Citations (41)
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Matti Karlström & Karim Hamza. (2023) Modeling preservice middle school science teachers’ reflective practice. Cogent Education 10:1.
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Úrsula Bravo, Catalina Cortés, Peter Lloyd & Derek Jones. (2023) Using design thinking to explore teaching problems in Chilean schools. Reflective Practice 24:6, pages 784-805.
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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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Abdulrahman Essa Al Lily, Ahmed Ali Alhazmi, Merfat Ayesh Alsubaie, Saleh Alzahrani, Amani Mohammed Bukhamseen, Eman Abdulaziz Aldoughan, Fuad Ahmed Almudhafar, Eman Ahmed Maher, Ahlam Mohammed Al-Abdullatif, Ahmed Abdel hamed Kotb, Mostafa Samy Amira, Ebrahem Abdullah Al Khateeb, Layla Abdulrahman Alshehri, Raed Ali Bani Aldoomi, Awatef Abdulaziz Al Dafar, Maher Mohammed Alarfaj, Mossab Saud Alholiby, Yassir Mohammed Mahgoub, Abeer Abdulmohsen Boreqqah, Asma Margeni Ali, Khairi Mahmoud Al-Sababha, Ibrahim Youssef Al Youssef, Enam Mohammed Abouzaid, Hasnaa Hamdy Ali, Ahmed Elsayed Mohamed Batal, Omer Musa Alhassan, Ibrahim Ibrahim Atta, Mohammed Ahmed Alqatam, Ala’a Yahya Al-Aqtash, Mohammad Ahmad Alshoura, Hossam Saad Selim, Mohmed Abdelmoneim Abdelrahman, Atef Abdalla Bahrawi, Abdulhamid Abdullah Alarfaj, Abdullah Mohammed Aladsani, Mohammed Amin Almaiah, Sobhi Noureldin Ata, Nahid Hassan Hamad, Awatif Mahmoud Hamad, Khaled Hassan Elsherif, Mohammed Keshar Ahmed, Ahmed Abdelfattah El-Zeki, Enas Mahmoud Elrefee, Abeer Farouk Ali, Tareq Yousef Melhem, Maha Saad Alsaeed, Ahmed Zakaria Hegazy, Khalel Ibrahim Alhuwaiji, Hatem Tawfik Ahmed, Hanem Mostafa Alboray, Marwa Mohamed Hassan, Lubna Noaman Alnoer, Ghada Nasr Huisen Elmorsy & Amr Mohamed El Koshiry. (2021) Crowd-reflecting: a counterproductive experience of Arab adult learning via technology. Studies in Continuing Education 43:1, pages 86-103.
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Carrie Symons, Blythe E. Anderson & Amy Ward. (2020) Teacher Candidates' Perspectives on the Value of a Site-Based Methods Course. The Teacher Educator 55:4, pages 323-346.
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Alexina Thorén Williams. (2020) Growing student teachers’ reflective practice: explorations of an approach to video-stimulated reflection. Reflective Practice 21:5, pages 699-711.
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Elena López-de-Arana Prado, Agurtzane Martínez Gorrotxategi, Nerea Agirre García & Mariam Bilbatua Pérez. (2019) More about strategies to improve the quality of joint reflection based on the theory-practice relationship during practicum seminars. Reflective Practice 20:6, pages 790-807.
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Pnina Shavit & Anat Moshe. (2019) The contribution of reflective thinking to the professional development of pre-service teachers. Reflective Practice 20:4, pages 548-561.
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Adeline Yuen Sze Goh. (2019) Rethinking reflective practice in professional lifelong learning using learning metaphors. Studies in Continuing Education 41:1, pages 1-16.
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Lydia Yoke Yean Foong, Mariani Bt Md Nor & Andrea Nolan. (2018) The influence of practicum supervisors’ facilitation styles on student teachers’ reflective thinking during collective reflection. Reflective Practice 19:2, pages 225-242.
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Martin Kramer. (2018) Promoting teachers’ agency: reflective practice as transformative disposition. Reflective Practice 19:2, pages 211-224.
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Shahab Moradkhani & Mohsen Shirazizadeh. (2017) Context-based variations in EFL teachers’ reflection: the case of public schools versus private institutes in Iran. Reflective Practice 18:2, pages 206-218.
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Valeska Grau, Elisa Calcagni, David D. Preiss & Dominga Ortiz. (2017) Teachers’ professional development through university–school partnerships: theoretical standpoints and evidence from two pilot studies in Chile. Cambridge Journal of Education 47:1, pages 19-36.
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Oscar Rantatalo & Staffan Karp. (2016) Collective reflection in practice: an ethnographic study of Swedish police training. Reflective Practice 17:6, pages 708-723.
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Ying Zhan & Zhi Hong Wan. (2016) Appreciated but constrained: reflective practice of student teachers in learning communities in a Confucian heritage culture. Teaching in Higher Education 21:6, pages 669-685.
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Daniel L. Murphy & Bradley A. Ermeling. (2016) Feedback on reflection: comparing rating-scale and forced-choice formats for measuring and facilitating teacher team reflective practice. Reflective Practice 17:3, pages 317-333.
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Catherine Beauchamp. (2015) Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice 16:1, pages 123-141.
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Susan Cooper. (2014) Putting collective reflective dialogue at the heart of the evaluation process. Reflective Practice 15:5, pages 563-578.
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Ronald Gallimore, Wade Gilbert & Swen Nater. (2014) Ref lective practice and ongoing learning: a coach’s 10-year journey. Reflective Practice 15:2, pages 268-288.
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Jonathan Hughes. (2013) Cameos, supporting roles and stars: citation and reflection in the context of initial teacher education. Educational Research 55:1, pages 16-30.
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Antony Williams. (2013) Critical reflective practice: exploring a reflective group forum through the use of Bion’s theory of group processes. Reflective Practice 14:1, pages 75-87.
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Elena Jurasaite-Harbison & LesleyA. Rex. (2013) Teachers as informal learners: workplace professional learning in the United States and Lithuania. Pedagogies: An International Journal 8:1, pages 1-23.
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Articles from other publishers (19)
Ying Yan, Rong Yan, Samad Zare & Yixuan Li. (2023) Teachers' Attitudes Towards the Effectiveness of Collaborative Reflection Support Method. International Journal of Teacher Education and Professional Development 6:1, pages 1-18.
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Aliza Segal. (2023) Rethinking Collective Reflection in Teacher Professional Development. Journal of Teacher Education.
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Laura Ketonen & Juuso Henrik Nieminen. (2023) Supporting student teachers’ reflection through assessment: The case of reflective podcasts. Teaching and Teacher Education 124, pages 104039.
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Tingting Yang & Ikseon Choi. (2022) Reflection as a social phenomenon: a conceptual framework toward group reflection research. Educational technology research and development 71:2, pages 237-265.
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Krista J. Van Slingerland, Poppy DesClouds, Natalie Durand-Bush, Véronique Boudreault & Anna Abraham. (2022) How collaborative mental health care for competitive and high-performance athletes is implemented: A novel interdisciplinary case study. Frontiers in Psychology 13.
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Nadia Rania, Ilaria Coppola & Laura Pinna. (2021) Reflective Practices to Study Group Dynamics: Implement Empowerment and Understand the Functioning of Groups. Frontiers in Psychology 12.
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Yong Jiang & Chuchu Zheng. (2020) New Methods to Support Effective Collaborative Reflection Among Kindergarten Teachers: An Action Research Approach. Early Childhood Education Journal 49:2, pages 247-258.
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Nikoletta Gulya, Judit Szivák & Anikó Fehérvári. (2020) A reflektív naplók alkalmazásának lehetőségei a tanárképzésben. Iskolakultúra 30:9, pages 45-63.
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Rochelle Arms Almengor. (2018) Reflective practice and mediator learning: A current review. Conflict Resolution Quarterly 36:1, pages 21-38.
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Yasemin Mert & Yavuz Samur. (2018) Students’ Opinions Toward Game Elements Used in Gamification Application. Turkish Online Journal of Qualitative Inquiry, pages 70-101.
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Lydia Foong, Mariani Binti & Andrea Nolan. (2018) Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum. Australasian Journal of Early Childhood 43:1, pages 43-51.
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Dora Ho, Moosung Lee & Yue Teng. (2016) Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices. Teaching and Teacher Education 54, pages 32-43.
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Victoria Gillis & Megan Marshall. 2016. Professional Development and Workplace Learning. Professional Development and Workplace Learning
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Heng Hou. (2015) What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning. Teaching and Teacher Education 46, pages 6-16.
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Sue Cherrington & Judith Loveridge. (2014) Using video to promote early childhood teachers' thinking and reflection. Teaching and Teacher Education 41, pages 42-51.
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Victoria Gillis & Megan Marshall. 2014. Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings. Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings
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Lionel Roche & Nathalie Gal-Petitfaux. (2013) La médiation audio-visuelle pour former à l'expérience corporelle de l'enseignant d'EPS en situation de classe. Staps n°98:4, pages 95-111.
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Marita Naudé. (2012) Sustainable organizational development and reflection: A good combination?. Corporate Ownership and Control 9:2, pages 364-375.
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