What is Reflective Practice

1.

Refers to an e-instructor’s consistent behaviors in assessing the course by an ongoing, even daily, basis as well as at the end of a semester in order to motivate learners to succeed in learning. Learn more in: Facilitating Roles an E-Instructor Undertakes

2.

The capacity to reflect on actions so as to engage in a process of continuous learning. Learn more in: Non-Violent Teaching and Parenting of Young Children: Emulating Optimal Conflict Resolution

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Refers to an e-instructor’s consistent behaviors in assessing the course by an ongoing, even daily, basis as well as at the end of a semester in order to motivate learners to succeed in learning. Learn more in: Roles of Online Instructors Apt for Students' Cognitive and Affective learning

4.

Reflective practice describes a method of pedagogical self-assessment whereby the instructor considers the effectiveness of instruction on student learning. Reflective practice also entails the consideration, implementation, and evaluation of new ways of teaching. Learn more in: Transforming the World Language Classroom Through Instructor Self-Assessment and Reflection

5.

Learning from professional experience by consciously analyzing decisions and actions and drawing on relevant theories and the experience of others to assist with evaluating how to improve practice. According to Lasley (1992) reflective practice relies on the teacher’s capacity to think creatively, and imaginatively as well as to think critically about their classroom practice. Learn more in: Building Interaction Online: Reflective Blog Journals to link University Learning to Real World Practice

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A process whereby individuals engage in critical analysis of practice and decision making, drawing on theory and personal and professional experience to improve the way they work. Learn more in: Developing an E-Learning Platform: A Reflective Practitioner Perspective

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The transformative process of critically reflecting on one’s lived experiences as the result of the need for self-change. Learn more in: Reflecting on Self-Reflection: Overcoming the Challenges of Online Teaching in a Romanian School Through Action Research

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The capacity to reflect on action so as to engage in a process of continuous learning. According to one definition it involves “paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight”. A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential. Learn more in: Indigenizing and Mentoring Technology Usage in Undergraduate Teacher Education

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Refers to an e-instructor’s consistent behaviors in assessing the course by an ongoing, even daily, basis as well as at the end of a semester in order to motivate learners to succeed in learning. Learn more in: The Vital Importance of Faculty Presence in an Online Learning Environment

10.

Process of engaging in reflection through monitoring and critiquing one’s actions, leading to self-awareness and personal-professional development. Learn more in: Teaching Argumentation in Higher Education: Narratives From Composition Writing Classrooms in Kenya

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Purposeful examination of one’s actions and teaching experiences in the classroom as a means of professional development and self-improvement. Learn more in: Using Video Capture and Annotation Technology to Strengthen Reflective Practices and Feedback in Educator Preparation

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Refers to the notion that educators need to continuously think about and evaluate the effectiveness of the strategies and learning environment designs they are using. Learn more in: Strategies for Next Generation Networks Architectures

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The process of reflecting on one's actions so as to engage in a process of continuous learning. Learn more in: Achieving UDL Through Student Voice: Reflections on Experiential Learning

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Consideration of how something is known or understood, sometimes referred to as thinking about one’s thinking. Learn more in: The Promise of Protocols in the Virtual Classroom: Using Microstructures to Enhance Adult Learning

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Is the capacity to reflect on action so as to engage in a process of continuous learning. A critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. Learn more in: Enhancing Students' Critical Thinking through Portfolios: Portfolio Content and Process of Use

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It is closely linked to the concept of learning from experience and describes thinking about or reflecting on what somebody does. Learn more in: How to Encourage Reflective Practice With the Help of Collaborative Video Annotation: Social Video Learning in Teacher Education

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Thoughtful consideration related to one’s practice. Learn more in: An Embedded Approach to Equipping Pre-Service Teachers to Leverage Technology in Practice

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The act of evaluating previous activity with a view to future action. Learn more in: E-Portfolios in Teacher Education

19.

Any practice, such as meditation, journaling, or movement that incorporates the dimension of stepping back, looking back and into the inner world, and “noticing” the effects of the experience on the practitioner through reflecting on the experience. Learn more in: The Self-Cultivation Model of Lifelong Learning: Toward Post-Egoic Development

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Conscious consideration and analysis of past experience and performance for the purpose of learning. Learn more in: Developing Gen Y Competencies for the New Work Environment: Comparing and Contrasting Four Work-Integrated Learning Approaches Across National Contexts

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“A deliberate slowing down to consider multiple perspectives… to gain deeper insights that lead to action” (Merriam et al., 2007, p. 173). Learn more in: Strategic Leadership in Times of Crisis

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A process in which one thinks about prior experiences, current practice, formal codified procedures, and theory to make a choice (decision) or build on skills and professional knowledge. Learn more in: Understanding Tacit Knowledge in Decision Making

23.

The capacity to reflect on action so as to engage in a process of continuous learning. A critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential. Learn more in: Teachers' Portfolios: A Reflective Tool towards Professional Development

24.

The ability to reflect on and learn from experience in a process of continuous learning ( Schön 1984 AU34: The citation "Schön 1984" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. ). Learn more in: Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens

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A term coined by John Dewey referring to a state of reflection on one’s own actions which enables the formation of a process of continuous learning and improvement. Learn more in: A Product System for Meaningful Work, Rehabilitation, and Social Well-Being in Correctional Contexts

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Learning/teaching practice that involves reflecting on lessons learned in the day, thinking critically about them instead of just learning through rote memorization. Learn more in: Social Media as Positive Disruption in Education, E-Learning and B-Learning

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The ability of a person, specifically an instructor, to analyze their actions and understandings within an instructional environment. Learn more in: Teacher Presence

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Ways in which a person considers, thinks about, and comes to an understanding of their effectiveness in a profession. Reflection is also a process via which to consider needs for change or development. Reflection uses multiple forms of evidence. Learn more in: Teaching and Learning Professional Development for International Graduate Students: The Role of Teaching and Learning Centres

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Reflecting-on-action, or reflective practice , is defined broadly as reviewing past experiences with intentionality for the purpose of gaining new insights. Learn more in: Reflection Activities Within Clinical Experiences: An Important Component of Field-Based Teacher Education

30.

The capacity to reflect on action so as to engage in a process of continuous learning. According to one definition it involves “paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight”. A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential. Learn more in: Placing Technology in Learner-Centered Design through Blended Learning in Post-Secondary Education

31.

The activity of teachers reflecting upon their professional practice in order to improve student learning. Learn more in: Technology and Teaching: Technology and Student-Centered Pedagogy in 21st Century Classrooms

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An ability to reflect on one’s actions in order to engage in a process of continuous learning. Learn more in: How to Help Students Excel in Reviews of the Literature

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Involves “an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation” (Schön, 1983, p. 68). Learn more in: Role of Mentorship and Reflection in Leading Learning Through Making: A Pilot Project

34.

The approach to teaching where educators create intentional opportunities for thinking critically about their practice and their own learning with the purpose of continually growing and developing their pedagogy. Learn more in: An Inquiry Into Creating and Supporting Engagement in Online Courses

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Exploring, analyzing, and interpreting lived experiences as a source of insight, understanding, and change. Learn more in: Pedagogy of the Pandemic: Reflections of Mother-Scholar-Practitioners

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Analyzing and tailoring one’s own instruction to ensure effective learning outcomes. Learn more in: Assessment of Case-Based Instruction in a Graduate Educational Psychology Course: Preparing P-12 Teachers for Classroom Management