Reflection as situated practice: A memory-work study of lived experience in teacher education

By A. Ovens, R. Tinning. 2009

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Improving reflective writing in higher education: a social semiotic perspective (2011, background): “Ovens and Tinning (2009) argue, however, that the discursive context of the reflection will influence the types of reflections that students produce.”
Neither shaking nor stirring: a case study of reflexivity in Norwegian physical education teacher education (2014, background): “In this stronger sense, being reflexive is said to be ‘fundamentally different from simply reflecting external forces in a stimulus-response fashion’ (Roberts, 2009, p. 230) of the kind often associated with socialization as a form of conditioned responses to various socializing influences.”
Reflection in Learning (2019, background): “Ovens and Tinning (2009) believed that through engaging in reflective activity, students “could begin to peel back some of the layers of their social reality” (p.1130) and search for the social structures which have contributed to their oppression.”
Theorising a model for teaching and assessing reflective learning in higher education (2013, methodology): “Each of these approaches is concerned with both personal and professional identity, particularly in courses that deal with diversity in the community Less common approaches to reflection are described by Janssen, de Hullu and Tigerlaar (2008) and Ovens and Tinning (2009).”