Cultivating faculty readiness to reflect: reconstructing Dewey’s attitudes for reflection as character strengths

Evaluating learning outcomes of Christian religious education learners: A comparison of constructive simulation and conventional method

“…As the learners enhance their competence and attain the Zone of Proximal Development (ZPD), the teacher incrementally reduces their guidance [ 72 ]. Dewey's reflective practice philosophy holds significant implications not only for teaching in general but also for CRE in particular by challenging educators, urging them to incorporate reflective practice skills into the teaching and learning process [ 73 ]. In line with a study by Odundo and Gunga [ 21 ], habitually, classroom practices in CRE embrace the conventional methods where the teacher's role has been perceived as that of the primary source and conveyer of knowledge.…”

Reflecting on Creating Community Within an Undergraduate Forensic Science Course

“…While a person may have the intent and drive to engage in such practice, doing so without preparation can result in an incomplete reflection. According to Greenberger and Or (2022), an instructor is ready to engage effectively in the process when they have the proper attitude, as Dewey (1933) identified. These Deweyan attitudes are openmindedness, wholeheartedness, and responsibility (Dewey, 1933;Greenberger & Or, 2022).…”

“…According to Greenberger and Or (2022), an instructor is ready to engage effectively in the process when they have the proper attitude, as Dewey (1933) identified. These Deweyan attitudes are openmindedness, wholeheartedness, and responsibility (Dewey, 1933;Greenberger & Or, 2022).…”

“…As Greenberger and Or (2022) explain, wholeheartedness entails immersing oneself in the topic with focus and enthusiasm while avoiding distractions and obstacles that may prevent one from thinking deeply. A high level of curiosity and love of learning must exist within the individual in order to wholeheartedly engage in the reflective practice (Greenberger & Or, 2022). A love of learning and the ability to stay focused and driven amidst distractions are some of the traits a productive forensic scientist should have.…”

“…It also includes considering and accepting any consequences that may be discovered and blending them with one's own practices to make a necessary change. Possessing responsibility allows one to constantly review their goals and make changes in light of new information in order to meet those goals (Greenberger & Or, 2022). As a college instructor dedicated to student success, I display responsibility by asking my students for feedback on the course mid-semester.…”