Effective Reflective Practice

By J. Loughran. 2002

802 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/216921ed6df3aebbee8fb0175b686d41387d64c1

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In Education

Citations in the corpus

Reflective Practice as a Means for Preparing to Teach Outdoors in an Ecological Garden (2009, background): “Loughran (2002) addressed the central problem in the way teacher educators enhance reflection: For teacher educators, ways of acting and the reasons that direct that action are made explicit when attempting to help others see what it is that matters in one’s own practice.”
The Methodology of Self-Study and Its Theoretical Underpinnings (2004, background): “(Loughran, 2002b, p. 240).”
Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007, background): “and solutions, teachers will try to rationalize their practices and justify the way they teach ( Loughran, 2002 ).”
Using critical incident reflections: a self-study as a mathematics teacher educator (2006, positive): “It is the reconstruction of the event through sharing with peers that is the most important part of the process, a view shared by Loughran (2002) .”
Reflection in teacher education: issues emerging from a review of current literature (2015, background): “We are reminded by others (Dimova & Loughran, 2009) of the importance of taking into consideration alternate views of reflection that extend beyond the traditional Western writings of Dewey, Schön and others. The works of Russian educators and philosophers, for example, as a comparison to those of W”
A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings (2012, background): “Experience alone is not always sufficient for enhancing teacher knowledge and promoting teacher change (Loughran 2002).”
Promoting Reflection in Teacher Preparation Programs (2012, background): “For reflection to lead to valuable learning outcomes for teacher interns, the purpose must be carefully considered, and the required skills for analytic framing must be fostered (Loughran, 2002).”
Portfolios as evidence of reflective practice: what remains ‘untold’ (2005, background): “The process calls for supporting critical reflective processes of framing and reframing (Loughran, 2002) of the meanings that innovative practices take as they operate within the constraints of a centralized system.”
Self study in teaching about teaching (2004, background): “This means that researchers who do write about teacher education may well be disconnected from the practice context and driven by concerns that are different from those who work within it. As a result, the research produced has tended not to be directly linked to the needs of teacher educators and t”
A Teacher–Researcher Partnership for Professional Learning: Co-Designing Project-Based Learning Units to Increase Student Engagement in Science Classes (2021, background): “Luft and Hewson (2014) argue that teacher collaboration supports professional learning; when working collaboratively, teachers reinforce, build, expand, and challenge their ideas about teaching and student learning (Avalos, 2011; Loughran, 2002; Van den Bergh et al., 2015).”
Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring (2017, background): “…as a meaningful way for neophytes to begin to learn about their profession as it provides pre-service teachers with the required basic skills and professional knowledge to face the uncertainty associated with the complexity of practice (Hobson, Ashby, Malderez, & Tomlinson, 2009; Loughran, 2002).”
Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education ☆ (2014, background): “This category of studies suggests a growing recognition of the political, ethical and moral dimensions of mediation occurring within complex interpersonal and social professional webs (Cochran-Smith, 2004; Loughran, 2002; Villegas & Lucas, 2002).”