Updated, this edition includes information on changes in early years policy, new chapters on postmodernist theories in education and education for sustainable development, and a renewed emphasis on reflective practice
Schon, 1987 and Zeichner and Liston, (2004) have argued that refection is essentially an individual process, while Heather and Amy(2012) Osterman and Kotkamp, (2004) and Ghaye, (2011) have taken reflection as a social process and divided reflective practice
into two major types; individual and group reflective practices
Overall objective: To acquire theoretical knowledge and a methodology of reflective practice
concerning the function, The missions and the responsibilities of the tutor of the proximity of the students specialized educators.
Keywords: Medical students, Reflection, Reflective practice
Mark Hickman and Peter Stokes take us back to the workplace in their paper "Sights and Insights: Vocational Outdoor Students' Learning Through and About Reflective Practice
in the Workplace.
On that basis, it would seem useful for each individual to find their own interpretation of that balance through reflective practice
The popularized work of Schon (1983, 1987), which emphasized the notion of reflection in and on action, has greatly contributed to the adoption of the concept of reflective practice
by the teacher education community (e.
Gwen Sherwood, PhD, RN, FAAN, ANEF, and Sara Horton-Deutsch, PhD, RN, PMHCNS, FAAN, ANEF, both leading experts in reflective practice
and Quality Safety and Education for Nurses (QSEN), hope to make quality and safety adjustments less complex for nurses and nursing students with their new book Reflective Organizations: On the Front Lines of QSEN & Reflective Practice
Mixed methods using survey and interview data explore reflective practice
in the lives of alumni from three multi-term community engagement programs.
Much of the writing in the area of reflective practice
is demonstrative of the ways that reflection is important for effective and competent practice (Furr & Carroll, 2003).
It is therefore important that early childhood education practitioners are equipped with the capabilities to engage in reflective practice
, allowing them to extend their professional knowledge, skills and competences (DEEWR, 2009).
This guide for practitioners, educators, trainees, and students in art therapy presents the principles of experiential learning and reflective practice
in an art therapy context and also explores professional and ethical issues with an international perspective.