Shirin Araghi, Samaneh Tahmasebi Ghorabi, Golnaz Mahmoudvand & Arian Karimi Rouzbahani. (2023) Assessment of the Educational Environment of Plastic Surgery Training Programs in Iran using the PHEEM Questionnaire: A Cross-sectional Study. WORLD JOURNAL OF PLASTIC SURGERY 12:2, pages 101-106.
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