Combining Critical Reflection and Action Research to Improve Pedagogy

Badia, Giovanna

doi:10.1353/pla.2017.0042

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…The CIQ, a formative classroom assessment tool introduced by Brookfield (Center for Teaching, n.d.), has students reflect and report on their perceptions of learning by responding to open-ended questions. The CIQ is a validated tool that has been used in a variety of educational settings (Ali et al, 2016; Badia, 2017; Jacobs, 2015), including nursing (Vetter & Latimer, 2017; Walters, 2014).…”

Section: Methodsmentioning

confidence: 99%

Using Critical Incident Assessments to Understand Nursing Students’ Perceptions That Impact Learning

Embrey¹,

Taggart²

2020

Nurs Educ Perspect

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Nurse faculty have a responsibility to examine nursing incidents that have a negative effect on students and identify methods for improvement. The purpose of this study was to explore nursing students' perceptions of weekly incidents that impact learning in order to alert faculty to problems early in the program of study. A qualitative descriptive design was used to identify common themes of first-semester BSN students' perceptions using Brookfield's Critical Incident Questionnaire. Four themes were identified. Critical reflection, analysis, and active learning are vital components in nursing education.

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Section: Methodsmentioning

confidence: 99%

Using Critical Incident Assessments to Understand Nursing Students’ Perceptions That Impact Learning

Embrey¹,

Taggart²

2020

Nurs Educ Perspect

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“…Each frame is scheduled to take two weeks to complete although the timeline has some flexibility to accommodate student or librarian scheduling challenges (see Appendix 1 for a general outline). The curriculum focuses on modeling best practices in pedagogy including lesson planning, formative assessment (Oakleaf et al, 2012), and self-reflection (Booth, 2011;Badia, 2017;Reale, 2017). Students complete the curriculum in the fall semester and transition into roles as in-class team teachers and peer research consultants in the spring.…”

Section: Curriculum Development and Deliverymentioning

confidence: 99%

Peer teachers taking the lead in classroom instruction: program creation and challenges faced

Lowe

Stone

Macy

2023

RSR

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PurposeThis paper discusses a program to train undergraduate students as near peer teachers delivering course-embedded information literacy instruction to undergraduate students.Design/methodology/approachThe approach involved the development and delivery of a curriculum combining information literacy concepts and teaching pedagogy. Significant student feedback was gathered which determined the final program structure.FindingsWhile the curriculum was successful in developing students' information literacy competencies and pedagogical skills, stakeholder buy-in and the COVID-19 pandemic hindered the program. Additionally, the goal of the program – solo student teaching, was not realized.Originality/valuePeer teaching is widely implemented in many disciplines; however, its application in academic libraries has focused more on peer reference, rather than peer teaching. This case study adds to the body of literature on this topic related to student peer teaching in academic libraries.

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“…Their education system is also being reformed and new policies and initiatives are being introduced to ensure a quality of education. Badia (2017) conducted research with elementary school teachers in SA and found that the level of adopted reflective practices is very low. Similarly, Haskins et al (2018) conducted their study with school teachers and found that they are concerned about their teaching strategies, knowledge and skills but they need to get training about how they can improve such skills.…”

Section: Reflective Teaching Practices In Pakistani and Arabian Eleme...mentioning

confidence: 99%

Exploring the Reflective Teaching Practices of Pakistani and Saudi Arabian Elementary Teachers: A Cross-Case Analysis

Zulfqar

Quraishi

Arif

2022

ASSAP

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This research intends to explore the level of adopted reflective teaching practices of Pakistani and Saudi Arabian elementary school teachers. A qualitative research methodology was adopted to collect data both from Pakistani and Saudi Arabian elementary school teachers. An equal number of teachers participated in this research. Thus, in total, 30 teachers showed their agreement to take part in this research. The interview protocol was designed based on Kolb’s model of reflection. All the data were transcribed verbatim for analysis. A cross-case analysis was performed to identify the results. Our findings suggest that there is not a major difference between Pakistani and Arabian elementary teachers given their reflective practices. Out of four components of Kolb’s model of reflection, the results on two components, reflective observation and active experimentation, were the same for Pakistani and Arabian teachers. While on further two components, concrete experience and abstract conceptualization were adopted differently by Pakistani and Arabian teachers. Limitations and recommendations for future research were discussed.

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Combining Critical Reflection and Action Research to Improve Pedagogy

Cited by 10 publications

References 16 publications

Using Critical Incident Assessments to Understand Nursing Students’ Perceptions That Impact Learning

Using Critical Incident Assessments to Understand Nursing Students’ Perceptions That Impact Learning

Peer teachers taking the lead in classroom instruction: program creation and challenges faced

Exploring the Reflective Teaching Practices of Pakistani and Saudi Arabian Elementary Teachers: A Cross-Case Analysis

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