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Teachers are the most important resource in any school system. However, operating at the intersection of knowledge, skills, and the transmission capacity of values through reflective practice can be challenging. This study focuses on the experience and challenges of teachers in higher education institutions (HEIs) in Ethiopian public universities when it comes to reflective practice. To achieve our objective, we used a descriptive survey research design with a mixed research approach to collect primary data from 140 HEIs teachers (127 male and 13 female) at four public universities in Ethiopia. We employed a random sampling technique and utilized questionnaires, and interviews. We used two types of questions to gather data: one to assess the teachers’ experience with reflective practice and levels of instruction, and the other to identify problems and instruction levels. Qualitative data were analyzed through subject description, while quantitative data were tested using descriptive, Pearson correlation, and univariate analysis of ANOVA statistics. The results indicate that the experience of HEIs teachers reveals significant associations in all favorable aspects of reflective practice components (i.e., reflection-in-action, reflection-on-action, reflection-with-action, and self-appraisal). However, some teachers agreed or disagreed that they faced challenges in their teaching experience. Some problems encountered were agreed upon, while others were not. Based on these findings, we provide recommendations for improvement.

The aim of this study was to identify the types of reflective writing produced by a cohort of medical students undertaking a clinical psychiatry module as part of their undergraduate medical programme at a University in the Republic of Ireland. A random sample of 80 reflective essays were selected for review. These assignments were evaluated using a comprehensive content analysis process with a pre-determined reflective writing coding instrument and coding protocol. Dialogic reflection was the most common type of reflective writing identified, with 56.3% (n = 45) of the summative assignments categorised as such. Twenty five percent (n = 20) of the assignments were classified as descriptive reflection, while 18.8% (n = 15) of the assignments demonstrated critical reflection. Overall, the findings of the study indicate that this innovative programme was successful in fostering and developing reflective writing in medical students to quite an advanced level. The paper concludes with specific recommendations for facilitating reflective writing in professional and higher education.

Crisis situations such as the current Covid-19 pandemic are a catalyst for change. This study stresses the need to work towards achieving quality education, and to prepare future teachers in sustainability competencies. The research questions are related to the key competencies necessary to accelerate change and to how to increase awareness and literacy of the SDGs in higher education. A quantitative methodology aimed at improving the training of future teachers who engage in reflective and critical thinking was used. Data were gathered on the level of reflection of students from three Spanish universities. The instrument used, the Reflective Practice Questionnaire, includes concepts defined in the literature related to reflective capacity such as Reflection in Action, Reflection on Action and Reflection with Others. The results of the study provide quantitative data showing a positive impact of reflective practice on future teachers. Education for sustainable development requires participatory methods that motivate and empower students to change their behaviour. Reflective practice must be accompanied by processes of communication and supervision that encourage confidence and the desire to improve. Training future teachers in reflective practice should be a differentiating element to achieve quality education, allowing adaptation to current and future adverse situations.

This small-scale study investigates how collaborative reflective practice can foster teacher leadership among preservice and novice EFL teachers, while recognizing the benefits and challenges related to this approach. The findings suggest that collaborative reflective practice offers personal, social, and professional benefits, such as enhanced confidence, social support, and developed pedagogical practices. Yet, problems, including time limitations and changing levels of reflective expertise, were identified. This study contributes to the developing body of literature on teacher leadership by emphasizing the role of collaborative reflective practice in enhancing leadership development among EFL teachers. Este estudio narrativo investiga los beneficios y desafíos asociados a la práctica reflexiva colaborativa y cómo esta puede fomentar el liderazgo entre profesores de inglés en formación y principiantes. Se encontró que la práctica reflexiva colaborativa ofrece beneficios personales, sociales y profesionales, como una mayor confianza, apoyo social y el desarrollo de prácticas pedagógicas. Sin embargo, también se identificaron problemas como limitaciones de tiempo y niveles variables de experiencia reflexiva. Este estudio contribuye a la creciente literatura sobre el liderazgo docente al enfatizar el papel de la práctica reflexiva colaborativa en el desarrollo del liderazgo entre docentes de inglés.

PurposeThe creation of new practice learning environments for healthcare students promotes the development of professional judgement skills and decision-making. Through the modelling of established practices across other subject disciplines, Healthcare Technicians designed and created the Clinical Skills Lounge to support student learning outside of scheduled classes.Design/methodology/approachThe design and development of a new learning and simulation space for healthcare students was created following feedback from students. Using a model of learning support for students across the creative subject disciplines, the creation of the Clinical Skills Lounge provided an opportunity to create a space where practical techniques could be practiced and support provided by Technicians.FindingsStudent feedback highlights the importance and flexibility of the Clinical Skills Lounge design and opportunities to learn and practice key skills outside of timetabled sessions. Greater confidence and opportunities to further develop decision-making skills were reported by students who use this space.Originality/valueThis particular type of learning environment promotes greater reflection, provides the opportunity for students to learn alongside their peers and encourages inter-professional learning. The opportunities for greater decision-making, confidence building and preparation for clinical placements.

Objective: Study 5, from a series of six, examines the influence of attendance rates and personal attendance preferences on the effectiveness of Reflective Practice Groups (RPGs). It also explores participant perceptions regarding benefits and barriers of RPG. This article presents the current study in context of associated research and attempts to synthesise the collective findings. Background: Nursing can be associated with burnout, secondary traumatic stress (STS) and compassion fatigue. RPGs might help mitigate these negative impacts. Study Design/Methods: This cross-sectional study surveyed a cohort of 190 nurses (88% female) using validated scales to assess professional quality of life (ProQOL), job satisfaction (JS) and psychological distress, alongside perceived effectiveness of RPG, attendance rates and preferences. Open-ended questions explored perceived barriers and benefits to attendance. Results: Nurses who attended less RPGs reported higher STS. Those who preferred to go more frequently also reported higher STS however level of attendance and personal preference did not affect each other. Nurses attending 'as often as groups are run' also rated the effectiveness of RPG more highly. Other outcome measures were not significant for either variable. Perceived benefits of RPG included sharing, support, cohesiveness, skills development and facilitatory alliance. Barriers included workloads, rostering, time constraints and discomfort in a group setting. Discussion: The majority of nurses reported higher STS, preferred to attend RPGs more frequently, and rated them as more effective. Nurses who attended more RPGs reported significantly lower STS, indicating a restorative benefit. The lack of significance for Compassion Satisfaction (CS) ratings contrasted with findings of earlier studies. Logistical issues and discomfort in groups were barriers to RPG attendance. Perceived benefits related to personal and workgroup development. Alongside findings from the overarching project, results indicate a positive correlation between effective RPGs, personal and job resources, and aspects of ProQOL. Conclusion: Nurses with higher STS find RPGs more useful and want to attend more often. Higher RPG attendance is associated with lower STS. Voluntary attendance, facilitatory alliance, promotion of psychological safety, and organisational support are key considerations. In context of the overarching project, RPG attendance has been positively correlated with various aspects of ProQOL, personal and job resources. Cause and effect are still not clear and further research is required. What is already known about the topic? - RPGs are positively correlated with personal and job resources and CS. - Barriers to reflecting in RPGs include workplace logistical issues. What this paper adds: - Greater RPG attendance is associated with lower STS. - Nurses with higher STS prefer to attend more often and find RPGs more useful. - Discomfort in a group setting is an important consideration and should be addressed through effective facilitation and management of group process to promote psychological safety. - RPGs have now been positively associated with a greater number of personal resources, job resources and aspects ProQOL.

Teaching practice has long been considered a fundamental and integral part of any teacher education programme, but also very demanding for novice teachers when they are confronted with the reality of the classroom, for the first time in many cases. Teacher educators aim to allow student teachers to experience practice opportunities reflective of their many potential real-world future teaching scenarios, including, for example, teaching online through video conferencing tools or virtual reality. One such mode is teaching in chatrooms, using written language only, which is the focus of this paper. The aims of this research are therefore to investigate the use of corpus based reflective practice (CBRP) using a (written) chatroom corpus with student teachers and evaluate this approach through an exploration of their recounted perceptions. To do this, we conduct a preliminary corpus-based analysis of some of the more salient features of the student teacher chatroom corpus and examine how these align with the student teachers’ reported perceptions. Secondly, we aim to identify and evaluate the nature of the (spoken) discussions in the post-chatroom teaching experience interactions between the teacher educator and student teachers with reference to reflective practice engagement.

Conducting an investigation on the needs and experiences of doing Reflective Practice (RP) by Indonesian EFL teachers, this article exposes three main points: EFL teachers’ needs for RP model, their understanding and previous experiences of conducting RP, and a proposed RP model with the integration of Lesson Study (LS) principles. All data were collected through a closed and open-ended questionnaire, semi-structured interview, and focus group discussion involving 125 EFL teachers, 3 school principals, and 3 supervisors. The data reveal that the majority of the teachers, principals, and supervisors admitted that RP in EFL context is highly needed to evaluate the instructional documents as well as the teaching and learning processes that can be carried out before, during, and after the class ends. However, their understandings of RP and their previous and present practices of teaching reflection are limited. For example, the practice of their reflection-after-lesson only requests the students to give comments on the teacher’s performance. While peer collaboration is highly recommended in LS, it is the principal and supervisor’s visit/supervision that is considered collaborative reflection by the teachers. Hence, a holistic and integrative RP model with LS principles for EFL classrooms needs to be specifically designed and developed that is appropriate with Indonesian cultural teaching context.

Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own lectures, with the ulterior aim of promoting a corpus-based reflective practice (CBRP) model that would help other teachers do the same. Secondly, we introduce collaborative micro auto-ethnography (CMAE) to illustrate how our model can facilitate the noticing of different aspects of teacher talk and lead to, what we call, snowball reflections (i.e., a sequence of reflective talk that extends a topic and spreads from one participant to the next). Our approach shows that corpus analysis, coupled with collaborative reflections, has the potential to not only enhance language use but also stimulate broader and deeper pedagogical discussions on and insights into teaching styles and student engagement, going beyond analyses of single words and lexico-grammatical patterns in teacher talk. We argue that there should be institutional support for developing new corpus-based professional development initiatives and that researchers can benefit from using ethnographic data together with detailed analyses of interactions.

IntroductionIn November 2020, one Sexual Health service in London introduced monthly Balint groups for its doctors, nurses, and healthcare assistants. Balint groups are a form of communal reflective practice in which participants discuss the interpersonal, rather than clinical, aspects of a case, including how they have impacted the clinician.In November 2022, a survey was carried out to evaluate the experience of staff participating in these groups.MethodsOnline survey emailed to all 48-participating staff.Results• Out of 48 invited, 25 responded (52%).• Most respondents were doctors (58%).• Most respondents (75%) found Balint groups valuable.• Specific benefits identified included:o Availability of a supportive environment in which to share emotionally challenging cases and gain perspectives of colleagues.o Opportunity to improve understanding of clinician-patient relationship.o Strengthening of rapport and trust with colleagues.• Drawbacks identified included:o Perceived lack of relevance for all clinical team members.o Inter-participant dynamics adversely impacting group’s effectiveness.DiscussionThis survey documents the feedback of participants in the first trial of Balint groups for clinical staff in a UK Sexual Health setting. The low response rate may have biased the results, and further work would benefit from a larger sample size, as well as from exploring the views of those who did not respond. Responses highlight the value of these groups to be in cultivating, and learning from, a regular reflective practice focused on the interpersonal aspects of patient encounters. The results also suggest that the groups may improve morale and trust among staff. Overall, by bringing to light the role of Balint groups in promoting clinicians’ personal development–and hence their ability to continue providing high-quality care–this survey offers a distinctive perspective on health promotion and prevention.