Critical reflective working behaviour: a survey research
By Marianne van Woerkom, Wim J. Nijhof, L. Nieuwenhuis. 2002
128 citations recorded by the source corpus.
Subfields: Education, Human Factors and Ergonomics
View Paper: https://www.semanticscholar.org/paper/04d5d8b42628e552ad61814159294cd37d094115
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Peter J. C. Sleegers
- F. Oort
- T. Peetsma
- Erik E. J. Thoonen
- F. Geijsel
- William A. Drago
- A. Hay
- Shinhee Jeong
In Human Factors and Ergonomics
- Erik E. J. Thoonen
- Shinhee Jeong
- Peter J. C. Sleegers
- Jin Lee
- F. Oort
- John E. Mathieu
- Soo Jeoung Han
- F. Geijsel
Citations in the corpus
- A Cross-Level Test of Empowerment and Process Influences on Members’ Informal Learning and Team Commitment (2015, background): “Transition processes (i.e., mission analysis, goal specification, strategy, and planning) have been shown to contribute to performance through factors such as the use of time management (Hiller, Day, & Vance, 2006; Janicik & Bartel, 2003), dynamic planning (Mathieu & Schulze, 2006), and deliberate p”
- Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions (2018, background): “Van Woerkom, Nijhof, and Nieuwenhuis (2002) and De Groot et al. (2012) emphasized critical reflective behaviors at work for effective informal learning, and highlighted learning from mistakes, challenging group think, asking for feedback, and evaluating findings from scientific research.”
- The Reflective Learning Continuum: Reflecting on Reflection (2005, background): “In response to these concerns, pedagogy researchers are advocating curricular and educational practices that motivate, develop, and nurture reflective thinking in students (Hay, Peltier, and Drago 2004; Kember and Leung 2005; Pfeffer and Fong 2002; Van Velzen 2004).”
- How to Improve Teaching Practices (2011, background): “…that organizational factors such as teacher interactions and cooperation, participa tive decision making, and a climate of trust can foster teachers’ professional learning in schools (Bryk et al., 1999; Kwakman, 2003; Leithwood et al., 1999; TschannenMoran & Hoy, 1998; van Woerkom et al., 2002).”