Reflective Practices in Education: A Primer for Practitioners

Machost, Haleigh R.; Stains, Marilyne

doi:10.1187/cbe.22-07-0148

Cited by 18 publications

(9 citation statements)

References 56 publications

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“…Teacher G also pointed out her appreciation for utilizing feedback with students since it helped them with learning: "Feedback is of great importance in fixing errors and confirming correct information". Reflective practices are frequently discussed in terms of their benefits for students, but the advantages they offer to educators are often overlooked in the literature [23]. This study has filled the gap and revealed significant advantages of reflective practices for teachers.…”

Section: Cspd Effective Pedagogymentioning

confidence: 91%

“…Despite the global recognition of the significance of reflective writing, a significant concern among in-service teachers in many developing countries is the limited exposure to systematic reflective models that facilitate enhanced reflexivity [22]. The literature points out the need to consider practitioners' potential misunderstandings regarding reflection by PD facilitators [23]. Therefore, Gibbs' reflective model, which is widely used for educational purposes [24], serves as a structured framework to assist teachers in their reflective writing process [22].…”

Section: Effective Professional Development In Csmentioning

confidence: 99%

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The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program

Baabdullah,

Alajlan,

Alebaikan

2024

Sustainability

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This research aimed to investigate the perceptions and experiences of in-service teachers participating in a professional development (PD) program focused on computer science (CS). The main research question explored the teachers’ perceptions of their experience in the CSPD program, while sub-research questions examined the challenges encountered and the program’s impact on their capacities to teach CS in elementary schools. The study adopted an interpretivist paradigm and employed a qualitative research approach to understand the subjective meanings and hidden factors underlying teachers’ experiences. Data collection involved observations, reflection essays, and a semi-structured focus group interview. The data analysis was guided by the community of practice elements. The findings revealed prerequisite challenges faced by the teachers, such as the need to develop self-directed learning and research skills. Additionally, the PD program was found to enhance teachers’ knowledge, skills, and confidence in teaching CS. It also fostered changes in their beliefs and self-efficacy. Challenges in the pre-implementation and implementation stages were also revealed, including conflicting perspectives, limited supervisor support, and passive learning and teaching. These findings provide valuable insights that can contribute to the design of effective PD initiatives in CS education and promote sustainable education practices.

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Section: Cspd Effective Pedagogymentioning

confidence: 91%

Section: Effective Professional Development In Csmentioning

confidence: 99%

The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program

Baabdullah,

Alajlan,

Alebaikan

2024

Sustainability

View full text Add to dashboard Cite

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“…Reflection is essential to understand the situation that happened in the past, present, and future. According to Machost and Stains [22], 'In less philosophical phrasing, reflection entails considering past or present experiences, learning from the outcomes observed, and planning how to better approach similar situations in the future.' In this research, reflection was used to evaluate student's expression of patriotism in the present situation.…”

Section: Data Collection Methodsmentioning

confidence: 99%

Use of YouTube Videos as a New Technology in Teaching and Learning Malaysian Nationhood Study

Jazliza Jamaluddin,

Syahrul Faizaz Abdullah

2024

ARASET

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Malaysian Nationhood is a core subject in public universities offered to undergraduate students and is a compulsory subject to pass. The main learning outcome of this subject is to produce a young generation with a spirit of patriotism. The content in Malaysian Nationhood is compiled to discuss the concepts of the nation-state, history of the country, and government of Malaysia so that students have a feeling of love for the homeland. However, it is fairly difficult to know the students' appreciation of patriotism in the teaching and learning process. Therefore, this study highlights an unconventional alternative method by using videos from YouTube to help increase students’ appreciation of patriotism. The objective of this study is to identify learning and teaching methods using YouTube videos, study their effects, and recommend YouTube videos to facilitate the teaching and learning of Malaysian Nationhood. This study applies the Action Research approach with three Cycles. Cycle 1 - self-observation of conventional methods and reflection, Cycle 2 - using YouTube videos (black and white and long duration) and reflection, and Cycle 3 - continuing the use of YouTube videos (short and in colour). The analysis of the study is based on the rubric of patriotism and descriptive narration in assessing students’ reflection. This study found that students are more inclined to use YouTube videos as a teaching and learning method in helping them to increase their appreciation of patriotism compared to the conventional method alone. An additional finding was that the YouTube videos must be shorter in time, fewer than five minutes, and in colour so that students could focus better.

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“…Formative and summative assessments are powerful tools for collecting data on student learning during a lesson. Educators can use these data to evaluate the effectiveness of the instructional sequence, reflect on changes that would foster student learning, and take actions that strengthen the lesson activities . Educators should use these data to critically reflect on aspects of the lesson that they can modify to enhance student learning.…”

Section: Educational Frameworkmentioning

confidence: 99%

An Educational Framework for Teaching Chemistry Using a Systems Thinking Approach

Talanquer,

Szozda

2024

J. Chem. Educ.

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Chemical ways of knowing, thinking, and acting are critical for finding solutions to complex global challenges and achieving the United Nations' Sustainable Development Goals. Reorienting chemistry education using a systems thinking (ST) perspective can help us better equip students with the knowledge, skills, and dispositions that they need to contribute to these efforts. To support this needed educational reform, we describe in this article an educational framework that can guide and facilitate the work of chemistry educators when planning, implementing, and assessing chemistry units, modules, or lessons using an ST approach. This framework is an outcome of the IUPAC Systems Thinking in Chemistry for Sustainability: 2030 and Beyond (STCS 2030+) project, which seeks to provide resources and tools on ST and sustainability to the chemistry and chemistry education communities.

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Reflective Practices in Education: A Primer for Practitioners

Abstract: This essay serves as an introduction for practitioners to reflective practices in education. Benefits, methods for engaging in reflective practices and potential challenges are highlighted with further resources outlined in the supplemental materials.

Cited by 18 publications

References 56 publications

The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program

The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program

Use of YouTube Videos as a New Technology in Teaching and Learning Malaysian Nationhood Study

An Educational Framework for Teaching Chemistry Using a Systems Thinking Approach

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