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Abstract
Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
... Jest to istotna zmiana w stosunku do prowadzenia badań I generacji, w których czynnik optymalizacyjny dla rozwiązań był najważniejszy (Ritter, 1973;Ritter, Webber, 1973;Cross, 2007). Schön twierdził, że generatywność projektowania polega na korzystaniu z szerokiego repertuaru różnych rozwiązań cząstkowych, układów, podejść, co usprawnia pracę (Schön, 1987). Zaproponował podejście spiralne składające się z etapów: uznanie, działanie, docenienie, gdzie obecna jest niepewność związana z zamiarem zmiany. ...
... Kluczem w tworzeniu właściwego modelu działaności jest połączenie projektowania urbanistycznego jako praktyki -twórczej i stosowanej -z wiedzą zarówno wytwarzaną w ramach projektowania, jak i poza nim. Taki komplementarny model działalności promował Schön (Schön, 1987). Opisywana działalność studia projektowego opiera się na doświadczeniach w opisywanych powyżej zakresach. ...
... This is a significant change compared to the first-generation research in which the optimisation factor for the solutions was the most important (Ritter, 1973;Ritter, Webber, 1973;Cross, 2007). Schön argued that design's generativity consists of using a vast repertoire of various partial solutions, systems, and approaches, facilitating the work (Schön, 1987). He proposed a spiral approach consisting of the stages of recognition, action, and appreciation, where there is uncertainty about the intention to change. ...
This paper emphasises that the use of a broad context related to several levels of complexity: relational (concerning the spatial structure of the project), design (involving the use of knowledge and information concerning the complexity of the project) and didactic or procedural (referring to the stages of the design procedure) is an important element of the design process of the housing environment.
The researchers present a design approach developed in the author’s urban design studio. By acting according to the proposed ‘braid’ model, achieving a so-called ‘satisfactory’ design solution in city shaping is possible. The model synthetically illustrates the mechanism of the design process and its critical elements, indicating that the essence of urban design is to exploit the interdependence of the three mentioned contexts. They significantly influence the originality and quality of design solutions in creating the living environment – especially in the creation phase of the spatial structure model.
... By contrast, the clean, neat, theoretical issues unfold in the 'high ground' from where the swamp (practice) can be observed from a distance. [21,22] To better understand the types of knowledge the two exams enhance or limit, we make use of Schön's concept on 'knowing-in-action', reflection-in-action and reflection on reflection-in-practice. Knowing-in-action refers to the spontaneous, tacit knowledge we use when we act and react in specific situations -a 'know-how' in the way we carry out activities. ...
... This is the process where we can explicitly describe our reflections related to our reflection-in-action. [21,22] ...
... With Schön's perspective on practice as a complex, confusing, and messy swamp, [21,22] students in the intervention group are assessed based on their ability to navigate this environment of unpredictable challenges that are difficult to manage. 'Real patient situations' cannot easily be solved with theoretical knowledge and technical guidelines alone; rather, they require the ability to improvise in the moment. ...
Background and objective: The assessment of nursing students' clinical competencies is a global concern, as different exam formats emphasize different types of knowledge and skills. There is a lack of research that uncovers the linkage between clinical exam formats, assessment practices and types of knowledge tested. This study investigates how two different formats of clinical exams—one based on written assignments (control exam), and one conducted in real patient situations (intervention exam)—influence educators’ assessment practices and the types of knowledge they enhance or limit respectively.Methods: The study applied a comparative, ethnographic design, incorporating participant observations, focus group interviews with educators, and grade analysis of 104 nursing students. The analytical framework was informed by Institutional Ethnography (IE) and Donald Schön’s concepts of reflection in practice.Results: The control exam is predictable and controlled facilitating assessment of theoretical knowledge and reflection-on-reflection-in-action but is detached from real-life patient interactions. In contrast, the intervention exam is unpredictable and complex emphasizing assessment of knowing-in-action and reflection-in-action but poses challenges in assessing theoretical reasoning and reflection-on-reflection-in-action. Despite these differences, no significant variation was found in students’ final grades between the two formats.Conclusions: The findings highlight the impact of exam formats on assessment practices and suggest that nursing education should incorporate diverse assessment methods to balance theoretical rigor with clinical competence.
... Foresight in planning potential combinations of applied and digital processes informed project direction. Analysis of this research elicited reflection on prior knowledge and experience (Beard, 2023;Moon, 2000;Schön, 1983), revisiting processes practiced earlier in my maker career. My designer instinct aimed for the piece to remain a functional item of furniture true to its original design, but the craftsperson equally favoured experimenting with alternative materials, processes, and finishes juxtaposed to the original piece. ...
... These could certainly be attributed to a mode of 'reflective experience'. Kolb includes reflective observation within the mode of transforming experience but with a focus on the present, whereas introducing the mode reflective experience provides a more far-reaching division capturing long-term knowledge such as ancestral learning (Schön, 1983). Sternberg's (1996) theory that creative thinking should be considered three-dimensional provided inspiration for this hybrid paradigm which continues to promote multi-directional modelling, echoing the principles of Deleuzian rhizome (Deleuze & Guattari, 2016). ...
... Directing focus towards using applied skills and analogue technology to stimulate creative thinking, dexterity and application of skill; exploring the adaptability and transferability of experiential learning from this alternative position. Whether classroom, studio, laboratory or workshop, the premise of the ELO lends itself to any learning environment as the fundamentals of experiential learning remain the same, with extended consideration towards reflective experience as pedagogic method (Schön, 1983). The professional makers within this study, although disciplined in the principles of creative practice, demonstrate how influences and personal experiences in early life gained beyond the classroom still contribute to intellectual gain. ...
Kolb’s model has influenced education practices for nearly forty years. Its focus on ‘doing’ is closely aligned to cognitive activity. There is criticism that Kolb focusses on the individual grasping and transforming experience purely through the mind rather than the perceptual system and wider being. The reflective experiences of the research assistants/makers contributing to the Maker Project (Sutton, 2019) highlights how experience and sensory/emotive responses are not well served within Kolb’s existing paradigm. Adopting elements of Beard’s Holistic Experiential Learning Model (HELM), the Maker Project supports wider research which demonstrates how emotion, environment, and community contribute to the learning experience (Moon, 2000; Beard, 2023). This presentation seeks to re-situate non-cognitive processes at the heart of teaching and learning returning democracy to education. Echoing Sternberg’s (1996) theory that creative thinking should be considered ‘three dimensional’, we chart the evolution of the Experiential Learning Orbicular (Sutton, 2023) which allows for a pedagogically holistic and multi-directional application. This research provides methods to support deep learning throughout all levels of education, enabling a pedagogical paradigm that is meaningful, reflective, and well-structured for lifelong learners.
... Knorr Cetina's (2001) concept of epistemic objects illustrated how the artifacts, such as minimum viable product (MVP)s, are defined by their incompleteness and ability to generate questions and practical engagements that move the process forward. Schön's (1987) work on design practice highlighted how entrepreneurs, like designers, engage in reflective conversations with the materials and situations they encounter, continuously reframing them based on feedback received. Finally, Spinosa et al.'s (1997) notion of "world-disclosing" entrepreneurship showed how entrepreneurs, through practical engagement with artifacts and situations, not merely solve local problems but introduce new ways of understanding and interacting with the world. ...
... Observation and inquiry reveal them by increasing rather than reducing their complexity" (2005, p. 190). Schön (1987) used Dewey's (1938 inquirer as the template for his reflective practitioner as designer, that is, someone who converts indeterminate situations into determinate ones. Schön uses the term "situation" in the sense explicitly clarified by Dewey, namely "something inclusive of a large number of diverse elements existing across wide areas of space and long periods of time, but which, nevertheless, have their own unity" (Dewey & Bentley, 1949, p. 315). ...
... This clearly echoes Goodman's (1978) idea of worldmaking as the deployment of a different scheme of categorization, Schön's (1987) idea of applying a different frame, and Spinosa et al.'s (1997) idea of disclosing new worlds. The new frame is not part of the environmental circumstances themselves but is invoked by the entrepreneur as designer, engaging with the world in a purposeful and often very concrete manner. ...
To enhance managerial relevance, entrepreneurship theory should be anchored in frameworks that are both practically useful and conceptually coherent. This essay develops a triadic design perspective on entrepreneurship that incorporates artifacts alongside individuals and environmental circumstances. Building on concepts of epistemic objects (Knorr Cetina), reflective design practice (Schön), and world disclosing (Spinosa et al.), opportunities are conceptualized as actively framed situations, within which ventures are designed, through the use of more or less concrete entrepreneurial artifacts. This resulting account of entrepreneurship as an artifact-centered and potentially transformative process of design will hopefully offer a robust foundation for advancing entrepreneurship research and practice.
... Research shows that without attention to critical matters in a change process, attempts to change practices might instead reinforce the status quo or go in unforeseen directions. At the heart of the process is a common language for discussing and reflecting on the processes involved and the actions needed for change and development [29,38]. Without a language for reflection, co-construction, and revising ongoing practices, it is very difficult to create urgency to implement changes in an organisation. ...
... PLC is based on the idea of a learning organisation [48] and reflective practices espoused by Schön [38]. Hargreaves [49] argues that teacher collaboration must focus on the school's contribution to the students' overall learning and well-being. ...
It is widely acknowledged that inclusive education should be accelerated for the sake of the large number of children and young people who are excluded from, or do not succeed in, school. This chapter dives into the processes of developing inclusive schools and classrooms. The first part of the chapter focuses on inclusive education as a framework for developing inclusive learning environments. The second part focuses on the change process when schools aim towards inclusive education. To face these challenges, a significant element is the co-construction of a shared understanding through collaboration and reflection on the core elements of inclusive education. A model for moving practice forward, aiming at providing students with experiences of being significant parts of school and society, is suggested.
... In a critical reflection session, the four authors of this paper, who were also the instructors of the courses, analyzed three courses that took place at the Moholy-Nagy University of Art and Design over the span of two years. Critical reflection in design research has been acknowledged as a valuable analytical tool (Schön's, 1987;Meyer & Dykes, 2019). This method allowed us to uncover unconscious values and assumptions embedded in the design and execution of the courses. ...
... Since, in the context of our work, the students had to engage with real-world problems in order to move forward in their design process, contextualization was very important. In particular, contextualization is crucial in design pedagogy for several reasons including real-world relevance (Wenger, E., 1999), developing critical thinking (Schön, 1987) and promoting ethical and sustainable design challenges. ...
... Reflection refers to the process of analyzing the individual's behaviors, decisions and the process of revealing them (Dowie and Elstein, 1988). According to Schön (1987), there are three types of reflection: reflection on action, reflection in action, and reflection for action. Reflection for action is a more preferred type of reflection than the types of reflection mentioned above. ...
... Reflection for action is a more preferred type of reflection than the types of reflection mentioned above. According to Schön (1987); Reflection for action is when individuals discover a new path with a new situation resulting from action (Dowie and Elstein, 1988). ...
The number of studies in the literature that examine the reflection of the self-reflection in the context of virtual reality and especially the metaverse is extremely scarce. Therefore, the aim of this study is to determine the dimensions that reveal self-reflections in the context of the Cyberpunk 2077 metaverse game/application. This approach, which depicts the situation of self-reflection in the metaverse world, is capable of filling the gap in the literature. Using the purposeful sampling method, in-depth interviews were conducted with 21 people who experienced the Cyberpunk 2077 metaverse game, in accordance with the nature of the grounded theory method. In determining the number of experiencers to be interviewed, the saturation point approach, used in many qualitative studies, was adopted. The embedded theory method was used in data analysis, and the data was analyzed using constant comparative analysis. Creswell's criteria, which have an important place in the validity and reliability/trustworthiness of qualitative research, were used in this research. Analyzes made as a result of the interviews show that the experiences obtained from participation in the metaverse game Cyberpunk 2077 can be grouped under eight main themes. These; Illusory Being, Mirror, Instant Mood, Fashion and Visual Pleasure, Personal Equipment, Imagination World, Integration, Desire/Request. These findings show that digital games, which have a big place in our lives and are played for reasons such as having a good time, getting away from stress, and socializing, have started to be played for new purposes such as self-reflection, fashion creation, integration, and diving into the world of dreams, with the Metaverse. This study, which reveals the dimensions or factors that constitute self-reflection, contributes to the existing literature. Namely, in addition to factors such as instant pleasure, flow, escape, and illusionary existence that represent self-reflections, factors such as fashion creation, dream world, integration, use of personal equipment, and personality reflections that emerged in the study provide a theoretical explanation. In addition, the results of the research will provide guidance on how metaverse practitioners or designers can integrate the subject of self into their own strategies. Özet: Bu çalışmanın amacı yberpunk 2077 metaverse oyunu/uygulaması bağlamında benlik yansımalarını ortaya koyan boyutların belirlenmesidir. Benlik yansımasının metaverse dünyasındaki durumunu tasvir eden bu yaklaşım literatürdeki boşluğu doldurabilecek bir niteliktedir. maçlı örnekleme yöntemi kullanılarak yberpunk 2077 metaverse oyununu deneyimleyen 21 kişi ile gömülü teori yönteminin doğasına uygun biçimde derinlemesine görüşmeler gerçekleştirilmiştir. Görüşme yapılacak deneyimleyici sayısının belirlenmesinde pek çok nitel araştırmada kullanılan doyum noktası (saturation point) yaklaşımı benimsenmiştir. Veri analizinde gömümü teori yöntemi kullanılmış olup, veriler sürekli karşılaştırmalı analiz kullanılarak analiz edilmiştir. Nitel araştırmaların geçerliliği ve güvenilirliğinde/inandırıcılığında (trustworthiness) önemli bir yere sahip reswell''in kriterleri bu araştırmada kullanılmıştır. Gerçekleştirilen görüşmeler neticesinde yapılan analizler yberpunk 2077 adlı metaverse oyunu katılımından elde edilen deneyimlerin sekiz ana tema altında gruplandırılabileceğini göstermektedir. Bunlar; İllüzyonel Varlık, yna, nlık Duygu Durumu, Moda ve Görsel Haz, Kişisel Donanım, Hayal lemi, Bütünleşme, rzu/İstektir. Benlik yansımasını oluşturan boyut veya faktörleri ortaya koyan bu çalışma var olan litaretüre katkı sağlamaktadır. Şöyle ki benlik yansımalarını temsil eden anlık haz, akış, kaçış, İllüzyonel varlık gibi faktörlere ilave olarak çalışmada ortaya çıkan moda oluşturma, hayal alemi, bütünleşme, kişisel donanımların kullanımı, kişilik yansımaları gibi faktörler teorik bir açıklama sağlayıcı niteliktedir. yrıca araştırmanın sonuçları metaverse uygulayıcılarının veya tasarımcılarının benlik konusunu kendi stratejilerine nasıl entegre edebilecekleri konusunda yol gösterici olacaktır.
... Interestingly, there was overlap in participants' descriptions of self-assessment existing definitions of self-reflection including Schön's (1983) reflection-on-action, and Killion and Todnem's (1991) reflection-for action. For example, participants clearly articulated reflecting on past practice (as they were not currently practicing at the very moment of being engaged in the research), and also discussed how they would use their reflections and results to formulate future actions. ...
... Upon researcher reflection of the transcriptions, it became apparent that it is difficult to discern at times in the interviews whether participants were sharing their cognitions around self-assessment as they arose in the course of the interview, or reflections on self-assessment that they had previously experienced. It would be of significant interest to explore whether "reflection-in-action", as described by Schön (1983), where practitioners engage in reflective processes in vivo, are also impacted by the same or similar metacognitions as identified in the current research. Thus, research that investigates the process of reflection in vivo may offer further insights. ...
Psychologists, like many health professionals, must effectively self-assess their competencies across the career trajectory in order to practice ethically and within the bounds of their knowledge and skills. Given this, research is needed to explore the cognitive process of self-assessment, and the utility of a structured measure for psychologists. This study aimed to explore: 1) how psychologists self-assess their competencies, 2) what value a structured measure has for self-assessment, and 3) the barriers or limitations to using a structured measure for self-assessment. Twelve registered psychologists were interviewed, and reflexive thematic analysis was applied. Themes were identified in the following two broad areas: 1) metacognitive processes and helpful cognitive strategies that aid self-assessment and the use of a structured self-assessment measure, and 2) barriers to self-assessment including unhelpful metacognitions about both the process of self-assessment itself, and the self. One theme and three sub-themes were identified to explain the metacognitive processes and helpful cognitive strategies described by participants, and three themes were identified pertaining to barriers to self-assessment. The current research extends the existing literature through incorporating the voice of psychologists in understanding the metacognitive processes and barriers of self-assessment, including structured self-assessment. This research has implications for health science practitioners, supervisors, educators and research.
... In alignment with Schön's (1983Schön's ( , 1987 conceptualization of professional knowledge, this study assumes that teachers may learn how to teach proving through teaching proving, and through reflection upon one's practice. Schön suggests an epistemology of practice where action and thought are unified, and thinking and doing are seen as complementary to each other. ...
... The here presented results illustrate that it is important for preservice teachers learning-process to gain first-hand experiences with engaging in proof-based teaching in the role as teachers. Only then they may test and integrate knowledge and theories in practice, and become reflective practitioners (Schön, 1983(Schön, , 1987 prepared for both the knowing and doing that the practice of teaching proving entails. ...
This study investigates preservice mathematics teachers' engagement in proving-related activities in a university course setting. Data was generated through pre-and post-lesson group interviews in relation to a professional development task where groups of preservice teachers took turns facilitating lessons involving proving-related activities with their peers. The results show that preservice teachers discourse on their practice of teaching proving is characterized by focusing mostly on pedagogical aspects related to teaching proving, but that they also become more sensitized for the relevance of subject matter knowledge, when reflecting on their conducted lesson. Findings in this study highlight the importance for preservice teachers to gain first-hand experiences with teaching proving, in their process of learning to teach proving.
... This knowledge also cannot be delivered by a traditional lecture course. The most common method of dissemination is "learning by doing", such as the apprentice system; thus, design learning emphasizes working with actual problems to acquire professional knowledge and techniques (Schön 1987). Accordingly, students need to acquire advanced knowledge through working with design problems in the real world. ...
... The studio is the main and most important pedagogy of design education (Schön 1987) that has been in use for almost 100 years (Reimer and Douglas 2003), especially in architectural and industrial design. The main distinguishing feature of studio pedagogy is the learning of the procedure and methods of design and the accumulation of experience through the process of solving actual design problems. ...
... Developing situational awareness is, ideally, a goal of capstone design courses; as Pembridge and Paretti (2019) suggest, capstone courses do not just teach students to "do design" (a form of content knowledge) but also train students to "be engineers" that can successfully navigate diverse job contexts. Broadly, education systems also include unique affordances for structured reflection where studentsacross courses, projects, and years of study-can experiment with different approaches and analyze the benefits and consequences of their actions (Schön, 1987). ...
... Beyond exposure to alternative collaboration models, students can benefit from structured reflection on their own approaches to collaboration, their assumptions about teamwork, and how their experiences align with or differ from other collaboration structures. Drawing on Schön's (1987) concept of reflection-in-action, students should be encouraged to analyze their own beliefs about collaboration and how these beliefs are shaped by their past experiences. Case examples of professional collaboration scenarios, for instance drawn from Trevelyan (2014), can serve as comparative tools, allowing students to explore how collaboration strategies might vary across different work environments. ...
Background
Collaboration—including coordination, communication, and teamwork—is crucial to engineering practice. However, engineering students are often perceived as lacking key collaboration skills at the time of graduation.
Purpose
We used structuration theory to explore how differences between students and practitioners' collaboration beliefs related to differences between academic and professional collaboration contexts. We sought to demonstrate that the perceived collaboration “skill gap” in engineering students can be explained by differences between academic and professional social systems.
Methods
We conducted interviews with 30 undergraduate engineering students and 28 practicing engineers, and from these interviews produced 98 discrete narratives of participants' collaboration experiences. We thematically analyzed these 98 collaboration narratives to identify student and practitioner collaboration beliefs. We further coded four narratives for organizational enablements and constraints to show how differences in student and practitioner collaboration beliefs related to differences in organizational collaboration “rules.”
Findings
Students described boosting productivity through teamwork and limiting social bonding with teammates. These beliefs represented reasonable approaches to collaboration given observed organizational constraints including short project durations, single‐discipline teams, and an inability to choose teammates. Practitioner beliefs about the importance of cross‐functional collaboration and building collaborator rapport across projects reflected organizational enablements that facilitated collaborations with these qualities.
Conclusions
Students' beliefs about appropriate academic collaboration practices did not translate to professional contexts. Instructors can prepare students for work by strategically easing collaboration constraints to allow for more diverse collaboration experiences. Work mentors should explain the collaboration expectations of their workplaces to facilitate new hire socialization.
... It is further seen as a method to generate "meaning and understanding in problematic social situations and improve the quality of human interactions and practices within those situations" (Burns, 2005, p.57). Moreover, researchers (Burns, 1999;Kemmis & McTaggart, 1988;Schon, 1987) take action research as a collective, evaluative, and reflective inquiry that always seeks transformation, change, improvement, and the solution of the problems. Mills (2003) defines action research as "an invitation to learn, a means to tackle tough questions that face us individually, and collectively as teachers" (p.5). ...
... It is crucial to address challenges that emerge during the teaching and learning process. To enhance teaching strategies, learning outcomes, and overall professional growth, educators are encouraged to reflect on their practice at three critical stages: before, during, and after the action (Schon, 1987). Furthermore, the implementation of action research serves to critically evaluate instructional practices, foster self-awareness, and provide a deeper understanding of effective teaching methodologies (Zeichner & Listor, 2013). ...
In light of evolving pedagogical frameworks and increasing challenges in English Language Teaching (ELT), effective professional development is essential for teachers striving to enhance their practices. Action research is a pivotal strategy for teachers' professional development, fostering an adaptive learning environment through reflective pedagogy. While teachers have implemented action research, its engagement among secondary-level English language teachers remains underexplored, particularly regarding their knowledge, use, and perceptions of its role in professional growth. The study aimed to identify secondary-level English language teachers' knowledge, use, and perceived effectiveness of action research as a tool for professional development. The research employed a quantitative survey approach, focusing on English language teachers in private and public schools in Nepal, with a particular emphasis on those in the Sunsari district. A sample of 200 teachers was selected using a simple random sampling strategy, and a structured questionnaire was administered online via Google Forms. The collected data were analyzed using a bivariate analysis approach with SPSS. A chi-square test was conducted to assess the association between the variables, while Phi was employed to determine the significance of these relationships. The study examined the association between independent variables (such as sex, level of teaching, type of school, and academic qualification) and dependent variables (including use of action research, knowledge of action research, and perceived effectiveness of action research). The findings indicated no significant statistical association between the independent and dependent variables. However, the study concluded that the majority of teachers perceived action research as valuable for problem-solving, increasing professional confidence, promoting career advancement, fostering transformative agency, and enhancing teacher collaboration. It suggests that teachers could benefit from more effectively integrating action research into their teaching practices for professional development and transformation.
... The narrative photography intervention is grounded in the theories of reflective thinking and Phothovoice methods. Reflective thinking, as articulated by Donald Schön (1983Schön ( , 1987, emphasizes the importance of reflecting on experiences as a key component of professional learning and development. Photovoice, developed by Caroline Wang (1999) and Caroline Wang and Mary Ann Burris (1997), is a participatory method that empowers individuals to capture their community's strengths and challenges through photography, aiming to promote social change. ...
... The focus is on the lived experience, capturing immediate thoughts, feelings, and responses as they occur. This process allows for an interpretation and understanding of the phenomena as they unfold, emphasising subjective perceptions and meanings (Schön 1987(Schön , 2017. During reflection in action, techniques such as real-time feedback, interactive discussions, and observational notes are employed to capture immediate experiences. ...
Aim
The aim of this paper is twofold: (1) to introduce a phenomenological‐hermeneutic approach and discuss its application within the context of WSs in the field of health science, (2) To present a method and a practical guide when conducting WSs in the field of health science.
Design and Methods
Epistemological and methodological discussions based on workshops as a self‐standing research method.
Results
The epistemological and methodological discussions show that workshops conducted in health science are a self‐standing research methods and align with a phenomenological‐hermeneutical approach. Examples of research studies within this framework are provided to illustrate how workshops can be conducted in health science within this epistemological approach.
Conclusion
The phenomenological‐hermeneutical approach embraces workshops as a research method as it includes individual experiences through self‐reflection and shared contributions through interpretation. Furthermore, a systematic approach with regard to planning, conduction, data collection, and data analysis leads to reliable findings, enhancing the transparency of the research method and thus creating scientific knowledge. This paper argues that the systematic approach of “the how” to conduct workshops with “the why” enhances the transparency and trustworthiness of the research.
Implications for the Profession
Workshops are a way to involve and engage users in co‐design processes that aim to develop solutions in clinical practice. User involvement has become an important part in academia and is essential in all aspects of the research process. However, we need solid systematic methods to create valid knowledge. Workshops are a self‐standing research method, and a phenomenological‐hermeneutical approach allows for an understanding of the phenomena as they unfold, emphasising subjective perceptions and meanings, which will finally lead to the development of a suitable solution for clinical practice.
Impact
This paper contributes theoretical knowledge about the use of workshops as a research method. It combines “the how” to conduct a workshop with “the why” and highlights the relevance of a phenomenological‐hermeneutical approach.
The main argument is that workshops are a self‐standing research method; hence, this paper adds value in the academic field as it provides a scientific framework.
The paper presents a method and a practical guide for researchers who plan to conduct workshops in the field of health science.
Reporting Method
No available EQUATOR guidelines were applicable to this methodological paper because no new data was created or analysed.
Patient or Public Contribution
This is a methodological paper, and thus, there was no direct patient or public involvement.
... Some students applied their learning in clinical settings by advocating for interpreters, engaging with ALOs and using clinical yarning approaches. By engaging in "reflection in-action" [44], they were making real-time behaviour change. In the Australian setting, two of the main intended outcomes of medical school education are for graduates to be leaders and health advocates [13]. ...
The ability to provide culturally safe care is a core expectation of graduates from medical schools in Australia. Yet medical schools often struggle to meet this requirement. Recognising the need for curriculum redesign, this project created, delivered, and evaluated a program on providing culturally safe healthcare to First Nations peoples in the Northern Territory. The program was delivered to medical students enrolled in the Flinders University Northern Territory Medical Program over 9 weeks in 2022. To create the program, education theories including community of practice, constructivist principles, and transformative learning were drawn upon. The program also drew on training designed specifically for Northern Territory health staff, which used the podcast “Ask the Specialist: Larrakia, Tiwi and Yolngu stories to inspire better healthcare” to promote critical reflection on racism in healthcare. To evaluate the program, 177 surveys were collected weekly from students and seven students consented to pre- and post-program interviews. Written informed consent was obtained from these participants. Inductive narrative analysis, guided by critical theory and First Nations knowledges, was applied to data. Kirkpatrick’s training evaluation model provided a framework to present results. On average, 81% of participants agreed or strongly agreed the program was valuable. Participants learnt to critically reflect on power dynamics and racism in healthcare and learnt skills regarding rapport building, communication and patient-centred care. The pilot demonstrated a successful framework for cultural safety education within medical school curricula which has potential for further adaptation and implementation.
... [24, p. 11]. The importance of reflection and learning as an intertwined unit of activities and experiences is, as can be seen from the shared citations so far, important for engaging with research as a reflective practice, something which [13] [25] interconnects with experimentation where practitioners constantly interpret situations by means of problem setting and problem solving, a process which can lead to a reframing of the situation. ...
Action Design Research (ADR) explicitly promotes reflection and learning as an important stage for supporting other ADR stages (e.g., building, intervention, and evaluation). Yet, very few ADR studies demonstrate a clear trajectory for how to reflect and learn, what varieties of reflection and learning do exist, and if there are any methods for supporting the reflection process. In response to the possibility of further evolving the reflection and learning stage, for this paper, we explore how ADR can be used as a reflective practice for sense-giving and sense-making of meaning. We do so by employing a phenomenological approach that serves an epistemology for a reflective practice together with concepts for conceptualizing variances of meaning, sense-giving, and sense-making. The results of our work propose three phenomenological themes for engaging with ADR as a reflective practice: (1) Anticipatory Reflection and Learning, (2) Retrospective Reflection and Learning, and (3) Contemporaneous Reflection and Learning. Consequently, the themes' utility is illustrated via two different ADR projects, and the implications of the themes for practice and theory are discussed as fruitful for future ADR, as well as Design Science Research (DSR), in Information Systems (IS).
... Educators have called for more immersive, practice-linked learning environments-e.g., exposing students to framing problems across diverse contexts [41], and integrating client-facing, collaborative projects to simulate real-world ambiguity and complexity [32,63]. Studio-based models, when designed to foreground reflection and responsiveness, align closely with Schön's concept of the 'reflective practicum' [49], which emphasize learning through the complex doing of professional judgment. Gray and Parsons [24] extend this view by arguing that teaching design methods must go beyond procedural fluency to emphasize adaptive mastery-the ability to modify, subvert, or resist method prescriptions based on local project conditions. ...
The complexity of UX design practice extends beyond ill-structured design problems to include uncertainties shaped by shifting stakeholder priorities, team dynamics, limited resources, and implementation constraints. While prior research in related fields has addressed uncertainty in design more broadly, the specific character of uncertainty in UX practice remains underexplored. This study examines how UX practitioners experience and respond to uncertainty in real-world projects, drawing on a multi-week diary study and follow-up interviews with ten designers. We identify a range of practitioner strategies-including adaptive framing, negotiation, and judgment-that allow designers to move forward amid ambiguity. Our findings highlight the central role of design judgment in navigating uncertainty, including emergent forms such as temporal and sacrificial judgment, and extend prior understandings by showing how UX practitioners engage uncertainty as a persistent, situated feature of practice.
... Indeed, Schiuma (2011) argues that art and aesthetics have become too significant to be left solely to academic aestheticians, as artful forms can speak directly to the human heart. More than three decades earlier, Schön (1987) suggested that management scholars and business practitioners could learn "intuitive artistry" from artists. For example, the artistry of painters bears a strong resemblance to the artistry of managers (Johnson 2007), and the skills of managers can be cultivated through deliberate practice in art appreciation and reflection-in-action. Kerr and Lloyd (2008) also emphasized that such artistry involves being more reflective and critical, and more open to others' perspectives. ...
In their seminal book, Deep Ecology: Living as if Nature Mattered, Devall and Sessions (1985) argued that cultivating ecological consciousness is essentially “a process of learning to appreciate silence, solitude, and rediscovering how to listen” (p. 8). As a management educator, I was particularly intrigued by their assertion that the true work of developing ecological consciousness can be found in minority traditions, especially within Native American cultural heritage. This first-person photo essay reflects my reflections on two exhibitions of contemporary Native American art: The Land Carries Our Ancestors: Contemporary Art by Native Americans, first displayed at the National Gallery in Washington, D.C. (September 22, 2023 – January 15, 2024), and later at the New Britain Museum of American Art in Connecticut (April 18 – September 15, 2024). Through photographs I took, I share my reflections on the ecological insights I gained from attending these exhibitions. I also explore the pedagogical possibilities of transformative and humanistic museum learning in the context of management education for sustainability.
... 3(2) 01-06, 2025 improvement critically. This reflective process is essential for professional growth, fostering a deeper understanding of one's instructional approaches and encouraging lifelong learning (Schön, 1987). The flexibility of webinars, which allows educators to revisit recorded sessions and continue learning at their own pace, further supports this ongoing reflective practice (Bennett & Lockyer, 2022). ...
The rapid digital transformation in education has reshaped professional development with webinar-based training emerging as a widely adopted alternative to traditional in-person programs. However, questions remain regarding its effectiveness and impact on educators’ satisfaction and engagement. This study investigated the factors influencing Filipino elementary educators’ experiences with webinar-based professional development, comparing its perceived benefits and limitations to conventional face-to-face training. Using a phenomenological approach, qualitative data were collected from educators who participated in webinar-based sessions. Thematic analysis identified key determinants of satisfaction and engagement, including content relevance, presenter expertise, interactivity, and the usability of the technology platform. While participants acknowledged the accessibility and convenience of webinars, they also highlighted challenges, particularly the diminished opportunities for direct interaction and hands-on activities. Despite these limitations, many educators favored a hybrid model that combines the flexibility of webinars with the engagement of in-person training to enhance learning outcomes. The findings suggested that webinar-based professional development is most effective when it incorporates interactive elements, is led by expert facilitators, and is supported by user-friendly technology. These insights provide valuable implications for education policymakers and training providers in designing more effective digital professional development programs. Future research should explore the long-term impact of webinars on teaching practices and investigate how emerging technologies, such as artificial intelligence and virtual reality, could further enhance online professional learning experiences.
... Moreover, this paper aims to serve as a base for a developing study seeking to validate the impact of this model on the fostering of such qualities to support the "Design Praxium" initiative. Schön (1987) explains that when "professionals fail to recognize or respond to value conflicts, when they violate their own ethical standards, fall short of self-created expectations for expert performance, or seem blind to public problems they have helped to create, they are increasingly subject to expressions of disapproval and dissatisfaction". Lawson (2006) states that design inevitably involves subjective value judgement and explains that questions about which are the most important problems, and which solutions most successfully resolve those problems, are often value laden. ...
... (Robson 2001, p. 5) Evidence included photographs, sketchbooks, designs, textile samples, products, diagrams and an activity log. Reflection was vital throughout the self-case study, whether 'reflection-in-action' while carrying out activities, or retrospectively after an experience or event had taken place, 'reflection-on-action' (Schön 1987). From the self-case study key themes emerged relating to the designer educator role, research and creative practice. ...
... The thoughtful consideration, analysis, and critique of teaching practices are believed to bring about positive changes and enhancements in the education process (Khales, 2015b). Schön (1987) notes that "reflective practitioners" continually use reflection to enhance their practice by critically examining and learning from their real-time experiences rather than simply applying existing knowledge or routines. De Muldir and Rigsby (2003) emphasize the need for reflective practicums to inspire greater teacher motivation. ...
This study aimed to investigate how the use of practicum
portfolios impacts early childhood student teachers' reflective practice in Palestine. The study utilized qualitative and quantitative methods to gather and analyze student teachers' perspectives on using practicum portfolios for their professional development. The main focus was to understand the student teachers' stance on reflective teaching and their engagement in different stages of the reflective practice cycle. The study involved 16 student teachers at Al-Quds University in Palestine. Data were collected through a questionnaire and semi-structured interviews. Results indicated that the portfolio helped student teachers assess their work and improved their ability to reflect
on their practices. Before lesson planning, they wrote their reflections with specific questions to help them articulate their plans. After the planning, they continued to reflect on their experiences. The study identified four stages of reflective practices that student teachers went through during their practical education courses: 1) pre-planning and post-reflection, 2) teaching, 3) reviewing and criticizing, and 4) reconstruction. Finally, the student teachers observed improvement in
their practicum and teaching skills through portfolios.
... The first research question concerned the choices prospective teachers made in their ePortfolio reflection. Their reflections took place after completing some teaching, thus corresponding to Griffiths and Tann's third dimension of reflection of review (Griffiths & Tann, 1992 as described by Zeichner & Liston, 2013); it also represents an element of Schon's reflection-on-action (Schon, 1987). The major sequence of their reflections almost always followed the same path/process: describing or rehearsing how the class went, talking about the success, discussing what should be changed, and stating which standards were met. ...
... It generally includes an assumption of ongoing learning linked to practice. (Lester, 2007, p. 3;Schon, 1987) New models of professionalism have been simply laid over the top of the older sociological understandings and characteristics of true professions. The reflective-interpretive model challenges the ideology of the original ideas behind what constitutes a true profession, and the professional-as-expert mentality. ...
... To tackle this lack of clarity over the selected methodology between the student teachers and their mentors, it is necessary for the mentors to offer their explanation of the lessons in the so-called "deconstruction" sessions after the observations, where student teachers and mentors may discuss the lesson step-by-step and shed light onto the chosen activities/ strategies and justification of their use (see Arthur et al., 2003;Mok & Staub, 2021;Nielsen et al., 2022). The practice of deconstructing the lesson would be especially beneficial for developing the culture of "reflective teaching" for the teacher candidates, as they may incorporate the habit of critically reflecting on their decisions during independent teaching, following the principles of "reflection-on-action" introduced by Schön (1987). ...
... By integrating FEM simulations for material-deforming actions and real-time game engine simulations for simpler tasks, the methodology bridges the gap between theory and practice. Traditional training methods, while effective, are resource-intensive [159,160], with scalability issues particularly in manual dexterity-based fields [161]. VR-based craft training has been shown to enhance skill acquisition while reducing material waste [66,162,163], with FEM simulations further improving conceptual understanding and reducing cognitive overload [149]. ...
The need for scalable, immersive training systems is universal and recently has been included in fields that rely on complex, hands-on processes, such as surgery operations, assembly operations, construction processes training, etc. This paper examines the potential to support immersive training via digital tool manipulation in the domain of traditional handicrafts. The proposed methodology employs Finite Element Method simulations to compute material transformations and apply them to interactive virtual environments. The challenge is to accurately simulate human–tool interactions, which are critical to the acquisition of manual skills. Using Simulia Abaqus (v.2023HF2), crafting simulations are authored, executed, and exported as animation sequences. These are further refined in Blender (v3.6) and integrated into Unity to create reusable training components called Action Animators. Two software applications—Craft Studio (v1.0) and Apprentice Studio (v1.0)—are designed and implemented to enable instructors to create training lessons and students to practice and get evaluated in virtual environments. The methodology has wide-ranging applications beyond crafts, offering a solution for immersive training in skill-based activities. The validation and evaluation of the proposed approach suggest that it can significantly improve training effectiveness, scalability, and accessibility across various industries.
... Users can interact with the balloons to create, delete, edit, and organize their ideas using their voice and the controllers. Our goal is to help users reflect on their ideas, which can help them understand, restructure, and critique their ideas on the fly [17]. ...
... Professional experiences are recognized as vital cornerstones of teacher education, offering pedagogically sound approaches that integrate educational theories with transparent and real-world teaching practices. As Schön [18] stated, professional experiences create a practice-based context through which people learn via hands-on activities, although their work is likely to fall short of real-world standards. Among these experiences, school-based teaching internships stand out as one of the most important components. ...
Mentoring pre-service teachers is viewed as emotionally charged. In Vietnam, most studies have focused on mentees' experiences in their teaching internship, leaving a knowledge gap in understanding mentors' emotional experiences. This research, therefore, bridges this gap by investigating Vietnamese teacher mentors' emotional experiences in mentoring pre-service primary school teachers in a school-based internship in the Mekong Delta region. A qualitative case study, drawing from complexity theory, was designated to achieve its aim. Data was collected through two rounds of structured interviews with eight teacher mentors and subsequently analyzed through thematic analysis. The findings indicated that mentoring pre-service primary school teachers was emotionally charged. Participants experienced dynamic and complex emotions during the internship, including fluid expectations towards mentees' professional practices, uncertainty in instructional feedback and problem-solving, and openness to receptiveness in educational collaboration. At the end of this internship, participants expressed a sense of equifinality with their satisfaction in witnessing their mentees' professional growth. This research generated practical implications for stakeholders to acknowledge mentoring as emotionally complex. They should move toward mentoring models that equip mentors with socio-emotional intelligence training to ensure the quality of pre-service primary school teacher education.
... Samtliga projekt har utgått från en aktionsforskningsansats om betonar praktikens aktiva deltagande och att deltagarnas erfarenheter och reflektion kring praktiken ligger till grund för den skolutveckling som sker (Schön, 1987). Konkret har det inneburit att vi träffat personalen i fritidshem regelbundet i reflektionsmöten. ...
För en underbeforskad utbildningspraktik som fritidshem kan praktiknära forskning bidra till att stärka yrkesrollen, leda till kvalitetshöjningar och generera betydelsefulla forskningsresultat. I denna artikel vill vi lyfta fram hur viktigt ett ULF-projekt kan vara men också diskutera hur de specifika förutsättningar som råder i fritidshem, exempelvis avseende en mångskiftande personalgrupp, kan ha för konsekvenser för forskningsprocessen.
... This conceptualisation of reflection as a vital bridge between experience and learning resonates with the 5Es framework, which prompts practitioners to evaluate their experiences in relation to their initial expectations. The notion of "reflection-in-action", proposed by Donald Schön (1987), underscores the dynamic and continuous nature of reflection in professional practice. Schön argues that professionals engage in constant reflection during their work, modifying their approaches in response to emerging information and challenges. ...
Abstract
Professional development hinges on reflective practice, which allows practitioners to glean insights from their experiences and improve their performance. Whilst current models offer useful frameworks for reflection, they often overlook the role of expectations. This paper introduces a new approach, the 5Es Reflective Framework, which explicitly integrates expectations into the reflective process. The framework consists of five phases: Expectation, Experience, Evaluation, Explore, and Execute. This model encourages practitioners to recognise their initial expectations, recount their experiences, assess outcomes considering expectations, delve into emotions and beliefs, and finally, craft action plans based on the insights gained. The 5Es framework draws on influential theories of reflection and learning, including Dewey’s emphasis on reflection in learning, Schön’s concept of “reflection-in-action”, and Mezirow’s transformative learning theory. The 5Es framework offers numerous advantages for professional practice, such as heightened self-awareness, enhanced critical thinking, greater accountability, and ongoing professional development. It is versatile and can be employed in various settings, including individual reflection, group discussions, mentoring, and professional development programmes. By explicitly incorporating expectations, the 5Es framework addresses a significant shortcoming in existing models. It fosters self-awareness, encourages deeper analysis, and provides a clear, structured, and adaptable approach to reflective practice. The 5Es Reflective Framework presents a valuable new method for reflective practice, promoting a more comprehensive and multifaceted examination of experiences. By explicitly integrating expectations, it offers a robust tool for professionals across diverse fields to learn, grow, and enhance their practice.
Keywords
Reflective Practice, 5Es Framework, Expectation, Professional Development, Experiential Learning
... Secondly, Argyris (1980) has contended that developing tacit knowledge is akin to developing congruence between people's theories-in-use (world view and values underpinning their actions) and espoused theories (world view and values they believe their actions are based on). The key to achieving such congruence, according to Schön (1987), lies in encouraging the learner to reflect, both in-action (reflection that allows us to reshape our action while we are working on the problem) and on-action (reflecting back on what we have done after action). These two parameters have been expanded by Killion and Todnem (1991) to include reflection for-action (reflection that focuses on planning for the future and how to improve future outcomes based on experience). ...
This paper describes the development of reflective branching short cases to facilitate medical student’s acquisition of surgical decision-making skills. Decision-making skills are an important attribute of a competent surgeon. However, the acquisition of decision making skills is often not explicit in medical curricula and is developed by experience after graduation. Formative dynamic branching cases were developed for students to interact with, as part of a surgical decision-making eLearning site. The cases require students to make and reflect on decisions. Feedback is provided about the decision-making process, with links to eTutorials providing more information about decision making factors. Initial feedback from student testers indicates they welcome this learning strategy and feel that it encourages them to be more reflective about their decision-making skills. Interactive branching short cases with a focus on decision-making factors enable students to practice the three recognised modes of reflection; reflection in-action, on-action and for-action.
... We conducted three-month post workshop interviews with participants to determine if and how they have used the Web 2.0 tools and to identify factors that impacted positively and factors that impacted negatively on their ability to put what they learned into practice. Finally, reflection in practice and reflection on practice (Schön, 1987;Smith, 2001;Waters, 2005) formed a key part of our methodology. ...
Our paper reports on the provision and evaluation of continuing professional development workshops to teach educators how to use Web 2.0 applications and services constructively in their teaching. We describe the design research approach that we took to developing the workshops and we present the research results that led us to re-design the workshop format to the point where we are now delivering semi-structured, project-based workshops. Our paper concludes by discussing whether the project-based approach to teaching the workshops will result in higher levels of implementation by participants. We also consider whether introducing the university promotion process into the workshops will increase the incentive for participants to put what they have learned into practice.
Given the widespread use of generative artificial intelligence in different domains, the present study investigates Moroccan EFL teachers’ perceptions and practices of teacher artificial intelligence collaboration (TAC) for reflective practice and the impact it may have on their instructional practices. The study collects data from 56 Moroccan EFL teachers practicing in the Souss Massa region using a TAC for reflective practice questionnaire and semi-structured interviews. The findings show that participants generally view the integration of TAC into their reflective practice positively, but they express reservations about the irreplaceable nature of human interaction. The study also revealed that participants used TAC as a main or supplementary source of reflection. Further, the findings suggest that TAC for reflective practice can increase teacher confidence, identify areas for professional development, and potentially enhance instructional strategies. However, the findings highlight that many factors, such as teachers’ expertise and context of use, influence the effectiveness of TAC for reflective practice. Moreover, the study highlights the need for reflective practitioners to balance TAC for reflective practice and known forms of reflective practice. The study concludes with implications for different stakeholders.
This collection advocates for the use of participatory methodologies in conducting impact assessments. Published by the UK's Department for International Development, the collection provides a cross-sectoral examination of impact evaluations. Its purpose is to contribute to the development of a participatory framework for impact assessment by exploring problems, solutions, and policy and practice suggestions. The book is organised into thematic sections, each addressing key aspects of impact evaluation:
How baseline assessments can serve as catalysts for change and provide a framework for evaluating educational programmes. It examines the identification of stakeholders, the importance of considering audiences in evaluations, and the dynamics between different stakeholder groups, delving into the collaborations and tensions between local and external researchers, highlighting the insider/outsider debate in impact assessments. It explores the role of teachers as researchers, highlighting the importance of empowering teachers to evaluate their professional development and combine research methods with impact assessments.
Overall, the volume advocates for participatory methodologies in impact assessment, emphasising local ownership, stakeholder engagement, and the development of local capacity. It serves as a valuable resource for those involved in educational development and evaluation practices.
The current bibliometric study aims to document the scientific landscape surrounding reflective teaching by analysing the publication patterns and outlets, the thematic framework, and the intellectual landscape in the body of the related literature. A total of 2,227 publications were collected from the Web of Science. Search parameters were 'reflective practi*' and 'reflective teach*' for the keywords. The study employed the Bibliometrix package in R and VosViewer tools to map the field, uncover the research trends, and identify the leading territories. The research findings showed a significant increase in publication volume. Key authors in the field like Farrell and Keville were identified. Moreover, evolving themes such as the impact of COVID-19 and e-learning were revealed. Last but not least, the study highlights the enduring significance of reflective practice in fostering innovative pedagogy and enhancing educational research techniques, providing insight-ful information for the growth of reflective practice in pedagogy and research methodologies.
“Reflective Mindfulness: Transforming the Research Experience” takes the reader on a contemplative, consciousness-raising journey of change within the research process.
This pioneering book merges the principles of mindfulness with academic research, breathing fresh life into how readers can help researchers achieve an even deeper engagement with their work in the service of enhanced creativity, clarity, and resilience.
This book tackles all the mentioned issues, with its recommendations for reflection and mindfulness during research, using practical exercises, real-world examples, and personal stories. Whether you are an experienced scholar, a young researcher embarking on the first stages of your career, or a student starting on the first steps in your first research project. Tools for Achieving Your Goals through Mindfulness brings you the right tools and strategies to turn a research experience into a journey worth living and sharing.
The aim of this chapter is to explore how application of reflective practice can be used to identify future change to assist a paradigm shift to a holistic ecosystem for health and healthcare. It explains how reflection-on-practice can be used to identify lessons learnt from projects that were designed as collaborative partnerships to provide integrated health and healthcare to people living with disadvantage. Four reflective techniques are described: Narrative, Concept Mapping, Critical Incident Analysis, and Appreciative Inquiry. The techniques are tailored to the purpose of this book, first, to analyze the project experience for each of the 3P agencies of health and healthcare: Principles and Purpose (P1); People in Place (P2); and Practices and Processes (P3). Second, to undertake critical reflection of the projects to identify the challenges for collaboration in seeking to replace the habitual practice in health and healthcare of hierarchies of decision making.
The aim of this chapter is to discuss and reflect upon four methods of action designed to build relationships for collaboration that are aligned with the principles of Complexity science applied to a holistic ecosystem of health and healthcare. It first discusses the four methods of action to build relationships: distributive engagement, networking, participatory action research, and reflexive practice. It then analyzes the implications of these methods for the three agencies of health and healthcare: Principles and Purposes (P1); People in Place (P2); and Processes and Practices (P3). The outcome is the assemblage of an ecology of action to build relationships, termed the Distributive Action Relational Ecology (DARE) of health and healthcare. Finally, it reflects upon the link between modes of cognition (identified in the Chap. 8) and actions to build relationships. The Chapter concludes with the assemblage of an ecology of cognition and action, termed the DARE to CARE for health and healthcare.
Culturally responsive clinical supervision in counselling is a practice that acknowledges and integrates the cultural backgrounds and identities of both the counsellor and the client into the supervisory process. This approach recognises the impact of culture on an individual’s worldview, lived experiences, communication styles, and therapeutic needs, thereby fostering a more effective and empathetic counselling practice. An essential aspect of a culturally responsive approach is recognising the power dynamics inherent in the supervisory relationship and striving to mitigate these by promoting mutual respect and collaboration. Culturally responsive supervision also includes adapting supervision techniques to meet the diverse needs of supervisees, which are demonstrated in this chapter.
Este artigo apresenta um estudo documental e bibliográfico sobre os oito Fóruns Paulistas de Formação de Professores que Ensinam Matemática (FPFPEM), destacando seu contexto histórico e educacional, bem como os principais encaminhamentos discutidos. A análise revelou avanços, como o aumento da representatividade dos participantes e a relevância das temáticas abordadas, alinhadas a políticas públicas e diretrizes recentes. Entre os temas debatidos, destacam-se práticas pedagógicas, estágios, programas como PIBID e Residência Pedagógica, formação continuada e condições de trabalho docente. No entanto, identificou-se a ausência de uma normatização clara para os Fóruns, incluindo a falta de publicação sistemática dos relatórios finais e encaminhamentos, o que evidencia a necessidade de regulamentação por parte da SBEM-Nacional. Os Fóruns se consolidam como espaços essenciais para a articulação de debates sobre políticas públicas e educação, mas demandam maior organização para potencializar sua contribuição à formação docente e ao aprimoramento dos cursos de Licenciatura em Matemática e em Pedagogia, bem como à melhoria da Educação Básica.
This study portrays the qualitative potential of three iterative reflective problem posing instructions for preservice teachers to elicit the characteristics of mathematical modelling problems. The instructions are characterised by a problem posing prompt and different forms of reflective practices, reflection-on-action, reflection-in-action, and reflection on reflection-in-action. Each instruction was administered to a distinct cohort of 24 preservice mathematics teachers who worked in pairs to pose a modelling problem and provided a written reflection. A total of 36 modelling problems and associated reflections were analysed through content and thematic analysis. While content analysis was held separately for each instruction to elicit the task characteristics, thematic analysis compared these three sets of content analysis to reveal patterns that denote the potential role of the different forms of reflection for incorporating the task characteristics into modelling problems. The findings indicated an aptitude for the context to be a medium for developing mathematical insight, relying on the context-content balance and open-endedness nature of the modelling problems. Furthermore, preservice teachers’ reflective articulation addressed the sources of openness (i.e., multiplicity of solution methods, acceptable answers, assumptions, and realistic considerations) and ways operating with the open-ended nature of the modelling problems. Hence, reflective problem posing instructions demonstrated a form of educational support for posing modelling problems, the implications of which are further discussed.
The applied sport psychology field has created a niche for implementing services designed to enhance performance through mental skills training. Further, with the certification process of the Certified Mental Performance Consultant and the impending accreditation of graduate programs, the field is moving to increase systematic quality control. While minimum requirements have been established for didactic coursework, mentored experiences, and the qualifications of who can serve as an approved mentor, gaps exist in the theoretical and foundational grounding of professional mentorship. Many mentors may rely on consultation experience, experience as a mentee, or use intuition, or instinct to inform mentorship. The Association for Applied Sport Psychology had defined mentorship the same as supervision until a new definition was introduced in 2020, yet Association for Applied Sport Psychology’s language continues to borrow from the supervision literature to guide mentors with limited research on what mentors do in sessions and how they relate to mentees, provide feedback, and assess or evaluate competency. Further, there is no structured model of applied sport psychology mentorship that addresses the distinct differences between supervision and mentorship. This manuscript includes extensive literature on mentorship and supervision to create a unique model (Fluid Mentorship Model) to provide the infrastructure for the unique nature of the field of applied sport psychology and mental skills training. A sport, exercise, and performance psychology-specific mentorship model is proposed to serve as a foundation for educating mentors, practicing mentorship, and researching mentorship efficacy.
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