reflective practice

Academic Reflective Practice: Tools Supporting the Self-Evaluation Approach

Author: Lidia Bielinis
Institution: University of Warmia and Mazury in Olsztyn
Year of publication: 2020
Source: Show
Pages: 210-227
DOI Address:
PDF: kie/128/kie12812.pdf

The aim of the text is to analyse author’s own reflective research practice and to give an account of a few exemplifications of tools supporting the self-evaluation process of own academic work, carried out under a case study strategy. Contemporarily, the process of empirical material collection and analysis can be supported by various computer-assisted technologies. The article attempts to present their employment in the self-evaluation approach and the value they have when they are used in qualitative inquires.

Anja Pabel, Josephine Pryce, and Allison Anderson (Eds.), Research Paradigm Considerations for Emerging Scholars, Channel View Publications, Bristol–Blue Ridge Summit 2021,

Author: Rozalia Małgorzata Ligus
Institution: University of Wrocław
Year of publication: 2021
Source: Show
Pages: 279-286
DOI Address:
PDF: kie/134/kie13416.pdf

Research Paradigm Considerations for Emerging Scholars (2021), edited by Anja Pabel, Josephine Pryce, and Allison Anderson, published by Channel View Publication (DOI: 10.21832/9781845418281), is notable among methodological publications for its scientific openness and permission to experimentation in the research process. The book’s target audience is postgraduate HDRs, emerging scholars and higher-degree supervisors, lecturers in methodology seeking to enhance their reflexivity. According to the authors, it is the reflexive approach that differentiates this book from other methodological books, especially those intended for researchers who are in the process of development regardless of their academic status. Among Polish methodological books there is no publication which as clearly as the book Research Paradigm Considerations… encourages the development of cognitive research curiosity by applying and developing already known paradigms but also by modifying them depending on the socio-cultural context of the research. I recommend this book to anyone who is looking for practical applications of paradigms, but the subject of their research cannot be clearly categorized.

Teachers’ Attitude towards Reflective Practice in Public and Private Sector at Higher Secondary Level

Author: Farkhanda Tabassum
Institution: National University of Modern Languages (NUML) Islamabad
Author: Sufi ana Khatoon Malik
Institution: National University of Modern Languages (NUML), Islamabad
Year of publication: 2014
Source: Show
Pages: 278-287
DOI Address:
PDF: tner/201402/tner3622.pdf

The study was conducted to explore teachers’ attitudes towards reflective practice in public and private sector at the higher secondary level. Objectives of the study were to investigate teachers’ attitude about the need for reflective practice in teaching and to explore teachers’ attitudes towards the use of reflective practice for understanding students’ learning difficulties. It was a descriptive study done in the Pakistani context. For this purpose, the researcher developed a questionnaire to find out teachers’ attitudes towards reflective practice. Data was collected through the stratified random sampling technique from 300 teachers teaching higher secondary classes of private and public sector higher secondary schools/ colleges. The analysis of the data was made by applying mean, SD (standard deviation), t-test and ANOVA (analysis of variance) through SPSS (statistical package for social sciences). The findings showed that teachers of both the public and private sectors did not realize the need for reflective practice at the higher secondary level for understanding students’ learning difficulties. It was recommended that teachers of the public and private sector may be aware of reflective practice through training programs. Strategies of reflective practice are supposed to be used by teachers in the teaching learning process. It is suggested that reflective practice may be mentioned in the syllabus of the training course. The findings of the presented study have implication for teachers and curriculum developers of professional development programs.

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