‘If I tried this idea again: developing faculty professional growth through reflective practice

Burgoyne, Mary Beth; Chuppa-Cornell, Kim

doi:10.1080/14623943.2018.1539656

Cited by 7 publications

(6 citation statements)

References 17 publications

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“…In a longitudinal study conducted by Phan (2007) beginning from the first year of the education of mathematics students, RT did not change depending on academic achievement. Burgoyne and Chuppa-Cornell (2018) emphasize that RT skills are beneficial to teachers in terms of personal and professional development. RT is a necessary skill as well as professional development, social life and many other areas of life (Collin, Karsenti, & Komis, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Reflective practices are used as a tool for the professional development of teachers (Alakawi, 2018;Yu, 2018). RT helps teachers in the process of examining and evaluating their experiences (Burgoyne & Chuppa-Cornell, 2018). Thence, teachers who can think reflectively learn from their experience and can improve their teaching skills over time (Hayden & Chiu, 2015).…”

Section: Why Are Ct and Rt Skills Important For Prospective And Practmentioning

confidence: 99%

“…CT and RT skills of teachers and prospective teachers are considered important in terms of professional development and educational reforms (Aryani, Rais, & Wirawan, 2017;Burgoyne & Chuppa-Cornell, 2018;Choy & Oo, 2012;Ghanizadeh, 2017;Lampert-Shepel & Murphy, 2018;Yeh, 2004;Yu & Chiu, 2019). CT and RT skills, which are associated with the problem solving process and are higher order thinking skills, are also important in terms of mathematics education (Cutts, 2018;MoNE, 2018;Peter, 2012;Rott & Leuders, 2017).…”

Section: The Rationale and The Aim Of The Studymentioning

confidence: 99%

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The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Erdoğan

2020

Participatory Educational Research

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The aim of this study was to analyze the relationship between critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers. In addition, it was aimed to examine critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers with regard to some variables (gender, grade level, academic achievement level). This study adopts one of the general survey models: relational survey model. 201 prospective middle school mathematics teachers studying in Elementary Mathematics Teacher Education Program at a state university participated in this study. Reflective Thinking Scale and Critical Thinking Standards Scale were used. For the data analysis, descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis were used. The findings of this study showed that the prospective teachers' critical thinking skill level is high (agree), reflective thinking skill level is at moderate level (neutral). Critical thinking skills of the prospective teachers were significantly different in terms of gender and academic achievement. On the other hand, reflective thinking skills of the prospective teachers were significantly different in terms of grade level. Besides, there was a positive, significant and moderate relationship between critical thinking skills and reflective thinking skills of the prospective teachers. The prospective teachers' critical thinking skills were the significant predictors of their reflective thinking skills. It was found that critical thinking skills explained 24% of the variance related to reflective thinking skills.

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Section: Discussionmentioning

confidence: 99%

Section: Why Are Ct and Rt Skills Important For Prospective And Practmentioning

confidence: 99%

Section: The Rationale and The Aim Of The Studymentioning

confidence: 99%

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The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Erdoğan

2020

Participatory Educational Research

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“…To draw out library staff reflections, use of Gibbs (2013: 44–56) reflective learning cycle was employed, and questions were carefully constructed to ensure that interviewees would think about their lived experiences before/during the Covid-19 restrictions. Gibbs’ cycle has been previously employed in research in reflective practice in LIS (Burgoyne and Chuppa-Cornell, 2018; Corrall, 2017; Wales, 2018). A pilot took place, and minor recommendations were used for improvement.…”

Section: Methodsmentioning

confidence: 99%

Researching Finnish library responses to Covid-19 digital literacy challenges through the employment of reflective practice

Rivera-Macias¹,

Casselden

2022

Journal of Librarianship and Information Science

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Social distancing restrictions due to the Covid-19 pandemic were declared in Finland in March 2020. Libraries followed Government recommendations resulting in limited library service delivery across a variety of sectors. This research investigates challenges experienced by public, special and academic libraries in the Helsinki metropolitan area focussing on library staff reflections of digital literacy services offered during the pandemic. A multiple case study, with an emergent mixed methods research design was utilised. All data was gathered online due to Covid-19 restrictions: Quantitative data originated from an online survey of library staff; library websites were also audited. Qualitative data originated from semi-structured interviews. Triangulation of the data enabled a clear understanding of digital literacy challenges and responses. Overall, the mixed methods design and the data collection techniques, encouraged reflection upon experience, which in return informed a rich picture of the multiple case study. Results demonstrated that digital literacy challenges existed, particularly related to reaching library customers requiring digital support. Finnish libraries did not differentiate information literacy from digital literacy, as both were perceived as part of library service. Library staffs’ reflections corroborated similar research, for example, the impact of teleworking, on technology use and social aspects of working from home. Recommendations include undertaking further research on special libraries and promoting reflective practice as a mechanism for better understanding the views of library staff.

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“…According to several researchers, keeping a reflective journal to assess instructors' effectiveness requires a while (Farahian et al, 2021). Most instructors do not engage in reflection practices since they believe they will overburden their instructional practices and their timetables are predetermined (Burgoyne et al, 2018). They assume that whatever keeps teachers from participating in direct supervision is unfavorable to them.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital environment and well-being in organisations: How to support mental health of employes in the post-COVID era

2022

Central European Management Journal

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The role of the teacher in the growth and impact of education policy is one of several core components. The professional development of foreign language teachers contains a wealth of critical reflection. This analysis reviews published literature on critical reflection and the professional development of teachers before conducting a pragmatic examination of the principles, procedures, and particular strategic initiatives of reflective teaching. Teachers must critically examine our behavior and instructional methods to close the disparity in teaching foreign languages.

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‘If I tried this idea again: developing faculty professional growth through reflective practice

Cited by 7 publications

References 17 publications

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Researching Finnish library responses to Covid-19 digital literacy challenges through the employment of reflective practice

Digital environment and well-being in organisations: How to support mental health of employes in the post-COVID era

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