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Heidi Chydenius, Tuulikki Ukkonen-Mikkola & Elina Fonsén. (2023) Supervisory discussions during the early childhood education and care student teacher practicum period – the cultural scripts, phases and discourses. Early Years 0:0, pages 1-15.
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Michael Dunne, Merrolee Penman & Gillian Nisbet. (2023) Exploring the outcomes of a reflective teaching strategy with students: A feasibility study. International Journal of Speech-Language Pathology 0:0, pages 1-12.
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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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Kirsty Brownlie. (2023) A penny for your thoughts: promoting compassionate medical practice through reflection. Reflective Practice 24:3, pages 389-399.
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José Luís Ramos, Alberto A. P. Cattaneo, Frank P. C. M. de Jong & Rui Gonçalo Espadeiro. (2022) Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art. Journal of Research on Technology in Education 54:5, pages 695-718.
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Qudsia Kalsoom, Afifa Khanam & Naima Qureshi. (2022) Collaborative reflection on environmental practices: a vehicle for environmental education in teacher education. Reflective Practice 23:2, pages 162-176.
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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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Daniela Gachago, Laura Cruz, Cheryl Belford, Candice Livingston, Jolanda Morkel, Sweta Patnaik & Bronwyn Swartz. (2021) Third places: cultivating mobile communities of practice in the global south. International Journal for Academic Development 26:3, pages 335-346.
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Eduardo-José Fuentes-Abeledo, Mercedes González-Sanmamed, Pablo-César Muñoz-Carril & Emilio-Joaquín Veiga-Rio. (2020) Teacher training and learning to teach: an analysis of tasks in the practicum. European Journal of Teacher Education 43:3, pages 333-351.
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Andrea Ruffinelli, Silvana de la Hoz & Carolina Álvarez. (2020) Practicum tutorials in initial teacher training: conditions, strategies, and effects of reflective practice. Reflective Practice 21:1, pages 54-67.
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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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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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Articles from other publishers (16)
Patrícia Gramaxo, Isabel Flores, Georg Dutschke & Filipa Seabra. (2023) What makes a school a happy school? Portuguese students’ perspectives. Frontiers in Education 8.
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Aliza Segal. (2023) Rethinking Collective Reflection in Teacher Professional Development. Journal of Teacher Education.
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Yanling Tang, Si Zhang, Mengyu Sun, Yun Wen, Shuowen An & Qingtang Liu. (2023) Understanding student teachers’ reflective thinking using epistemic network analysis and fine-grained trace data. Thinking Skills and Creativity, pages 101301.
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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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Mandy Hommel, Bärbel Fürstenau & Regina H. Mulder. (2023) Reflection at work – A conceptual model and the meaning of its components in the domain of VET teachers. Frontiers in Psychology 13.
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Célia Picoito, Helena Caria, Fernando Angelino, Alcina Dourado, Nuno Pereira, Fátima Serralha, Alice Ruivo, João Vinagre, Bernardo Ramos & José Pires. (2023) Co-creation design thinking process: Learning with demola approach. SHS Web of Conferences 160, pages 01001.
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Elizabeth A. Cutrer-Parraga & Erica Ellsworth Miller. (2022) The role of reflection in supporting initially resistant teachers’ implementation of targeted reading instruction. Frontiers in Education 7.
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Jaime Iván Ullauri-Ullauri & Teresa Mauri-Majós. (2022) La reflexión sobre la práctica preprofesional en la formación de aprendices de docente. Percepciones de los tutores académicos. Revista Practicum 7:2, pages 169-186.
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Xuemei Wu, Zhenzhen He, Mingxi Li, Zhongmei Han & Changqin Huang. (2022) Identifying Learners’ Interaction Patterns in an Online Learning Community. International Journal of Environmental Research and Public Health 19:4, pages 2245.
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Dimitrios Pnevmatikos, Panagiota Christodoulou, Angeliki Lithoxoidou & Triantafyllia Georgiadou. 2022. Technology and Innovation in Learning, Teaching and Education. Technology and Innovation in Learning, Teaching and Education
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Bian Wu, Xiaoling Peng & Yiling Hu. (2021) How to foster pre-service teachers’ STEM learning design expertise through virtual internship: a design-based research. Educational Technology Research and Development 69:6, pages 3307-3329.
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Laura Czerniewicz, Najma Agherdien, Johan Badenhorst, Dina Belluigi, Tracey Chambers, Muntuwenkosi Chili, Magriet de Villiers, Alan Felix, Daniela Gachago, Craig Gokhale, Eunice Ivala, Neil Kramm, Matete Madiba, Gitanjali Mistri, Emmanuel Mgqwashu, Nicola Pallitt, Paul Prinsloo, Kelly Solomon, Sonja Strydom, Mike Swanepoel, Faiq Waghid & Gerrit Wissing. (2020) A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning. Postdigital Science and Education 2:3, pages 946-967.
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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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Bian Wu, Yiling Hu & Minhong Wang. (2019) Scaffolding design thinking in online STEM preservice teacher training. British Journal of Educational Technology 50:5, pages 2271-2287.
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Huang-Yao Hong, Pei-Yi Lin, Ching Sing Chai, Guo-Tsai Hung & Yibing Zhang. (2019) Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities. Computers & Education 130, pages 105-120.
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Remigijus Bubnys. (2019) A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession. Sustainability 11:1, pages 194.
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