Reflective learning journals: From concept to practice

Thorpe, Karran

doi:10.1080/1462394042000270655

Cited by 285 publications

(198 citation statements)

References 35 publications

Supporting

Mentioning

175

Contrasting

Unclassified

Order By: Relevance

“…Teachers are no longer solely information providers; rather, the role of teachers is to facilitate learners' learning. Thus, it is essential that today's learners acquire the capacity to engage in reflective practices, as having such skills will help them to become effective in their professional contexts (Thorpe, 2004).…”

Section: Introductionmentioning

confidence: 99%

Reflective Thinking: An Analysis of Students’ Reflections in Their Learning about Computers in Education

Khalid¹,

Ahmad²,

Karim³

et al. 2015

View full text Add to dashboard Cite

This study aims to examine reflective capacity among students when learning about computers in education. The study involved 35 e-portfolios written by first-year students who enrolled on the Computers in Education course in the Faculty of Education, Universiti Kebangsaan Malaysia. All the students taking this course were required to publish "reflections" based on their weekly learning activities via individual e-portfolios. Thematic analysis was done using Nvivo 10 software to categorize the content of the students' reflections. The analysis reveals that a large percentage of the "reflections" were non-reflective rather than reflective actions. This finding has implications for the way the course is designed, requiring a supportive environment, mentoring and group discussions, as reflective thinking is not spontaneous, but should be deliberately stimulated by the educational context.

show abstract

Section: Introductionmentioning

confidence: 99%

Reflective Thinking: An Analysis of Students’ Reflections in Their Learning about Computers in Education

Khalid¹,

Ahmad²,

Karim³

et al. 2015

View full text Add to dashboard Cite

show abstract

“…Education professionals (Black, Sileo, and Prater 2000, Langer 2002, Varner and Peck 2003, Thorpe 2004, Creme 2005, Sutton, Townend, and Wright 2007 have considered learning journals to be a valuable learning tool that promotes reflective and metacognitive skills.…”

Section: Prospective Teachers' Learning Journalsmentioning

confidence: 99%

El impacto de un programa de enfoque socioconstructivista en las actitudes de futuros profesores de primaria sobre el aprendizaje y la enseñanza en general y sobre las matemáticas en particular

Ochagavia

2017

View full text Add to dashboard Cite

Cognitive Acceleration programs have been successful in promoting reasoning skills in school students and in changing the pedagogy of the in-service teachers applying them. The novelty of this study is that it implemented, for the first time, that socioconstructivist approach with prospective teachers. The results suggest that the cognitive acceleration course promoted positive changes in their attitudes about teaching and learning in general and mathematics in particular. Keywords: prospective teachers, mathematics anxiety, cognitive acceleration, attitudinal changeResumen: Los programas de Aceleración Cognitiva (AC) han logrado promover exitosamente el desarrollo de habilidades de razonamiento en estudiantes escolares y, al mismo tiempo, han cambiado las prácticas pedagógicas de los profesores en ejercicio que han implementado dichos programas en sus aulas. El aporte de este estudio es que utilizó por primera vez este enfoque socio-constructivista de enseñanza con futuros profesores durante su proceso de formación inicial docente. Los resultados encontrados sugieren que el programa de aceleración cognitiva impulsó cambios positivos en las actitudes de los participantes sobre el aprendizaje y la enseñanza en general y sobre las matemáticas en particular.Palabras clave: futuros profesores, ansiedad sobre las matemáticas, aceleración cognitiva, cambio actitudinal

show abstract

“…The promotion of critical thinking is a central aspect of all these methods (Harris, 2007;Langer, 2002;Thorpe, 2004). Thorpe (2004) highlights the move from a routine practice to a reflective professional practice. This movement fosters a student-centred approach and active learning in which students at different levels arrive at new insights into the practice or subject at hand.…”

Section: Didactical Designmentioning

confidence: 99%

“…The teacher provides feedback on the students' texts and makes a final judgement (e). As with reflective learning journals, students focus on the documentation of their experiences, events, and concepts, and over a period of time they gain self-awareness and insight into their learning (Thorpe, 2004), which constitutes the learning process (f). In this study, the students had the support of a learning management system (LMS) and a web-based videoconference system (Marratech).…”

Section: Didactical Designmentioning

confidence: 99%

Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

Bergström

2010

IRRODL

View full text Add to dashboard Cite

This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers' role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a studentteacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students' beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers' role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

show abstract

Reflective learning journals: From concept to practice

Cited by 285 publications

References 35 publications

Reflective Thinking: An Analysis of Students’ Reflections in Their Learning about Computers in Education

Reflective Thinking: An Analysis of Students’ Reflections in Their Learning about Computers in Education

El impacto de un programa de enfoque socioconstructivista en las actitudes de futuros profesores de primaria sobre el aprendizaje y la enseñanza en general y sobre las matemáticas en particular

Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

Contact Info

Product

Resources

About