Reflective Practice of Islamophobia Intergroup Dialogues in Higher Education

2020 ◽  
Vol 2 (1) ◽  
pp. 97
Author(s):  
Hendricks
Keyword(s):  
Higher Education ◽  
Reflective Practice

Reflective Game Designers

2017 ◽  
pp. 111-125
Author(s):  
Seth Andrew Hudson
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Prior Knowledge ◽  
Game Design ◽  
Computer Game ◽  
Student Culture ◽  
Computer Game Design ◽  
Game Industry ◽  
Computer Game Industry ◽  
Industry Experience

This chapter argues that the study of game design in higher education has the power to directly impact changes in the current culture of the computer game industry, doing so through the incorporation of reflective practice in coursework and teacher practice. Highlighting the unique challenges faced by computer game design faculty and programs, along with challenges students face when seeking employment post-graduation, the author frames questions of student culture and identity as they relate to discipline-specific traditions and the games industry. The discussion calls for the leveraging of the prior knowledge students have as players and many faculty have through industry experience, and concludes with recommendations for adopting reflective practice across computer game design in higher education.

Developing the Reflective Sports Coach: A study exploring the processes of reflective practice within a higher education coaching programme

2001 ◽  
Vol 2 (2) ◽  
pp. 185-207 ◽  
Author(s):  
Zoe Knowles ◽  
David Gilbourne ◽  
Andy Borrie ◽  
Alan Nevill
Keyword(s):  
Higher Education ◽  
Reflective Practice

scholarly journals De la práctica pedagógica instrumental a la práctica reflexiva en educación física: retos y posibilidades manifestados en investigaciones precedentes (From an instrumental pedagogical practice to a reflective practice in physical education: challenges an

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 290-299
Author(s):  
Willinton Javier Watts Fernández ◽  
Marlene Zwierewicz ◽  
Janery Tafur
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Physical Education ◽  
Reflective Practice ◽  
Qualitative Approach ◽  
Pedagogical Practice ◽  
Educacion Superior ◽  
Education Personnel ◽  
Educational Paradigms ◽  
Theses And Dissertations

  La práctica pedagógica instrumental constituye una condición secular presente en la educación y el ejercicio pedagógico de la educación física es permeado por dicha situación. Aislarse de esta concepción implica invertir en posibilidades para superar retos presentes en la formación de los docentes y valorar experiencias que desarrollan en clase con base en nuevos paradigmas educacionales. Este estudio tiene como objetivo analizar investigaciones publicadas entre 2017 y 2019 en SCOPUS y en el Catálogo de Tesis y Tesinas de la Coordinación para la Perfeccionamiento del Personal de Educación Superior CAPES relacionadas con la práctica pedagógica reflexiva y sus contribuciones a la educacion física. Metodológicamente se ha priorizado la investigación bibliográfica apoyada por el abordaje cualitativo. Entre los resultados, los estudios apuntan que en el abordaje reflexivo de educación física depende de una vinculación entre el pensar y el hacer e indican la relevancia de vincular la formación de los docentes a sus propias prácticas. Abstract. The instrumental pedagogical practice constitutes a secular condition that takes place in education and the pedagogical exercise of physical education is permeated by this situation. Isolating ourselves from this conception implies investing in possibilities to overcome challenges that are part of teacher training and to value experiences that they develop in class based on new educational paradigms. This study aims to analyze research published between 2017 and 2019 in SCOPUS and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel CAPES related to reflective pedagogical practice and its contributions to physical education. I regards to the methodology, a bibliographic research supported by the qualitative approach has been prioritized. Among the results, the studies point out that the reflexive approach to physical education depends on a link between thinking and doing and also indicate the relevance of linking teacher training to their own practices.

scholarly journals Using Reflective Practice for a more Humane Higher Education

2016 ◽  
Vol 29 (3) ◽  
Author(s):  
Noluthando Toni ◽  
Alfred H Makura
Keyword(s):  
Higher Education ◽  
Reflective Practice

scholarly journals Engaging in Testimonio as a walk through el laberinto (the labyrinth) of higher education: Releasing, receiving and returning to the field with deeper purpose

Tequio ◽  
2020 ◽  
Vol 3 (9) ◽  
pp. 25-48
Author(s):  
Farima Pour-Khorshid ◽  
Margarita Machado-Casas ◽  
Katherine Talati ◽  
Diana Gomez ◽  
Guillermo Castillo
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Reflective Practice ◽  
First Generation ◽  
College Graduates ◽  
Faculty Members ◽  
The Political ◽  
Academic Barriers ◽  
First Generation College ◽  
Three Stages

Latinx first-generation college graduates often experience a myriad of structural, emotional, financial and academic barriers while navigating higher education as undergraduate and graduate students and later, if they become faculty members. While many studies have documented these struggles within the field, the political, methodological and pedagogical praxis of testimonio has been used to reflect on and document these struggles in ways that give the authors agency in retelling and reclaiming their experiences of marginalization and resistance. In this paper, the authors build on the metaphor of a labyrinth to describe how higher education can often feel similar to a maze-like path to navigate, yet, the spiritual and reflective practice of labyrinth- walking involves three stages of soul development which can also be experienced through testimonio: releasing, receiving and returning to oneself

scholarly journals Do beginning teachers know how to participate and interact in online discussion? Outcomes from a Victorian case study

2011 ◽  
Vol 27 (7) ◽  
Author(s):  
Kathy Jordan
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Beginning Teachers ◽  
Reflective Practice ◽  
Online Discussion ◽  
Digital Natives ◽  
Small Scale ◽  
Teacher Isolation ◽  
Know How

<span>The use of online discussion has a long history in distance education and higher education generally, and has recently been proposed as a means of supporting beginning teachers as they face the challenge of being new to the profession. Often using text-based asynchronous programs, online discussion is advocated to enable teachers to interact with one another, and therefore remove teacher isolation and encourage reflective practice (Zhao &amp; Rop, 2001). This paper reports on a small scale study of 64 beginning teachers, who were asked to simulate online discussion, as a means of preparing them for later participation and interaction online. Transcripts were analysed using Henri's (1992) model of content analysis, revealing considerable one-way posts and few interactive posts. This study suggests that rather than being 'digital natives' (Prensky, 2001) these beginning teachers lacked the skills to participate and interact online.</span>

scholarly journals HACIA UNA NUEVA PEDAGOGÍA EN LA EDUCACIÓN SUPERIOR.

haser ◽  
2021 ◽  
pp. 195-237
Author(s):  
Guro Hansen Helskog ◽  
GLENN-EGIL TORGERSEN
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Quality Of Education ◽  
Research Approach ◽  
Goal Management ◽  
Action Inquiry ◽  
Education Study ◽  
Research Findings ◽  
New Research

In this essay the authors argue the need for a new pedagogy in Higher Education (HE). Our hypothesis is that the predominant focus today is on instrumental systems meant to measure the “quality” of education, subjecting the HE-teacher to goal management and frameworks that limit didactic possibilities. However, acting wisely and solving challenges across professions in an increasingly unpredictable world, requires attitudes, knowledge, skills and understanding that cannot unambiguously be defined in advance. Using a reflective practice and action inquiry research approach, the authors reflect upon experiences and research involving the Dialogos approach to philosophical practice, new research findings in pedagogy for the unforeseen and data from the completion of a PhD course for employees from four faculties in higher education. We argue that higher education should focus on open-ended and creative approaches to teaching that includes philosophical practices and reflective “samhandling” across disciplines. All higher education study programmes should to some extent train students for unforeseen events in life and society.

scholarly journals EXPLORING THE CONCEPT OF REFLECTIVE PRACTICE IN THE CONTEXT OF STUDENT-CENTERED TEACHER EDUCATION

2017 ◽  
Vol 1 ◽  
pp. 91 ◽  
Author(s):  
Remigijus Bubnys ◽  
Loreta Zavadskienė
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Reflective Practice ◽  
Paradigm Shift ◽  
Working Environment ◽  
Student Centered ◽  
Practicing Teachers ◽  
Depth Analysis ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Being one of the most popular theories of professional knowledge in the last 30 years, reflective practice has been widely adopted not only by practicing teachers in their working environment, but in pre-service teacher education as well. Meeting the need to respond to the challenges posed by the society nowadays, higher education is undergoing radical changes calling for the proper implementation of student-centered studies. In the context of such a paradigm shift there is a strong urge for the concept of reflective practice to be examined more carefully so that it could be put into effect in the studies of higher education. The paper seeks to respond to this problem by offering an in-depth analysis of the attributes characteristic of the concept of reflective practice in the paradigm shift. Based on the thorough review of scientific works dealing with the concept of reflective practice in teacher education, the current study reports on the insights regarding the development of this concept for reflective practice to be successfully applied in the process of teacher education.  

scholarly journals Developing psychological literacy: is there a role for reflective practice?

2016 ◽  
Vol 13 (2) ◽  
pp. 60-78
Author(s):  
Debra Coulson ◽  
◽  
Judi Homewood ◽  
Keyword(s):  
Higher Education ◽  
Cultural Competence ◽  
Reflective Practice ◽  
Learning And Teaching ◽  
Psychology Curriculum ◽  
Small Trial ◽  
Education Psychology

Psychological literacy is an umbrella term that is widely used to describe the attributes or capabilities of psychology graduate (Cranney & Dunn 2011). This article explores some of the complexities inherent in the learning and teaching of psychological literacy by exploring challenges to the development of selfawareness and cultural competence, and posits a role for reflective practice. Evidence for the contribution of reflective practice to the development and application of psychological literacy is offered. The challenges of introducing reflective practice into the psychology curriculum are then discussed, with insights from the literature and a small trial offered to support academics in introducing reflective practice into the higher-education psychology curriculum.

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