Research-based and practical reflection tools can enable systematic analysis of practice and contribute to deeper understandings of classroom processes. An empirically based, evidence-informed reflection tool was developed to support teachers to recognise feedback talk and how it is built into classroom interactions. The tool, titled the feedback…

Reflection and reflective practice is seen as an established part of coaching and coach education practice. It has become a "taken-for-granted" part of coaching that is accepted enthusiastically and unquestioningly, and is assumed to be "good" for coaching and coaches. Drawing on sociological concepts, a primarily Foucauldian…

Teachers' online discussion text data shed light on their reflective thinking. With the growing scale of text data, the traditional way of manual coding, however, has been challenged. In order to process the large-scale unstructured text data, it is necessary to integrate the inductive content analysis method and educational data mining…

This article discusses the results of a study that investigated the use of different procedures to support the reflection processes of university-level dance students. As a procedure of unguided reflection, the students were asked to write a free-form essay and, as a form of guided reflection, a semi-structured interview and written reflection…

We offer an account of how we, a research team of three South African academics, have dialogued with multiculturalism and equity through collective poetic autoethnographic inquiry. The focus of the article is on our learning through reading and responding to published autoethnographies by three other South African academics. We share our learning…

Teaching the Nature of Science (NOS) in elementary schools and in higher education institutions has become the focus of the science education research community because there is a need to redefine teaching methods and practices. Studies have shown that elementary teachers' views and attitudes towards teaching the NOS are not always compatible with…

The purpose of this study was to determine the capacity of teacher candidates to facilitate and reflect on classroom discourse in the context of an early field experience. The classroom discourse and reflections of 10 teacher candidates were examined through interviews, audio and video recordings, and written reflections. The findings indicated…

Reflective learning, a practice carrying relatively high educational value, has been with us for some time. Its popularity has grown to the extent that it is often adopted unquestioningly by educational practitioners. However, there are some important questions to be asked in relation to reflective practice. In reality, its impact on improved and…

This paper presents findings from a qualitative study on teachers' negotiation of professional identity through talk with colleagues at an urban, public, Midwestern school in the United States. The purpose of the research was to identify discourse strategies the teachers used to negotiate local significances for their professional identities.…

The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The…