Citations (89)
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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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Chamindika Weerakoon. (2023) Exploring the synergy of digital competence and photo-driven reflection: A pilot study on reflective thinking skill development in business education. Cogent Education 10:2.
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Andrea Ruffinelli, Carolina Álvarez Valdés & Macarena Salas Aguayo. (2023) Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers. European Journal of Teacher Education 46:3, pages 498-515.
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Dutamo Fonkamo & Assefa Zeru. (2022) Exploring the impediments on the application of reflective teaching in EFL paragraph writing classes. Cogent Education 9:1.
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Degife Gudeta. (2022) Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers. Cogent Education 9:1.
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Helen Gadsby. (2022) Fostering reflective practice in Post Graduate Certificate in Education students through the use of reflective journals. Developing a typology for reflection. Reflective Practice 23:3, pages 357-368.
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Tak Lai Cheng. (2022) How do student teachers develop the ideas of teacher competence during the vocational training programme in Hong Kong context?. International Journal of Training Research 20:2, pages 178-193.
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Sarika S. Gupta. (2022) Mapping the Design and Facilitation of Critical Self-Reflection in a Culminating Clinical Course for Early Childhood Special Education Teacher Candidates. The New Educator 18:1-2, pages 42-60.
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Andrea Ruffinelli, Carolina Álvarez Valdés & Macarena Salas Aguayo. (2022) Strategies to promote generative reflection in practicum tutorials in teacher training: The representations of tutors and practicum students. Reflective Practice 23:1, pages 30-43.
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Paul Adams & Kirsten Mann. (2021) Teacher professional learning and Professional Update in Scotland. Education 3-13 49:5, pages 592-605.
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Jacqueline Riley & Alexandra Babino. (2021) Utilizing SIOP lesson video demonstrations as a springboard for reflection: A collaborative self-study of EL teachers. Journal of Digital Learning in Teacher Education 37:3, pages 152-166.
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Louise Lambert. (2021) Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space. Professional Development in Education 47:2-3, pages 421-435.
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Samukeliso Chikiwa & Mellony Graven. (2021) How Pre-service Teachers Reflect on their own Mathematics Teaching Practice Compared with the Practice of Others. African Journal of Research in Mathematics, Science and Technology Education 25:2, pages 211-224.
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Patricia Carabelli. (2021) Didactic discussions during ESL/EFL English teacher training courses. Reflective Practice 22:1, pages 60-72.
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Scott W. Greenberger. (2020) Creating a guide for reflective practice: applying Dewey’s reflective thinking to document faculty scholarly engagement. Reflective Practice 21:4, pages 458-472.
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Kristina M. Valtierra & Lesley N. Siegel. (2020) Qualitative self-coding as reflection: empowering teacher candidates with the tools of the researcher. Reflective Practice 21:3, pages 415-428.
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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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Ingrid Berglund, Susanne Gustavsson & Ingela Andersson. (2020) Vocational teacher students’ critical reflections in site-based education. International Journal of Training Research 18:1, pages 22-36.
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Jonathan Tummons. (2020) Education as a mode of existence: A Latourian inquiry into assessment validity in higher education. Educational Philosophy and Theory 52:1, pages 45-54.
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Wai Ming Yu & Ming Ming Chiu. (2019) Influences on the reflection quality of journal writing: an exploratory study. Reflective Practice 20:5, pages 584-603.
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Marc Clarà, Teresa Mauri, Rosa Colomina & Javier Onrubia. (2019) Supporting collaborative reflection in teacher education: a case study. European Journal of Teacher Education 42:2, pages 175-191.
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Elizabeth Isidro. (2019) Transactions in doing design-based research for designing curriculum: a self-study. Reflective Practice 20:1, pages 85-96.
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Pilar Sagasta & Begoña Pedrosa. (2019) Learning to teach through video playback: student teachers confronting their own practice. Reflective Practice 20:1, pages 13-26.
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Enda Donlon. (2019) The use of a custom-built online environment for communication with and support of student-teachers during school placement. Teaching Education 30:1, pages 1-15.
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Wai Ming Yu. (2018) Critical incidents as a reflective tool for professional development: an experience with in-service teachers. Reflective Practice 19:6, pages 763-776.
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Wilfried Plöger, Daniel Scholl & Andreas Seifert. (2018) The quasi-experimental attitude of teachers: the development of a questionnaire. Journal of Education for Teaching 44:4, pages 415-430.
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Sandi Tait-McCutcheon & Bernadette Knewstubb. (2018) Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course. Assessment & Evaluation in Higher Education 43:5, pages 772-785.
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Bonnie Thompson Long & Tony Hall. (2018) Educational narrative inquiry through design-based research: designing digital storytelling to make alternative knowledge visible and actionable. Irish Educational Studies 37:2, pages 205-225.
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Faiza M. Jamil & Bridget K. Hamre. (2018) Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning. Action in Teacher Education 40:2, pages 220-236.
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Bi Ying Hu, Liang Chen & Xitao Fan. (2018) Profiles of teacher-child interaction quality in preschool classrooms and teachers’ professional competence features. Educational Psychology 38:3, pages 264-285.
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Sophia Han, Jolyn Blank & Ilene R. Berson. (2017) To transform or to reproduce: Critical examination of teacher inquiry within early childhood teacher preparation. Journal of Early Childhood Teacher Education 38:4, pages 308-325.
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Casey Y. Myers, Kylie A. Smith & Marek Tesar. (2017) Diffracting mandates for reflective practices in teacher education and development: Multiple readings from Australia, New Zealand, and the United States. Journal of Early Childhood Teacher Education 38:4, pages 279-292.
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Michaela J. Harrison. (2017) Implicated reading: a method for reflecting on practice. Reflective Practice 18:3, pages 312-325.
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Dominik Petko, Nives Egger & Andrea Cantieni. (2017) Weblogs in Teacher Education Internships: Promoting Reflection and Self-Efficacy While Reducing Stress?. Journal of Digital Learning in Teacher Education 33:2, pages 78-87.
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Jan Smith. (2016) Sailing through social LA GRRAACCEESS: tool for deconstructing and facilitating reflective and reflexive practice. Reflective Practice 17:5, pages 570-582.
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Emmanuel O. Acquah & Nancy L. Commins. (2015) Critical reflection as a key component in promoting pre-service teachers’ awareness of cultural diversity. Reflective Practice 16:6, pages 790-805.
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Liz McKenzie. (2015) Trainee teachers’ experience of reflection. Journal of Further and Higher Education 39:5, pages 645-664.
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Cristyne Hébert. (2015) Knowing and/or experiencing: a critical examination of the reflective models of John Dewey and Donald Schön. Reflective Practice 16:3, pages 361-371.
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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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Paulus Kuswandono. (2014) University mentors’ views on reflective practice in microteaching: building trust and genuine feedback. Reflective Practice 15:6, pages 701-717.
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Martin East. (2014) Mediating pedagogical innovation via reflective practice: a comparison of pre-service and in-service teachers’ experiences. Reflective Practice 15:5, pages 686-699.
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Margaret Vaughn, Seth A. Parsons, Susan Kologi & Melissa Saul. (2014) Action research as a reflective tool: a multiple case study of eight rural educators’ understandings of instructional practice. Reflective Practice 15:5, pages 634-650.
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Martin East. (2014) Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching?. The Language Learning Journal 42:3, pages 261-274.
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Articles from other publishers (46)
Hanife TAŞDEMİR & Fatma GÜMÜŞOK. (2023) Self-Evaluation as a Form of Reflective Practice in the Practicum. Dil Eğitimi ve Araştırmaları Dergisi 9:2, pages 515-534.
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Gerlinde Lenske & Hendrik Lohse-Bossenz. (2023) Stichwort: Reflexion im Pädagogischen KontextKeyword: reflection in the pedagogical context. Zeitschrift für Erziehungswissenschaft 26:5, pages 1133-1164.
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Judith Schellenbach-Zell, Anna-Lena Molitor, Marcus Kindlinger, Kati Trempler & Ulrike Hartmann. (2023) Wie gelingt die Anregung von Reflexion über pädagogische Situationen unter Nutzung bildungswissenschaftlicher Wissensbestände? Die Bedeutung von Prompts und FeedbackHow to activate reflection on pedagogical situations when using educational knowledge? The role of prompts and feedback. Zeitschrift für Erziehungswissenschaft 26:5, pages 1189-1211.
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Yanna Li & Steve Walsh. (2023) Technology-enhanced Reflection and Teacher Development: A Student Teacher's Journey. RELC Journal 54:2, pages 356-375.
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Aliza Segal. (2023) Rethinking Collective Reflection in Teacher Professional Development. Journal of Teacher Education.
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Lincoln S. Smith. (2023) Reframing reflective practices: using dual-process theory and areas of awareness to conceptualize teacher reflection. SN Social Sciences 3:6.
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Timothy A. Drake, Laura Ivey & Lacey Seaton. (2021) Principal Candidates’ Reflective Learning During a Full-Time Internship. Journal of Research on Leadership Education 18:2, pages 207-227.
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Donna-Maria B Maynard, Mia A Jules & Ian A Marshall. (2022) Unearthing the common core for reflective teacher training in Antigua and Barbuda, England, and Canada. Power and Education 15:1, pages 85-101.
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Jia Yin Lim, Simon Yew Kuang Ong, Chester Yan Hao Ng, Karis Li En Chan, Song Yi Elizabeth Anne Wu, Wei Zheng So, Glenn Jin Chong Tey, Yun Xiu Lam, Nicholas Lu Xin Gao, Yun Xue Lim, Ryan Yong Kiat Tay, Ian Tze Yong Leong, Nur Diana Abdul Rahman, Min Chiam, Crystal Lim, Gillian Li Gek Phua, Vengadasalam Murugam, Eng Koon Ong & Lalit Kumar Radha Krishna. (2023) A systematic scoping review of reflective writing in medical education. BMC Medical Education 23:1.
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Mary Moloney, Jennifer Pope & Ann DonnellanMary Moloney, Jennifer Pope & Ann Donnellan. 2023. Professional Mentoring for Early Childhood and Primary School Practice. Professional Mentoring for Early Childhood and Primary School Practice
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Elanur Yilmaz & Hanife Akar. (2022) Rethinking the assessment of the quality of teacher reflection by validating an innovative vignette-based instrument and an analytic coding scheme. Asia Pacific Education Review.
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Cemile Dogan & Yasemin Kirkgoz. (2022) Promoting Continuous Professional Development of English Teachers Through Action Research. International Journal of Educational Reform 31:3, pages 246-277.
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Dalyal Nader Al‐Osaimi. (2022) Saudi nursing student satisfaction and evaluation of reflective practice: A cross‐sectional study. Nursing Forum 57:4, pages 577-583.
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Leslie L. Huling & Virgina K. Resta. 2022. Handbook of Research on the Educator Continuum and Development of Teachers. Handbook of Research on the Educator Continuum and Development of Teachers
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Thomas S. C. Farrell. 2022. Reflective Practice in Language Teaching. Reflective Practice in Language Teaching.
Jiyoon Jung, Ya-Huei Lu & Ai-Chu Elisha Ding. (2021) How Do Prompts Shape Preservice Teachers’ Reflections? A Case Study in an Online Technology Integration Class. Journal of Teacher Education 73:3, pages 301-313.
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Kaisu Mälkki, Marita Mäkinen & Joni Forsell. 2022. The Palgrave Handbook of Learning for Transformation. The Palgrave Handbook of Learning for Transformation
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Ciera M. Lorio, Juliann J. Woods & Patricia Snyder. (2021) An Exploration of Reflective Conversations in Early Intervention Caregiver Coaching Sessions. Journal of Early Intervention 43:4, pages 314-338.
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Festo Kayima. (2021) The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge. Interdisciplinary Journal of Environmental and Science Education 18:1, pages e2262.
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Nicole Schnitzler-Sommerfeld & Paulina Núñez-Lagos. (2021) Hacia una evaluación de la reflexión pedagógica desde la escritura académica. Magis, Revista Internacional de Investigación en Educación 14, pages 1-25.
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Kamran Akhtar Siddiqui, Shahid Hussain Mughal, Imran Ali Soomro & Masood Ahmed Dool. (2021) Teacher Training in Pakistan: Overview of Challenges and their Suggested Solutions. IJORER : International Journal of Recent Educational Research 2:2, pages 215-223.
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Hongzhi Yang. (2021) Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education. System 96, pages 102401.
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Tetiana Kharchenko, Larysa Udovichenko & Maryna Zvereva. (2021) IMPLEMENTATION OF COMPETENCE APPROACH IN PROFESSIONAL TRAINING OF FOREIGN LANGUAGE TEACHERS-IN-TRAINING. Educological discourse 32:1, pages 156-179.
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Ulrike Hartmann, Marcus Kindlinger & Kati Trempler. (2021) Integrating information from multiple texts relates to pre-service teachers’ epistemic products for reflective teaching practice. Teaching and Teacher Education 97, pages 103205.
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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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Eva María Aranda Vega, Ana María Martín Cuadrado & María José Corral Carrillo. (2020) Diarios de clase: estrategia para desarrollar el pensamiento reflexivo de profesores. Educación y Educadores 23:2, pages 243-266.
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Fatma ERDOĞAN. (2020) The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills. Participatory Educational Research 7:1, pages 220-241.
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Ciera M. Lorio, Mollie Romano, Juliann J. Woods & Jennifer Brown. (2020) A Review of Problem Solving and Reflection as Caregiver Coaching Strategies in Early Intervention. Infants & Young Children 33:1, pages 35-70.
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Nick Kelly, Marc Clarà, Benjamin A. Kehrwald & P. A. Danaher. 2020. The Meaning of Criticality in Education Research. The Meaning of Criticality in Education Research
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Shane L. Rogers, Lynn E. Priddis, Nicole Michels, Michael Tieman & Lon J. Van Winkle. (2019) Applications of the reflective practice questionnaire in medical education. BMC Medical Education 19:1.
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Nicola Walshe & Paul Driver. (2019) Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education 78, pages 97-105.
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Álvaro Luis Salinas-Espinosa, Tamara Rozas-Assael, Pablo Cisternas-Alarcón & Carlos González-Ugalde. (2019) Factores asociados a la práctica reflexiva en estudiantes de pedagogía. Magis, Revista Internacional de Investigación en Educación 11:23, pages 95-114.
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Laura Van Beveren, Griet Roets, Ann Buysse & Kris Rutten. (2018) We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review 24, pages 1-9.
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Roja Rivera. (2016) The reflective writing continuum: Re-conceptualizing Hatton & Smith’s types of reflective writing. International Journal of Research Studies in Education 6:2.
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Kateřina Lojdová, Michaela Ondráčková, Barbora Šimůnková, Sylva Trebul'ová, Blanka Pravdová, Petr Svojanovský & Vlastimil Švec. 2016. Determinanty účinnosti učitelských praxí. Determinanty účinnosti učitelských praxí.
Marta Rodríguez García & Jose Luis Medina Moya. (2016) The legacy of care as reflexive learning. Revista Latino-Americana de Enfermagem 24:0.
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Christopher Potter. (2015) Leadership development: an applied comparison of Gibbs’ Reflective Cycle and Scharmer’s Theory U. Industrial and Commercial Training 47:6, pages 336-342.
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