e-Portfolio as reflection tool during teaching practice: The interplay between contextual and dispositional variables

Level of Reflective Practice amongst Saudi Female Postgraduate Students at KSU

“…In contrast, the highest level within this scale is represented by students' ability to observe events and situations that involve them. Linking the obtained evidence to the division of reflective skills proposed by Carl & Strydom (2017) one may conclude that technical reflection is the most connected to deploying reflection tools and methods. In particular, thinking proactively after the occurrence of certain events implies using deduction to anticipate the issues and increase benevolent results in the future.…”

“…Nonetheless, Carl & Strydom (2017) findings demonstrate that reflective learning is more complex and sophisticated in relation to postgraduate professional practitioners when compared with undergraduate learning. Hence, there is a requirement of re-conceptualizing the ways, in which students utilized reflective learning to evolve knowledge, understanding, and professional practice, via the iteration between deep and surface learning.…”

“…Understanding of the grounds of personal views correlates with practical and emancipatory kinds of reflection as they are defined by Carl & Strydom (2017). Both of these types are essential for learning and, thus, mastering these reflective skills is supposed to result in the improved academic performance.…”

“…Hence, the minimal level in this scale points to the insufficient critical thinking while assessing the others' views. Therefore, it is natural to deduce that this learning objective, as suggested by Carl & Strydom (2017), needs to receive special attention in postgraduate education.…”

“…According to Carl & Strydom (2017), postgraduate education requires three major types of reflection: (i) technical reflection which is grounded on the scientific method of deductive and rational reasoning required for the knowledge generation; (ii) practical reflection that is necessary for the interpretation, description, and explanation of interactions; (iii) emancipatory reflection which is applied to the power of learning and the transformative actions, as the outcome of new knowledge generation.…”