Journal ArticleDOI
A four category scheme for coding and assessing the level of reflection in written work
TLDR
In this article, the authors present a protocol that can be used to guide the allocation of work to four categories, namely: habitual action/non-reflection, understanding, reflection, and critical reflection.Abstract:
Where courses have as an aim the promotion of reflective practice, it will enhance the achievement of the goal if the level of reflective thinking is assessed. To do this in a satisfactory way requires a reliable protocol for assessing the level of reflection in written work. This article presents a protocol that can be used to guide the allocation of work to four categories, namely: habitual action/non‐reflection, understanding, reflection, and critical reflection. Intermediate categories can also be used. Detailed descriptors of each category to guide the process are provided. The protocol was tested by four assessors independently using it to grade a set of written work, and very good agreement was obtained.read more
Citations
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Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing
TL;DR: The REFLECT rubric is a rigorously developed, theory-informed analytic rubric demonstrating adequate interrater reliability, face validity, feasibility, and acceptability and is a reflective analysis innovation supporting development of a reflective clinician via formative assessment and enhanced crafting of faculty feedback to reflective narratives.
Journal ArticleDOI
What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model
TL;DR: A standard definition and model are needed to improve the development of practical applications of reflection and help clarify the role of emotion in medical practice.
Journal ArticleDOI
The pedagogical balancing act: teaching reflection in higher education
TL;DR: The authors argue that students can and should be taught how to reflect in deep and transformative ways, and highlight the reflexive pedagogical balancing act of attending to different levels of reflection as a way to stimulate focused, thoughtful and reasoned reflections that show evidence of new ways of thinking and doing.
Journal ArticleDOI
Reflection and research in psychology. A phenomenological study of learning.
Journal ArticleDOI
Trends in Research on Writing as a Learning Activity
Perry D. Klein,Pietro Boscolo +1 more
TL;DR: The authors discusses five trends in research on writing as a learning activity and suggests that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer, and that several variables mediate and moderate these effects.
References
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Journal ArticleDOI
The Reflective Practitioner: How Professionals Think in Action
Barry Checkoway,Donald A. Schön +1 more
Educating the reflective practitioner
TL;DR: Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
Journal ArticleDOI
The reflective practitioner: How professionals think in action
TL;DR: In this article, the reflective practitioner how professionals think in action arena, searching the book that you love to read first or find an interesting book that will make you want to read.
Book
Transformative Dimensions of Adult Learning
TL;DR: In this paper, the authors discuss the dynamics of learning and make meaning through reflection, making meaning through reflection, and perspective transformation, how learning leads to change, and how to foster transformative adult learning.