References
- Arnesson, K., & Albinsson, G. (2019). Reflecting talks: A pedagogical model in the learning organization. Reflective Practice, 20(2), 234–249. https://doi.org/https://doi.org/10.1080/14623943.2019.1575198
- Bean, T., & Zulich, J. (1989). Using dialogue journals to foster reflective practice with preservice, content-area teachers. Teacher Education Quarterly, 16(1), 33–40. http://www.jstor.org.dlsu.idm.oclc.org/stable/23475049
- Bolton, G. (2010). Reflective practice: Writing and professional development (3rd ed.). Sage Publications. 9781848602113. OCLC 458734364.
- Boud, D., Keough, R., & Walker, D. (1985). What is reflection in learning? In D. Boud, R. Keough, and D. Walker (Eds.), Reflection: Turning experience into learning. Kogan Page. 171.
- Brydon-Miller, M., Prudente, M., & Aguja, S. (2017). Lighting a spark, seeing the light: Educational action research as transformative practice. In D. Wyse, N. Selwyn, & E. Smith (Eds.), The BERA/SAGE Handbook of educational research (Vol. 2, pp. 435–451). SAGE Publications Ltd.
- Camburn, E. M. (2010). Embedded teacher learning opportunities as a site for reflective practice: An exploratory study. American Journal of Education, 116(4), 463–489. https://doi.org/https://doi.org/10.1086/653624
- Clark, J. S., Porath, S., Thiele, J., & Jobe, M. (2020). Action research. NPP eBooks, 34. https://newprairiepress.org/ebooks/34
- Cole, A. L., & Knowles, J. G. (1993). Shattered images: Understanding expectations and realities of field experiences. Teaching and Teacher Education, 9(5–6), 457–471. https://doi.org/https://doi.org/10.1016/0742-051X(93)90030-K
- Dewey, J. (1933). How we think. Prometheus Books.
- Farrell, T. (2007). Failing the practicum: Narrowing the gap between expectations and reality with reflective practice. TESOL Quarterly, 41(1), 193–201. https://doi.org/https://doi.org/10.2307/40264340
- Geng, G., Smith, P., Black, S., Yoshi, B., & Disney, L. (2019). Reflective practice in teaching. Springer Nature Singapore Pte Ltd.
- Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teaching. The Journal of Educational Research, 96(5), 293–309. https://doi.org/https://doi.org/10.1080/00220670309597642
- Gundumogula, M. (2020). Importance of focus groups in qualitative research. The International Journal of Humanities & Social Studies, 8(11), 299–302. https://doi.org/https://doi.org/10.24940/theijhss/2020/v8/i11/hs2011-082
- Gustavsson, S., Andersén, A., & Berglund, M. (2019). To challenge and to be challenged – Teachers collective learning in higher education. Reflective Practice, 20(3), 339–354. https://doi.org/https://doi.org/10.1080/14623943.2019.1611552
- Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/https://doi.org/10.1177/1049732305276687
- Kitzinger, J. (1995). Qualitative research: Introducing focus groups. BMJ: British Medical Journal, 311(7000), 299–302. https://doi.org/https://doi.org/10.1136/bmj.311.7000.299
- Merryfield, M. (1993). Reflective practice in global education: Strategies for teacher educators. Theory Into Practice, 32(1), 27–32. https://doi.org/https://doi.org/10.1080/00405849309543569
- Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/https://doi.org/10.1111/2041-210x.12860
- Osterman, K. (1990). Reflective practice: A new agenda for education. Education and Urban Society, 22(2), 133–152. https://doi.org/https://doi.org/10.1177/0013124590022002002
- Schon, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
- Shoffner, M. (2009). Personal attitudes and technology: Implications for preservice teacher reflective practice. Teacher Education Quarterly, 36(2), 143–161. http://www.jstor.org.dlsu.idm.oclc.org/stable/23479257
- Smyth, J. (1992). Teachers’ work and the politics of reflection. American Educational Research Journal, 29(2), 267–300. https://doi.org/https://doi.org/10.3102/00028312029002268
- Stiler, G. M., & Philleo, T. (2003). Blogging and blogspots: An alternative format for encouraging reflective practice among preservice teachers. Education, 123(4), 789–797.
- Tsingos, C., Bosnic-Anticevich, S., & Smith, L. (2014). Reflective practice and its implications for pharmacy education. American Journal of Pharmaceutical Education, 78(1), Article 18. https://doi.org/https://doi.org/10.5688/ajpe78118
- Williams, A. T. (2020). Growing student teachers’ reflective practice: Explorations of an approach to video-stimulated reflection. Reflective Practice, 21(5), 699–711. https://doi.org/https://doi.org/10.1080/14623943.2020.1798917
- Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. In M. Okazawa-Rey, J. Anderson, & R. Traver (Eds.), Teachers, teaching, and teacher education (pp. 284–312). Harvard Educational Review.