| 1. |
- Albinsson, Gunilla, 1953-, et al.
(författare)
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Dialogue in a learning process : problematization of gender equality in higher education
- 2017
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Ingår i: Reflective Practice. - : Taylor & Francis. - 1462-3943 .- 1470-1103. ; 18:4, s. 474-495
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim with the study was to describe the knowledge building that was developed in a group of students who were trained nurses enrolled in a Swedish higher education programme. With a point of departure in an interactive research approach, the authors applied the dialogue seminar as method and pedagogical model. When the students in close to practice talks, shared their thoughts about how gender and gender equality could be experienced and understood, the dialogue seminar became useable. At the analysis of the stories which the students shared at the dialogue seminars, it became clear that most of the students had an ambivalent approach to gender equality. When they reflected on gender relations, they brought out the hierarchical and separate gender relations which they experienced as existing within healthcare. Furthermore, their professional lives seemed to be embedded in gender-related practices. An important conclusion is that the students’ reflections oscillated between critical reflection on conditions and critical reflection on processes within their own practice in healthcare. Another finding was that the students’ reflections in dialogue form became important in a learning process, not least in the light of that gender relations and gender equality only to a limited degree had been included in their nurse’s education at the basic level.
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| 2. |
- Albinsson, Gunilla, Docent, 1953-, et al.
(författare)
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Nursing students’ and lecturers’ experiences of learning at a university-based nursing student–run health clinic
- 2019
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Ingår i: Reflective Practice. - : Taylor & Francis. - 1462-3943 .- 1470-1103. ; 20:4, s. 423-436
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to describe the phenomenon of learning at a university-based nursing student–run health clinic, as experienced by student nurses and lecturers. The study is based on a reflective lifeworld research approach founded on continental philosophy. Eight group interviews were conducted with 38 student nurses and 5 lecturers. The data were explored and analysed for meaning. The results show that learning is supported by a permissive learning environment that builds on both individual and common learning as well as equal relationships within the student group, in relation to the visitors at the health clinic and, to a certain extent, in relation to the lecturers. The most significant finding is that reflective, development-oriented learning takes place when the students, supported by each other and their lecturers, reflect on how to relate to problems and situations. A situation-based learning approach is thus shown to create the prerequisites for lecturers being nearby, reflective dialogue partners but also supervisors in situations where the students ask for support and guidance.
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| 3. |
- Alerby, Eva, et al.
(författare)
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Reflections from a school on a school
- 2005
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 6:2, s. 319-325
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Tidskriftsartikel (refereegranskat)abstract
- School is one of the largest workplaces in Western society, and the school must be regarded as an important place in people's lives. A school materializes through the building, and today a lot of school buildings are in need of rebuilding and reorganization. A school does not get old only from a design and constructive perspective but also from a pedagogical perspective. In this paper we want to illuminate and discuss teachers' and pupils' reflections on significant spaces in the school. To develop an understanding of teachers' and pupils' reflections on the school building we gave some pupils and teachers the opportunity to use a digital camera to depict what they think are significant spaces within the school. With these photos as a point of departure the pupils and the teachers have been interviewed concerning their reflections on the space of the school. To conclude we want to emphasize that the architectural formation is experienced, interpreted and used in different ways by different people and that a building gets its significance first when people experience it, i.e., by looking at it, being in it, using it and reflecting on it.
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| 4. |
- Alerby, Eva, et al.
(författare)
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The sounds of silence : some remarks on the value of silence in the process of reflection in relation to teaching and learning
- 2003
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 4:1, s. 41-51
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on the importance of understanding silence in the process of reflection in relation to teaching and learning. We can assume that silence means different things to different people, and that it can communicate many and different things. Silence can, so to say, be 'used' in various ways. We can, for example, elect to be silent, but in some situations silence is imposed, as one cannot find words to respond. Irrespective of the reason for the silence, one can emphasise that a non-message is also a message--the silence tells us something. This line of reasoning can lead one to an interpretation and conclusion that silence becomes a language when the ordinary vocabulary is not enough, or when one favours silence above the spoken word. Within this paper multiple meanings of silence, as well as different expressions of silence, will be highlighted. Finally, the value of silence in the process of reflection on teaching and learning will be discussed
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| 5. |
- Annerblom, Marie-Louise
(författare)
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Internationalization in Higher Education – “what does the Russians think..” : an interview study
- 2016
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Ingår i: Reflective Practice. - 1462-3943 .- 1470-1103. ; , s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to study academic teachers’ understanding and experiences of internationalization in relation to the current efforts to internationalize Higher Education. A qualitative interview study was conducted with seven academic teachers in Higher Education from a state university and a private university in Russia with experiences from international activities. The results were analysed by reflexive methodology related to theories about globalisation, conscious critical dialogue and the need for professional development among academic teachers. A common result was the notion of different strategies of the internationalization process in different countries. A common result was also the experiences of differences in the relationship between teachers and students at the foreign universities. Another shared result among the academic teachers was the experiences of self-development and professional development. Differences between the teacher´s experiences of internationalization seemed to be due to various causes e.g. which type of academic subject they were teaching.
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| 6. |
- Annerstedt, Claes, 1953, et al.
(författare)
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Caring as an important foundation in coaching for social sustainability: a case study of a successful Swedish coach inhigh-performance sport
- 2014
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 15:1, s. 27-39
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to describe and analyze the experiences and strategies of one successful coach in high-performance sports. Through case study methodology we have studied Bengt Johansson, one of the most successful coaches in Sweden ever. From the perspective of social sustainability, caring seems to have constituted an important basis for coaching the Swedish national team in handball during Bengt Johansson′s years as head coach. Caring in this sense means to respect the players, value them, involve them, have dialogue with them, listen to them and support them as human beings. Johansson has demonstrated how competitiveness, dedication and hard work coexist alongside compassion, empathy, participation and caring. © 2013 Taylor & Francis.
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| 7. |
- Arneback, Emma, 1974-, et al.
(författare)
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Teachers’ deliberation on communicative potentials in classrooms when students express racism
- 2020
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Ingår i: Reflective Practice. - : Routledge. - 1462-3943 .- 1470-1103. ; 21:1, s. 28-40
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on teachers' deliberation on communicative potentials in classrooms when students express racism. More precisely, we are interested in what aspects are of importance when teachers reflect, deliberate on, and decide how to act. To elaborate on these aspects we turn to John Dewey's work on intra- and interpersonal deliberation, and to interviews with 27 Swedish high school teachers. In the results, we present three aspects of importance in teachers' reflections: (1) individual students' potential for growth, (2) classroom climate and violations, and (3) teachers' knowledge and experiences. Based on the results, we argue that if teachers' experiences of these aspects are positive, they are more open to a deliberative communicative approach. From our perspective, the limits of deliberation in classrooms need more attention, since they expose crucial tensions in teachers' work and dealings with issues related to power, politics, and morality in schools.
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| 8. |
- Arnesson, Kerstin, 1958-, et al.
(författare)
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Reflecting talks : a pedagogical model in the learning organization
- 2019
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Ingår i: Reflective Practice. - : Taylor & Francis Group. - 1462-3943 .- 1470-1103. ; 20:2, s. 234-249
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the article is to deepen the understanding of how a pedagogical model for reflecting talks can be used in order to make sustainable learning part of the daily work in the learning organization. From an interactive research approach, we have together with a project management group in a European Social Fund project worked with sustainable learning and knowledge development. Empirical data has been collected at the implementation of ten reflecting talks about sustainable equality. The results of the study lead to a strategy for how sustainable learning can become part of the daily work at a workplace. The strategy is constituted by a pedagogical model for reflecting talks, which clearly shows how sustainable learning in an organization can be structured. The core of the pedagogical model for the reflecting talks where both practically applied and theoretically anchored knowledge are important components. The learning process is based on observation, reflection, analysis and discussion of concrete situations/events. The models rests on four basic conditions; pedagogical competence, a delimited problem area, the learning group and timeframes. The model can be used in the daily work at short dialogues or at more penetrating discussions.
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| 9. |
- Aşık, Asuman, et al.
(författare)
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The affordances of a mobile video-tagging tool for evaluating presentation skills in a second language
- 2024
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Ingår i: Reflective Practice. - 1462-3943 .- 1470-1103. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the affordances of a mobile video observation and tagging tool used to evaluate presentation skills in English language classrooms. The data consists of 35 video-recorded presentations in a higher education setting. Using a digital evaluation grid, the students received feedback based on visual analytics generated by the mobile app. The students then were asked to reflect on their performances, and were also asked to comment on the affordances and limitations of the method and the tool. Qualitative data that came from (1) students’ written self-evaluations and reflections and (2) their reported perceptions of the affordances of the tool were analyzed using the Constant Comparison Method. Analyses of reflective writings indicated the dominance of negative self-evaluations of language use, while affective factors were also a strong theme. The video-tagging tool was found to be very beneficial by the learners, mainly in enabling them to notice their strengths and weaknesses in presenting in English and facilitating effective feedback. The results show that this data-led reflective presentation model can be beneficial for learners as they can identify points of development.
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| 10. |
- Barker, Dean, 1977-, et al.
(författare)
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High performance sport and sustainability : a contradiction of terms?
- 2014
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Ingår i: Reflective Practice. - : Routledge. - 1462-3943 .- 1470-1103. ; 15:1, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- Success in high performance sport has always been highly valued. Today, lucrative contracts, sponsorship deals and opportunities for celebrity status are balanced against substantial time spent training and high chances of failure. With pressure mounting on athletes to make the most of their athletic 'investment', the temptation to compromise their future well-being by exploiting their bodies for short-term gain and/or by cheating is growing. The aim of this paper is to explore the utility of sustainability science for thinking about these types of issues. Sustainability science is an emerging field which seeks to preserve the well-being of the planet and those on it by exploring the potential of nature and culture without compromising the future resource base. It specializes in developing holistic perspectives, considering multiple time scales, optimizing current systems without compromising the carrying capacity of the Earth, but also questioning the values and principles that dominate current ways of producing and consuming. Sustainability science acknowledges that we live in a rapidly changing world characterized by high levels of complexity and uncertainty. The proposition developed in this paper is that an exploration of sustainability perspectives can be generative in re-thinking and re-orienting the principles of high level competitive sports.
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