The paper presents a teaching experience implemented in two Sociology of Work courses at Spanish universities. practice consists the leisurely, reflective and critical reading classic text Work, after which students must prepare mind map, that is, graphic representation ideas are schematically organized associated. analysis students’ responses to questionnaire allows us affirm maps is creative,...

The study focuses on exploring the reflective constraints of a pedagogue in the framework of reflective thinking. By applying the qualitative technique of stimulated recall, video-taped lesson analysis and commentaries on real life classes it shows the factors restricting reflective thinking. The participant in the study was a secondary school teacher of mathematics pursuing his teaching career...

Discourse has been thought to be an essential aspect of high quality education (Bean & Stevens, 2002; Harkness, D’Ambrasio & Marrone, 2006; Wade, Fauske & Thompson, 2008; NCTM, 2000; Heller, 2004). But because the teaching profession is sometimes one of isolation and disconnecteness (Wong & Wong, 2001; Zmuda, Kuklis & Kline, 2004; Sparks & Hirsh, 1997), teachers may not get opportunities to eng...

The proposition that teaching is a reflective profession prominent within educational discourse. Theories underpin reflection are critical component of initial teacher education (ITE) programmes. This study aims to assess the reliability modified Reflective Practice Questionnaire (RPQ) in population ITE students; and compare findings other studies using RPQ professions. reports cross-sectional ...

One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning. We discuss reflective learning pedagogies and present two case examples of our preferred method, ...