Depth-hermeneutics: a psychosocial approach to facilitate teachers’ reflective practice?

TEACHERS AS REFLECTIVE PRACTITIONERS: A SURVEY ON IRANIAN ENGLISH TEACHERS’ REFLECTIVE PRACTICE

Reflective teaching, which has gained the status of an integral element of teacher pedagogy, is still an elusive concept, probably because it is merely attainable when teachers are provided with opportunities for building professional knowledge and for showing reflective teaching practices. The present study aimed at examining the English language teachers’ perception of their level of reflecti...

EFL Pre-service Teachers’ Concerns: A Reflective Practice

Central to the spirit of reflective teaching is the ability to focus critically on one’s own beliefs, cognitions, and concerns. Numerous proposals have been developed for implementing reflective practices in pre-service teacher education contexts with the aim of producing highly competent reflective teachers. However, it is imperative to identify the candidates’ beliefs and knowledge base befor...

Groups facilitate self-reflective practice.

Using Hermeneutics as a Qualitative Research Approach in Professional Practice

This paper is targeted primarily at doctoral students and others considering hermeneutics as a research strategy. Research using hermeneutics was carried out with occupational therapy educators and clinicians in Australia, New Zealand, Canada, and the UK. A total of 53 participants engaged in focus groups and individual interviews over a one-year. The paper explores hermeneutics as a credible, ...

Continued competence--a reflective practice approach.

A B C D What is Continuing Competence? Continued Competence is the ongoing acquisition and application of knowledge and the decision-making, psychomotor, and interpersonal skills expected of the licensed nurse resulting in nursing care that contributes to the health and welfare of clients served. Why is continuing competence important to the Board of Nursing? The Board is responsible for protec...