Are students intentionally using self-reflection to improve how they learn? Conceptualising self-induced self-reflective thinking

Velzen, Joke H. van

doi:10.1080/14623943.2015.1064378

Cited by 9 publications

(7 citation statements)

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“…Among other aims, higher education institutions seek to educate independent students and professionals in their study areas. Successful implementation of this aim requires acknowledgment of the fact that becoming independent primarily relates to development of self-assessment abilities in order to know and reflect on future professional activities [5][6][7][8][9][10]. The development of latter abilities is possible through continuous communication and cooperation with all participants of the (self)educational process, who take part directly and indirectly in the process of becoming professionals in their study area [11][12][13].…”

Section: Introductionmentioning

confidence: 99%

A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession

Bubnys

2019

Sustainability

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The basis of the study is the findings of scientific research dealing with experiential reflections of university students studying in the special education Bachelor degree study program in Lithuania. The special educator is a teacher of children with special educational needs, an educational assistance specialist who is able to recognize, assess, and meet children’s special educational needs arising due to disabilities, disorders, or learning difficulties, and to professionally provide special pedagogical assistance in the conditions of inclusive and special education. In order to analyze the experience of prospective special educators who study at the university for four years, first year students were chosen. At the start of their studies at the university, in the first month of their studies, students do their practice in the institutions of the educational system: Pre-school, general, and/or special education institutions. The aim of the practice is to get familiar with the subtleties of the future professional activity. It is maintained that students’ initial experience outlived at the start of studies is important and significant for further studies at the university. The article deals with the results of written reflections of students who have returned from practice. The phenomenological hermeneutics method enabled to disclose students’ experiences in their practical activities during their observational practice, providing deeper understanding of the study area, as a precondition for reflective learning in further university studies, and by interacting with participants of the (self) education process, the article presents future special educators’ practical experiences and perceptions of their roles in the profession. The results disclosed that self-reflection provides students with deeper perception of themselves as people with special educators’ needs and problems, personal strengths and competence limitations that enable them to identify sources and means for solving existing and future professional activity problems. It further reveals that cooperation with family members, university teachers, social pedagogues, teachers, children with special educational needs, sharing experiences with student colleagues could lead to greater self-confidence in oneself as a future specialist. Curiosity and personal initiative enabled students to identify positive and difficult moments of the professional activity and future professional role while learning from experience.

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Section: Introductionmentioning

confidence: 99%

A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession

Bubnys

2019

Sustainability

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“…For example, words like lecture and reappraise were replaced by more familiar words like teacher and evaluate. Although it is argued that this questionnaire is reliable and workable since it can measure reflection as an awareness and attitude with closed-ended, self-report, and rating scale questions ( van Velzen, 2015 ), the questionnaire content was adapted and some minor changes regarding the content were done; for example, instead of course content, we included the name of their own course. Moreover, to make sure that the language knowledge of the students did not affect their performance on the questionnaire, the Persian meaning of the statements appeared beneath each item.…”

Section: Methodsmentioning

confidence: 99%

“…Despite the merits mentioned, it is noted that the path to reflection may not be a smooth one ( Phan, 2008 ; Moradkhani and Shirazizadeh, 2017 ; Soodmand Afshar and Farahani, 2018 ). van Velzen (2015) emphasized that learners might face some barriers toward reflecting on how they learn something and this makes them reluctant to reflect. It is even argued that teaching learners to reflect seems tough ( Rogers, 2001 ).…”

Section: Introductionmentioning

confidence: 99%

“…It is even argued that teaching learners to reflect seems tough ( Rogers, 2001 ). In the same vein, learners may resist reflective practices since the process can insert mental ( van Velzen, 2015 ) and psychological ( Phan, 2008 ) demands for the individuals. More recently, studies conducted in the context of the present study focused on the impediments of reflective practices from the perspectives of Iranian English as a foreign language (EFL) teachers.…”

Section: Introductionmentioning

confidence: 99%

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A Combination of Action Research and Reflective Journal Writing in an English as a Foreign Language Class: Learners’ Psychological Point of Views and Their Grammar Use in Writing

2022

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Action research (AR) and reflective thinking (RT) can enhance learning since both processes provide students with the opportunities to step back and think about how they actually solve problems. While there is a robust academic inquiry on reflection practices and AR in the educational setting, investigating learners’ reflections through AR practices can shed more light on related research. This study implemented reflective journal writing through AR and aimed to investigate (1) the participants’ views about reflective journal writing, (2) the effects of journal writing on RT development, and (3) the learners’ grammar use in writing. Eighty language learners formed the two experimental and control groups of the study. The possible relationship between the RT level and participants’ final exam was checked. Analyses of the participants’ journals, the semi-structured interview, the questionnaires’ results, and the final exam scores were considered. The findings showed that the participants had positive views about journal writing, and they could enhance their level of RT as well as their grammar use in writing; nevertheless, no relationship between the RT level and final exam scores of the participants was found. The methodology and the results of the study could be conducive to welcoming alternative methods of teaching and assessment that encourage the learners’ reflective practices and active engagements in language classes.

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“…The responses of the participants were carefully interpreted in line with the operationalization of SISRT that was established in a previous and preliminary study (Van Velzen, 2015). That is, the operationalization of senior high school students' SISRT provided for three hierarchical categories, of which the highest level (i.e., self-induced) was defined as indicating an understanding of the process of SISRT, which was differently interpreted per SISRT question (see Table 1).…”

Section: Data Analysis Regarding the Sisrt Questionsmentioning

confidence: 99%

Measuring senior high school students’ self-induced self-reflective thinking

Velzen

2016

The Journal of Educational Research

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Are students intentionally using self-reflection to improve how they learn? Conceptualising self-induced self-reflective thinking

Cited by 9 publications

References 46 publications

A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession

A Journey of Self-Reflection in Students’ Perception of Practice and Roles in the Profession

A Combination of Action Research and Reflective Journal Writing in an English as a Foreign Language Class: Learners’ Psychological Point of Views and Their Grammar Use in Writing

Measuring senior high school students’ self-induced self-reflective thinking

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