Designing ocean climate lecture-based prediction-argumentation to improve reflective thinking of pre-service teacher in Indonesia

2024-9-11

Prospective teachers’ views and experiences with e-portfolios

2024-9-10

Doing cross-cultural interviews from Vietnamese students’ experience and reflective practice: lessons on intercultural communicative competence

2024-9-4

Reflective teaching as a form of continuous training: tata city as a case study, Morocco

2024-8-13

Effectiveness of professional development training on reflective practice and action research: a case study from Ecuador

2024-8-1

Reflection tools – support for patient learning in group education

2024-7-31

Implementing a process-based reflective teacher training course through situational role play, video, and scenario evidence and its effects on EFL teacher candidates’ perceptions of caring and reflective practices

2024-7-27

Moroccan university students’ interest in reflective thinking: the role of age, gender, and academic level

2024-7-27

Is developing new approaches to education enough? Reflections on the student voice for social justice (SVSJ) pedagogical method

2024-7-27

Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies

2024-7-10

Using self-reflection to support higher education teaching

2024-7-9

On the journey from cognizance toward thriving: Iranian EFL teachers’ engagement in reflective practice and professional development: the mediating effect of teacher mindfulness

2024-7-5

What does inclusion look like within an experiential teaching and assessing reflective learning model? Utilising authentic assessment to foster shared social membership

2024-7-3

Extending higher education recognition programs through a dedicated post-award reflective practice tool

2024-6-30

Correction

2024-4-3

How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for higher education

2024-4-1

Triggers and conducive factors for reflection in university students: a focus group study

2024-3-4

A reflective practice learning experience with higher education exercise physiology students

2024-3-3

Critical incidents as a strategy to enhance student teachers’ reflection about practice through immersive learning

2024-2-28

Revising the guide for reflective practice: problems and readiness

2024-2-28

Becoming-with-AI: Rethinking Professional Knowledge Through Generative Knowing

2024-2-27

From inside the head to putting it on the table – supporting reflexive decision-making for unpaid female carers considering higher education

2024-2-25

Defragmenting students’ reflective thinking levels for mathematical problem solving: does it work?

2024-2-23

Supervisors’ guidance of PETE students’ reflections at practicum: creating conditions for different learning journeys

2024-2-23

Drivers for change: reflective practice to enhance creativity in sports coaches

2024-2-23

Reflective learning: a new leadership development framework driving engineering innovation

2024-2-18

Peering in: what do you see and will we agree?

2024-2-10

The use of reflective conversations as a professional development tool – a narrative exploring the experiences of a performance analyst working in semi-elite football

2024-2-7

Changes in scientific process skills and reflective thinking skills towards problem-solving of gifted students: a summer school practice

2024-2-5

Reflective supervision as a vehicle for trauma-informed organizational change in early childhood education settings

2024-2-2

Evaluating the experiences of a staff equality, diversity and inclusion reflective space

2024-1-31

Reflection and agency: the experiences of English language teachers in Türkiye

2024-1-28

Students’ reflection on the effect of collaborative learning on the learning environment and academic achievement in online reflective platforms

2024-1-25

The affordances of a mobile video-tagging tool for evaluating presentation skills in a second language

2024-1-25

Reflecting in/on social professions: the critical potential of rhetorical reflexivity

2024-1-24

Reflecting team – a structured method for peer reflection on challenges in teaching

2024-1-22

Student reflections as a catalyst for teacher reflective practice in teaching English for Academic Purposes (EAP)

2024-1-22

Investigating the predictive role of reflective thinking and decision making on creative thinking dispositions

2024-1-18

Qualitative examination of Vietnamese EFL teachers’ reflective teaching: insights into in-on-for reflection methods at different stages in their career

2023-12-26

‘Virtual café’ sessions: supporting medical sonography students learning anatomy online

2023-12-26

Engaging in online peer-led group reflective practice through the share your research ideas project: students’ and tutors’ reflective accounts

2023-11-24

Supporting teacher identity development of preservice middle school mathematics teachers in informal learning environments

2023-11-23

Research on making interview questions among Vietnamese students: difficulties, reflection and solutions – a perspective of learning by doing

2023-11-22

The role of gender and teaching experience in reflective thinking among Moroccan EFL teachers

2023-11-17

Promoting self-directed learning skills in a first-year problem-based university program with a self-development intervention

2023-10-28

Using design thinking to explore teaching problems in Chilean schools

2023-10-10

Staff experiences of reflective practice groups in a crisis resolution and home Treatment team: a mixed methods service evaluation

2023-10-4

Teaching reflection in service-learning: disciplinary differences in conception and practice

2023-10-1

How can a facilitator’s caring approach trigger and deepen pre-service teachers’ reflection on their pedagogical practice? A year-long action research study

2023-10-1

Reflective thinking, allyship and mental well-being: a correlational study

2023-8-18