Postural Configuration as a Missing Element in Reflective Epistemology

2009 ◽  
Vol 41 (S1) ◽  
pp. 139-142
Author(s):  
Victoria Door
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Reflective Thinking ◽  
Performance Pedagogy ◽  
Missing Element

Kinsella's metaphor of embodied reflection is extended into the context of performance pedagogy by exploring the implications of the work of F. M. Alexander in Dewey's notion of reflective thinking and the influence of Dewey's work on later thought on reflective practice. The perspective is that an experiential form of knowing underlies Deweyan reflection, which, if integrated into performance and its pedagogy, results in a different kind of qualitative value of both. Such integration could add to the concept of a critical and reflexive pedagogy, which “reflects the complexities of the interactions between teaching and learning.”

Self-Examination of Music Methods Teaching in a Reggio Emilia-Inspired Learning Community

2021 ◽  
pp. 105708372110380
Author(s):  
H. Ellie Wolfe ◽  
Angela Munroe ◽  
Heather D. Waters
Keyword(s):  
Learning Community ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Reggio Emilia ◽  
Music Teacher ◽  
Pedagogical Documentation ◽  
Music Methods ◽  
Collaborative Professional Development ◽  
Self Examination

Music teacher educators have taken different approaches to enrich teaching-specific reflective practice through peer collaboration. In this study, three music teacher educators examined their experiences with the process of pedagogical documentation, a form of collaborative professional development from the Reggio Emilia Approach (REA). They met via video conferencing over the course of a semester to review key concepts related to the REA, share student artifacts, and discuss teaching contexts and considerations. Through this collaboration, participants found space for sharing successes, supporting personal reflection, troubleshooting, and revisiting ideas related to teaching and learning. They deepened their attunement to how teaching contexts continually shift and the affordances and challenges of incorporating the hundred languages (a concept from REA) in higher education.

The meaning of doing

2018 ◽  
Vol 36 (2) ◽  
pp. 143-162 ◽  
Author(s):  
Robin A Harper
Keyword(s):  
New York ◽  
New York City ◽  
Reflective Practice ◽  
Public Administration ◽  
Private Information ◽  
York City ◽  
Teaching And Learning ◽  
Participatory Art ◽  
For Profit ◽  
Not For Profit

Governments write us into being by compelling the public to fill in tiny boxes on forms revealing our most private information. These personal details become matters of public record. What if students thought about how writing in public administration shapes us? In the spring of 2015, my Public Administration class joined with New York City Historic Houses Trust and its LatimerNOW project a not-for-profit organization affiliated with the New York City Parks department whose goal is to reimagine the use of historic house museums, Louis Latimer House and Writing On It All (a participatory art not-for-profit exploring space and identity through writing) to learn public administration through participation in a public participatory art project. The immediate goal was for the students to use public administration theory to design, implement, participate and evaluate a one-day project. The hope was to offer a chance to practice on a real project in a safe space so that they could later use the skills once they were employed in public administration (and the stakes were higher). I engaged reflective practice to get them to move from theory to practical application, forcing them to defend and make explicit their administrative choices, thus offering a common vocabulary for critical conversations about the process and the results. In this article, I describe the experience and critically evaluate how reflective practice can add to the teaching and learning of public administration.

scholarly journals Práctica reflexiva y concepciones sobre escritura académica de los docentes en áreas de fundamentación (Ciencias Básicas) de la Fundación Católica Universitaria Lumen Gentium

2021 ◽  
Vol 4 (2) ◽  
pp. 62-75
Author(s):  
Marilyn Molano de la Roche ◽  
Ángela Adriana Rengifo Correa
Keyword(s):  
Reflective Practice ◽  
Text Comprehension ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Research Project ◽  
Text Production ◽  
Lumen Gentium

Este artículo presenta parte de los resultados del proyecto de investigación titulado “La práctica reflexiva como estrategia de mejoramiento en el ejercicio docente en los procesos de enseñanza de comprensión y producción de textos académicos”. El objetivo general consistió en generar apropiación de la práctica reflexiva en los procesos de enseñanza. Abstract This study presents the results of the research project titled “Reflective Practice as a Strategy to Improve Teaching in Academic Text Comprehension and Production Teaching Processes”. The question that led to the study was how to generate appropriation of reflective practice in teachers of foundation areas of disciplinary fields of Fundación Universitaria Católica Lumen Gentium, in order to influence the teaching and learning processes of academic text production.

scholarly journals Teachers’ Reflective Practice and Challenges in an Indonesian EFL Secondary School Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 289
Author(s):  
La Sunra - La Sunra ◽  
Haryanto Haryanto ◽  
Sahril Nur
Keyword(s):  
Reflective Practice ◽  
Junior High School ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Structured Interview ◽  
Effective Teacher ◽  
Junior High School Teachers ◽  
Inadequate Knowledge ◽  
Efl Teachers

This study investigated the EFL teachers’ perception and practices of reflection in teaching. The study was conducted through qualitative method by purposive sampling technique. The data were collected through semi-structured interview, and documentation from seven EFL Junior High School teachers in Makassar. The results of the study showed that the EFL teachers perceived reflective practice mainly as an evaluative process to their teaching experience. They all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. Their reflections were mostly at descriptive and dialogic level. Inadequate knowledge and workload were identified by the EFL teachers as the challenges to reflection.

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