Schön (1987) has suggested that professional education undervalues practical knowledge and grants privileged status to intellectual scientific and rational knowledge forms that may only be marginally relevant to practical acting. This is not just an issue of sociology of knowledge. The literature of teaching and teacher education has shown that professional practices of educating cannot be prop...

This article isolates and observes the impact of peer readership on low-stakes reflective writing assignments in two large Introduction to Sociology classes. Through a comparative content analysis of over 2,000 private reflective journal entries and semipublic reflective blog posts, I find that both practices produce distinct forms of reflection. I argue that these differences can be understood...

The current demands faced by elite sports coaches and the nature of their educational experiences are outlined. Examination of current approaches to coach education are considered in relation to research evidence which describes the key skills required in elite sports coaching. Recently, reflective practice has emerged as a key skill with which to enhance coach learning and increase the value o...

This article addresses how the professional identity of a teacher is constructed through narrative with two intended goals: 1) to examine the ways in which theories of teacher education are embedded in professional identity, and 2) to suggest the inclusion of individual narrative analysis as a reflective tool in professional development and teacher education. A teacher’s spontaneous conversatio...

Teachers’ reflection on the teaching-learning process is valuable in stimulating successful lesson delivery and maximize students’ engagement their learning. In a broader sense, reflective practice one of lifelong learning skills, which takes pivotal role teacher professional development. However, teachers often encounter challenges conducting activities due to lack systemized understanding pra...

Clinical judgment is an essential skill needed by RNs. Employers expect new graduate nurses to enter the work-force with established clinical judgment skills. Therefore, nurse educators must ensure that prelicensure nursing students develop clinical judgment before graduation. This qualitative, interpretive description study reviewed the reflective journals of 30 prelicensure nursing students w...