Reflection on teaching and epistemological structure: reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields

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Scaffolding student reflection for experience-based learning: a framework (2013, background): “…different perspectives or lenses (Brookfield 1995) and may be engaged with at different levels of depth, complexity, and criticality (Mezirow 1991; Kreber and Castleden 2009) depending on the experience, intended learning outcomes and the learner’s capacity for introspection and open-minded…”
Rethinking Disorienting Dilemmas Within Real-Life Crises (2012, unknown): “…1999; Boud & Walker, 1998; Brookfield, 2000, 2006; Cranton & Carusetta, 2004; Dewey, 1933/1989; Fisher, 2003; Hammersley-Fletcher & Orsmond, 2005; Kreber & Castleden, 2009; McAlpine, Weston, Beauchamp, Wiseman, & Beauchamp, 1999; Ottesen, 2007; Postareff, 2007; Schön, 1983; Tynjälä, Välimaa, &…”
The surprising persistence of Biglan's classification scheme (2017, methodology): “It has received widespread use in many analyses within higher education including teachers’ reflective practice (Kreber & Castleden, 2009); the relationship between class size and grades (Johnson, 2010) and even the proportion of positive result reported in hypothesis testing papers (Fanelli, 2010).”