Recent years have seen a rekindling of interest in the method of reflective equilibrium. Most of this attention has been suspicious, however. Critics have alleged that the method is nothing more than a high-minded brand of navel-gazing, that it suffers from all the classic problems of inward-looking coherence theories, and that it overestimates the usefulness of self-scrutiny. In this paper I a...

Objective - This study aims to explore the reflective inquiry practices of instructional leaders and examine if there is significant difference in respondents’ based on their personal profile. Methodology/Technique – The survey-questionnaire underwent reliability testing yielded a result .936. Appropriate statistical tools such as frequency or mean ANOVA were used determine Finding results indi...

In this study we aimed to identify the relation between students’ reflection levels and their inquiry learning outcomes (i.e. their formulated conclusions) after conducting a complete inquiry cycle in an online Go-Lab Inquiry Learning Space (ILS). We expected that students exhibiting a higher reflection level would be more experienced in formulating higher quality conclusions than students at a...

Abstract Collaborative teacher learning is thought to improve teaching practice and student outcomes. Key such Reflective Professional Inquiry (RPI); seen as vital if practitioners are engage effectively with new knowledge ideas. Yet RPI under-conceptualised little known about how facilitate effective RPI. With this study we in a meta-narrative literature review, covering range of disciplines (...

The purpose of this paper is to look into the effect utilizing cooperative inquiry based strategy on enhancing reading comprehension and reflective thinking skills for English majored college students. treatment group consists (50) EFL university students which are randomly selected. questionnaire was technique used collecting data in context. SPSS analyze collected data. study findings confirm...

Teacher professional development, as a burgeoning term, has attracted a surge of interest in English language teaching. In second language (L2) professional development, the common orthodoxy has been one which considers teachers as that of knowledge consumers. It is commonly argued that top-down approaches to teachers’ professional development has done little to maximize teachers’ professionali...