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Defining Reflection: Another Look at John Dewey and Reflective Thinking
Abstract
Thinking, particularly reflective thinking or inquiry, is essential to both teachers’ and students’ learning. In the past 10 to 15 years numerous commissions, boards, and foundations as well as states and local school districts have identified reflection/inquiry as a standard toward which all teachers and students must strive. However, although the cry for accomplishment in systematic, reflective thinking is clear, it is more difficult to distinguish what systematic, reflective thinking is. There are four problems associated with this lack of definition that make achievement of such a standard difficult. First, it is unclear how systematic reflection is different from other types of thought. Second, it is difficult to assess a skill that is vaguely defined. Third, without a clear picture of what reflection looks like, it has lost its ability to be seen and therefore has begun to lose its value. And finally, without a clear definition, it is difficult to research the effects of reflective teacher education and professional development on teachers’ practice and students’ learning. It is the purpose of this article to restore some clarity to the concept of reflection and what it means to think, by going back to the roots of reflection in the work of John Dewey. I look at four distinct criteria that characterize Dewey's view and offer the criteria as a starting place for talking about reflection, so that it might be taught, learned, assessed, discussed, and researched, and thereb…
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“The latter process for teachers is generally conceptualized as a cycle whereby teachers: identify problems, (re)frame and generate possible explanations for them, draw conclusions, hypothesize action plans, and test those plans in practice (Dewey, 1933/ 1964; Rodgers, 2002; Sch€on, 1983).”
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“Those involved in teacher education or familiar with educational philosophy may associate reflection with Dewey’s educational philosophy, usefully summarized by Rodgers (2002).”
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“Rodgers (2002), distilling the work of Dewey, identified a criterion of reflection as making meaning, providing progression of learning from one experience to another with a greater understanding of linkages with other ideas and experiences.”
BackgroundBjørke, L., Standal, Ø. F., & Moen, K. M. (2022) · Educational Action Research · doi:10.1080/09650792.2022.2062407 · Cited by 13
“Although our understanding of reflection draws on the work of Dewey (1910), it remains somewhat unclear how Dewey actually understood reflection on a more concrete level (Rodgers 2002).”
BackgroundMelasalmi, A., Hurme, T.-R., & Ruókonen, I. (2022) · ECNU Review of Education · doi:10.1177/20965311221103886 · Cited by 17
“…seeking out future growth (Zuckerman, 2011), which needs to take place in a community through interaction with others (Cherrington & Dalli, 2019; Rodgers, 2002) since teachers’ daily work involves knowing how to make appropriate decisions within relationships that can be seen as pedagogically…”
BackgroundLeveraging Artificial Intelligence (AI) As a Critical Friend: The Affordances and Limitations
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The relation between prior knowledge and students’ mathematics reflective thinking ability
Muntazhimah, M., Turmudi, T., & Prabawanto, S. (2021) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1731/1/012043 · Cited by 11
Adha, S. M., & Rahaju, E. B. (2021) · Jurnal Pendidikan Sains/Jurnal penelitian pendidikan matematika dan sains · doi:10.26740/jppms.v4n2.p61-71 · Cited by 11
Muszkat-Barkan, M. (2022) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/01614681221086675 · Cited by 10
“Promoting teachers’ reflective dispositions in relation to the self and others is a common goal of PD programs (Rodgers, 2002) and echoes some of the fundamental capacities of intercultural competence, such as respect toward other cultures, curiosity, and discovery (Deardorff, 2006).”
BackgroundCockerham, D. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-023-10294-1 · Cited by 11
“The reflective process began with an action, or experience, and then moved sequentially through a description of the experience, an analysis of the experience, and the testing of theories that were generated from the experience (Dewey, 2010; Rodgers, 2002).”
Normative learning generates behaviour change: The case of drowning prevention
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PHYSICAL EDUCATION TEACHERS AS REFLECTIVE PRACTITIONERS AND ACTION RESEARCHERS IN THEIR WORK
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Gökalp, G., & Can, İ. (2021) · Action in Teacher Education · doi:10.1080/01626620.2021.1939194 · Cited by 10
“This is in line with Rodgers’ (2002) assertion that reflection and inquiry are essential to student learning.”
BackgroundResultGreen sprouts: Transformative learning in learning through participation (LTP)
Sakinofsky, P., Amigó, M. F., & Janks, A. (2018) · Educational Research for Social Change · doi:10.17159/2221-4070/2018/v7i2a9 · Cited by 10
“There is also an imperative for the convenor to participate in reflection to enhance her or his teaching, learning, and action research, as noted by Rodgers (2002) and Leitch and Day (2000).”
BackgroundInfluentialDelving Into Teachers’ Development Through Portfolio Reflections: Case Studies of Three Teachers
Fox, R. K., White, S., Kidd, J. K., et al. (2008) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2008.020112 · Cited by 10
“Consequently, we began to focus on understanding teachers’ reflective development through what Rodgers (2002) describes as four levels of critical reflection.”
BackgroundResultInfluentialExamining Why and for Whom Reflection Diversity Training Works
Lindsey, A., King, E. B., Amber, B., Sabat, I. E., & Ahmad, A. S. (2019) · Personnel Assessment and Decisions · doi:10.25035/pad.2019.02.010 · Cited by 10
The importance of promoting critical thinking in schools: Examples from Germany
Rott, D., Kohnen, M., & Fischer, C. S. (2024) · Gifted Education International · doi:10.1177/02614294241251577 · Cited by 9
“His approach to re fl ective thinking must also be viewed through this lens (Dewey, 1910, 1933), which can be de fi ned as a meaning-making process in which experience and interaction with others are particularly important (Rodgers, 2002).”
BackgroundØsterlie, O., Frantzen, H., & Portals-Riomao, A. (2024) · Sport Education and Society · doi:10.1080/13573322.2024.2417070 · Cited by 13
“[student-teaching-student] The assumption presented in Figure 2 is supported by scholars (Rodgers, 2002) who conclude that criteria for reflection rely not only on cognitive discipline, but also on individuals’ engagement with the experience through emotional discipline.”
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Kwon, Y. G., Namgung, M., Park, S. H., et al. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05893-2 · Cited by 8
“Dewey defines reflective thinking as conscious thought in the problem-solving process, which can be considered as the active utilization of knowledge gained through experience [28].”
BackgroundThe Impact of Critically Reflective Teaching: A Continuum of Rhetoric
Burbank, M. D., Ramirez, L. A., & Bates, A. J. (2016) · Action in Teacher Education · doi:10.1080/01626620.2016.1155095 · Cited by 10
“Reflection, for Dewey (1933), was centered on meaning making, moving one from experience to experience with a deeper understanding of relationships and connections between and among ideas (Rodgers, 2002).”
BackgroundInfluentialDriven by History: Mathematics Education Reform
Permuth, S., & Dalzell, N. M. (2013) · International Journal of Educational Reform · doi:10.1177/105678791302200303 · Cited by 8
deMarrais, K., Moret, L., & Pope, E. M. (2018) · International Research in Higher Education · doi:10.5430/irhe.v3n2p83 · Cited by 9
Professional and Personal Use of Reflection by Engineering Faculty, Students, and Practitioners
Carberry, A. R., Harding, T. S., Cunningham, P. J., et al. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--30896 · Cited by 8
“Educated practitioners utilize reflection to connect the knowledge of their fields, infuse this knowledge with meaning, and intertwine knowledge with their own personal identities [1-7].”
BackgroundResultInfluentialUSTABULUT, M. Y., & Kara, M. (2019) · Bayburt Eğitim Fakültesi Dergisi · doi:10.35675/befdergi.503252 · Cited by 8
Varghese, C. A., Crawford, A. D., Morgan-Dorsey, L., Ahmed, M., Prendergast, L. A., & Osborn, T. (2022) · Early Childhood Education Journal · doi:10.1007/s10643-022-01349-8 · Cited by 8
“231) and consider their teaching practices in the context of student learning (Rodgers, 2002).”
BackgroundInfluentialHoude, P. M. A. (2022) · The Qualitative Report · doi:10.46743/2160-3715/2022.4861 · Cited by 8
PORTFOLIO ASSESSMENT AS A TOOL FOR PROMOTING REFLECTION IN TEACHER EDUCATION: A LITERATURE REVIEW
Nguyen, M. B. (2021) · VNU Journal of Foreign Studies · doi:10.25073/2525-2445/vnufs.4751 · Cited by 8
“Over the past three decades, reflection and reflective practice have been regarded as an approach to practice towards which teachers and teacher educators must strive (Gore & Zeichner, 1991; LaBoskey, 1993; Rodgers, 2002).”
BackgroundPGCE students’ learning through reflective journaling during teaching practice: An exploratory study
Segalo, L., & Dube, B. (2022) · South African Journal of Education · doi:10.15700/saje.v42n2a1956 · Cited by 8
An Integrated Model of Collaborative Knowledge Building
Singh, G., Hawkins, L., & Whymark, G. (2007) · Informing Science and IT Education Conference · doi:10.28945/3054 · Cited by 8
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“Reflective thinking begins with confusion by the problem solvers [26].”
BackgroundReflective writing analytics and transepistemic abduction
Gibson, A. (2017) · Queensland University of Technology · doi:10.5204/thesis.eprints.106952 · Cited by 8
Learning to see complexity: teachers designing amidst indeterminacy
Warr, M., & Mishra, P. (2023) · Professional Development in Education · doi:10.1080/19415257.2023.2253821 · Cited by 7
“However, the term reflective teaching itself has become muddied and is often used uncritically (Rodgers 2002, van Manen 1995, Zeichner and Liston 2014, Zeichner and Liu 2010), and ‘In becoming everything to everybody, it has lost its ability to be seen’ (Rodgers 2002, p. 843).”
BackgroundCodina, G. N., & Robinson, D. (2024) · Education Sciences · doi:10.3390/educsci14020140 · Cited by 7
Working Towards Meaningful Reflection in Teacher Education as Professional Learning
Elliott-Johns, S. E. (2014) · LEARNing Landscapes · doi:10.36510/learnland.v8i1.677 · Cited by 7
“Rodgers (2002) also points out that a number of problems emerge in the practice and research on teacher education as a direct result of confusion around the meaning of reflection: What kinds of thoughts qualify as reflection?”
BackgroundTHE IMPACT OF CRITICAL THINKING ON LEARNERS� EFL VOCABULARY RETENTION: THE ARAB CONTEXT
Elyas, T., & Al-Zahrani, B. S. (2019) · Indonesian EFL Journal · doi:10.25134/ieflj.v5i2.1901 · Cited by 6
(2022) · European Journal of Contemporary Education · doi:10.13187/ejced.2022.1.110 · Cited by 7
Perceptions of practicum actors in the primary teacher education practicum program
Beshir, S. A., Kelkay, A. D., & Melesse, S. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2206628 · Cited by 11
“the consequences obtained from the analytical phase in actual practice (Rodgers, 2002).”
BackgroundModeling preservice middle school science teachers’ reflective practice
Karlström, M., & Hamza, K. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2215615 · Cited by 7
“Rodgers (2002), with reference to Dewey, argues for the benefits of collaborative reflection, as participants’ experiences get confirmed to a greater extent than when reflection is made individually, thereby broadening the field of understanding and supporting engagement in the process of inquiry…”
BackgroundGraham, S., Lester, N., & Dickerson, C. M. (2012) · The Australian journal of teacher education · doi:10.14221/ajte.2012v37n9.3 · Cited by 7
Kruger, C., van Rensburg, O. J., & de Witt, M. (2016) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v17i4.2458 · Cited by 7
Viau‐Guay, A., & Hamel, C. (2018) · Swiss Journal of Educational Research · doi:10.24452/sjer.39.1.5003 · Cited by 7
“À la suite de Rodgers (2002), nous proposons de résumer les propositions de Dewey concernant ce mode de pensée sous la forme de quatre caractéristiques.”
BackgroundAnalysis of Pre-Service Teachers' Reflective Thinking Ability Profile on Earth Physics Lectures
Rosmiati, R., Liliasari, L., Tjasyono, B., et al. (2020) · Jurnal Pendidikan Fisika · doi:10.26618/jpf.v8i1.3111 · Cited by 7
“guiding students to plan problem solving, helping to prepare tools and materials that are needed and develop appropriate work procedures [22].”
BackgroundStudents’ Engagements with Reflection: Insights from Undergraduates
Roldan, W., Turns, J., Arif, A., Tesoriero, G., & Xu, Y. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--33313 · Cited by 6
“In addition, reflection is a mechanism for learning that is available throughout life, and thus reflection is connected to notions of lifelong learning [4].”
BackgroundResultFörderung und Erfassung der Reflexionskompetenz im Fach Chemie
Kobl, C. (2021) · Logos Verlag Berlin eBooks · doi:10.30819/5259 · Cited by 9
García-Lázaro, I., & de Cózar, S. R. (2024) · Reflective Practice · doi:10.1080/14623943.2024.2421597 · Cited by 6
“Therefore, reflection affects all agents who participate in teaching-learning spaces, not only the practitioners but also PSTs, especially when facing the reflection of their professional action and its consequences (Rodgers, 2002).”
InfluentialLaoli, A. (2021) · IJEE (Indonesian Journal of English Education) · doi:10.15408/ijee.v8i2.20910 · Cited by 6
Allison, V. A., Haniford, L. C., & Ramirez, L. A. (2021) · Journal of Higher Education Theory and Practice · doi:10.33423/jhetp.v21i8.4503 · Cited by 6
Özbek, G., & Cho, S. (2022) · Gifted Education International · doi:10.1177/02614294221118005 · Cited by 6
“It rationalizes reasons for doing them, and evaluates both sufficiency and insufficiency of solutions for improving the problem situation (Dewey, 1933; Kızılkaya &Aşkar, 2009; Rodgers, 2002; Schön, 1983).”
BackgroundEnhancing the Value of Teacher Education Research
Symeonidis, V. (2023) · BRILL eBooks · doi:10.1163/9789004689992 · Cited by 9
Ville, P. A. D. (2010) · Journal of College Teaching & Learning (TLC) · doi:10.19030/tlc.v7i9.143 · Cited by 6
“Dewey saw reflection occurring in the context of community (Rodgers, 2002).”
BackgroundRecovering the Social Dimension of Reflection
Connell, M. (2014) · Journal of Catholic Education · doi:10.15365/joce.1702022014 · Cited by 8
“…problems that account for many of the difficulties with the concept of reflection as popularly conceived in teacher preparation programs, Rodgers (2002) reconstructed the concept by returning to Dewey (whose influence on his thinking Schön [1983] readily admitted) and identifying four…”
InfluentialSağır, Ş. U., & Bertiz, H. (2016) · Bartın University Journal of Faculty of Education · doi:10.14686/buefad.v5i2.5000154678 · Cited by 6
Marcolino, T. Q., Fantinatti, E. N., Gozzi, A. D. P. N. F., et al. (2016) · Cadernos Brasileiros de Terapia Ocupacional · doi:10.4322/0104-4931.ctoao0788 · Cited by 6
“…definam problemas de seu interesse, centrados em processos de trabalho, e utilizem tais processos como fontes de reflexão, avaliação e revisão de modos de compreensão e, consequentemente, prática, entendendo que esse tipo de reflexão implica em ações intencionais posteriores (RODGERS, 2002).”
BackgroundInterruptions: Thinking-in-Action in Teacher Education
Furman, C. E., & Larsen, S. M. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012200403 · Cited by 6
“…as contemplation (Arendt, 1971; Buchmann, 1989); reflection as a mode of considering one’s actions and their efficacy towards a goal (Birmingham, 2004; Dewey, 1997; Rodgers, 2002; Schön, 1983, 1988); and deliberating as one decides how to act (Dunne, 2005; Levinson & Fay, 2016; Pendlebury, 1990).”
BackgroundPartnership Between Teachers and School Counsellors for Quality Learning and Work in the Community
Šteh, B., Kalin, J., & Mažgon, J. (2021) · International Journal of Cognitive Research in Science Engineering and Education · doi:10.23947/2334-8496-2021-9-2-147-159 · Cited by 6
“…important to establish a safe environment and a relationship of mutual trust so that teachers can share with counsellors the concerns, problems and dilemmas they face when working in the classroom or with individual students and parents without feeling threatened (Korthagen, 2017; Rodgers, 2002).”
BackgroundConstructivism and reflective practice: An evidence-based approach to tertiary teaching
Woodward, D. R., Booth, S., Allen, E., Forbes, A., Donnelly, C., & Taylor, J. (2021) · Scope Contemporary Research Topics (Learning and Teaching) · doi:10.34074/scop.4010014 · Cited by 6
“As described by Rodgers (2002), critical reflection is a meaning-making process that moves a learner from one experience into another with a deeper understanding and a connection to other experiences and ideas.”
BackgroundMirror of Mind: Eliciting Critical Reflections in Preservice and Novice Teachers
Terrell, D. G., & Sherman, D. (2022) · Action in Teacher Education · doi:10.1080/01626620.2022.2036268 · Cited by 7
Almusharraf, A. M., Almusharraf, N., & Bailey, D. (2022) · Sustainability · doi:10.3390/su141811504 · Cited by 6
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Javahery, P., & Bavandi, Z. (2026) · Reflective Practice · doi:10.1080/14623943.2025.2521108 · Cited by 5
Pastolero, A. J. V. (2024) · International Journal of Innovative Science and Research Technology (IJISRT) · doi:10.38124/ijisrt/ijisrt24apr1587 · Cited by 7
The Power of Teacher Voice: Developing Agency, Advocacy, and Efficacy amid COVID-19
Ordynans, J. G., Narayanan, M., Rice, D., Vásquez, A. A. M., Wierzbowski, S., Ferrari, K., Hobbs, S., Pratt, T., & Vazquez, A. (2023) · The Teacher Educator · doi:10.1080/08878730.2023.2246705 · Cited by 7
“With an intentional structure, collaborative professional communities provide a place for teachers to engage in critical reflection, asking ongoing cycles of questions that dig deeper into the roots of issues, in order to work together toward meaningful change (Rodgers, 2002; Sch € on, 1987).”
BackgroundMethodShifting images of teaching in student teachers’ talk about microteaching
Lewis, K. B. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104438 · Cited by 5
The Role of Self-Reflection in an Indigenous Education Course for Teacher Candidates
Oskineegish, M. (2019) · in education · doi:10.37119/ojs2019.v25i1.390 · Cited by 5
“…under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License. www.ineducation.ca in teacher education (Farrell, 2012; Rodgers, 2002; Tann, 1993), as well as the use of selfreflection in developing a culturally responsive approach to teaching (Gay, 2010; Hammond,…”
BackgroundMethodInfluentialChristensen, J. M., Thönnessen, J., & Weber, B. A. (2020) · Educatia 21 · doi:10.24193/ed21.2020.19.02 · Cited by 5
“The following six phases of reflection, which clearly mirror the scientific method, consistently appear in Dewey’s writing (Rodgers 2002, p. 851): 1. an experience; 2. spontaneous interpretation of the experience; 3. naming the problems or the questions that arises out of the experience; 4.…”
BackgroundMethodWhat Is Good Academic Writing?
Godfrey, J., & Whong, M. (2020) · Bloomsbury Publishing Plc eBooks · doi:10.5040/9781350110410 · Cited by 5
Utilizing Slow Reading Techniques to Promote Deep Learning
Baldi, B., & Mejia, C. (2023) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2023.17113 · Cited by 5
Critical Self-reflective Engagement to Improve Professional Development for a Teacher Educator
Aryal, R. (2022) · Mathematics Education Forum Chitwan · doi:10.3126/mefc.v7i7.54787 · Cited by 5
“Concept of Critical Reflection for a Teacher Educator Reflection is a systematic, rigorous, and disciplined way of thinking (Rodgers, 2002) about one's own actions of thought, practices, beliefs, and values with its roots in scientific inquiry.”
BackgroundLubbe, A., Awad, A., Bunt, B. J., Kruger, C., Mokwatsi, G. G., Chahine, I., Pool, J., Beer, J. J. D., White, L., Mdakane, M., et al. (2023) · NWU self-directed learning series · doi:10.4102/aosis.2023.bk426 · Cited by 5
Reflective Practices of Pre-Service Teachers: Self-reflections on Micro Teaching
Aksu, D., ÇALIŞIR, M., & SELLÜM, F. S. (2023) · Sosyal Bilimler ve Eğitim Dergisi · doi:10.53047/josse.1362951 · Cited by 5
Mason (2016) · Education and Culture · doi:10.5703/educationculture.32.1.87 · Cited by 5
Work in Progress: Examining the Value of Reflection in Engineering Practice and Education
Csavina, K. R., Carberry, A. R., Harding, T. S., et al. (2018) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--29156 · Cited by 5
“Reflection has long been considered an important aspect of the educated practitioner (Dewey, 2012; Moon, 1999; Rose, 2013; Schön, 1983, Rodgers, 2002; Brookfield, 1995; Mezirow and Associates, 1990).”
BackgroundReflective Thinking and Probabilistic Thinking: An Example of Elementary School Students
ÖZYILDIRIM-GÜMÜŞ, F., & Özyıldırım, G. (2020) · Acta Didactica Napocensia · doi:10.24193/adn.13.1.5 · Cited by 5
“…thinking, which is understood to be important in both teacher and student learning, is defined as a standard and from past to present and many commissions, institutions, countries and local school administrations have thought that all students and teachers should endeavor on this (Rodgers 2002).”
College Classroom Diversity as a Source of Scholarly Learning for Teachers
Lutz, C., Bouwens, A., & van Goch, M. M. (2023) · College Teaching · doi:10.1080/87567555.2023.2228444 · Cited by 5
“Teachers, like students, can benefit from regular reflection on their academic and personal life (Beer et al. 2015; Greenberger 2020; Rodgers 2002).”
Carter, S. (2018) · International Journal of Education · doi:10.5296/ije.v10i3.13542 · Cited by 5
Thinking Beyond the Equations: A Deep Dive into Reflective Thinking for Mathematics Learning
Kuncoro, K. S., Hidayat, A., Nadzeri, M. B., et al. (2025) · Participatory Educational Research · doi:10.17275/per.25.75.12.5 · Cited by 4
Saimon, M., & Mtenzi, F. J. (2021) · Journal Of Research Policy & Practice of Teachers & Teacher Education · doi:10.37134/jrpptte.vol11.2.7.2021 · Cited by 4
“In Dewey’s view, education is to interact with the environment from which an individual collects experiences that dialectically affect both the individual and environment (Loughran 2005; Rodgers 2002).”
BackgroundInfluentialBeer, J. J. D. (2023) · NWU self-directed learning series · doi:10.4102/aosis.2023.bk426.02 · Cited by 4
Petersen, N. T., Mentz, E., & Beer, J. J. D. (2023) · NWU self-directed learning series · doi:10.4102/aosis.2023.bk426.03 · Cited by 4
Arefian, M. H. (2023) · International Journal of Educational Reform · doi:10.1177/10567879231217457 · Cited by 5
Strategi Pembelajaran Menulis Puisi Reflektif untuk Siswa SMA Kelas X
Purbarani, E., Ghazali, A. S., & Widiati, N. (2019) · Jurnal Pendidikan Teori Penelitian dan Pengembangan · doi:10.17977/jptpp.v4i1.11911 · Cited by 4
Chavira-Quintero, R., & Olais-Govea, J. M. (2023) · Sustainability · doi:10.3390/su15053981 · Cited by 6
Experiencing pedagogical reflection as the virtue phronesis
Birmingham, C. (2023) · Reflective Practice · doi:10.1080/14623943.2023.2212888 · Cited by 4
Orhan, A., & Ataman, O. (2024) · Reflective Practice · doi:10.1080/14623943.2024.2305921 · Cited by 5
“RT can be defined as questioning individuals’ own experiences, abilities, knowledge, thoughts, and attitudes while evaluating a situation or problem (Rodgers, 2002).”
BackgroundHashim, M. H. M. (2012) · International Education Studies · doi:10.5539/ies.v5n3p199 · Cited by 4
“However, the enthusiasm to include reflective learning across education has not reached consensus across the teacher education community (Rodgers, 2002; Lee, 2005).”
BackgroundChenette, H. C. S., & Ribera, T. (2016) · ASEE Annual Conference & Exposition · doi:10.18260/p.27334 · Cited by 4
What Can Students Do With the Words They Know? An ELA Teacher Takes on Science
Hayden, H. E., & Eades-Baird, M. R. (2016) · Literacy Research Theory Method and Practice · doi:10.1177/2381336916661531 · Cited by 5
“Through 12 interviews over 3 academic years, we encouraged reflective inquiry because of its powerful impact on practice (Rodgers, 2002a, 2002b; Rodgers & Raider-Roth, 2006), defining reflective inquiry as ‘‘combining thought and analysis with action in practice’’ (Hayden et al., 2013, p. 395).”
BackgroundCross-Disciplinary Exploration and Application of Reflection as a High Impact Pedagogy
Summers, S., Chenette, H. C. S., Ingram, E. L., McCormack, J., & Cunningham, P. J. (2016) · InSight A Journal of Scholarly Teaching · doi:10.46504/11201602su · Cited by 4
“As scholarly educators, we understand the value of community and constructivist approaches when working with new ideas (Rodgers, 2002). Therefore, as part of our campus CPREE activities, Ingram, Cunningham, and McCormack created the LC during the summer of 2015 to develop reflection activities that were integrated wit…”
BackgroundResultInfluential
Metadata
- Authors
- Rodgers, C.
- Affiliations
- State University of New York (US)
- Corresponding author
- Rodgers, Carol
- ORCID
- Rodgers, Carol
- Venue
- Teachers College Record: The Voice of Scholarship in Education
- Publisher
- SAGE Publications
- Published
- 2002-04
- Volume
- 104
- Issue
- 4
- Pages
- 842-866
- ISSN
- 0040-0475 (ISSN-L)
- 0161-4681
- 1467-9620
- OpenAlex
- W2108707473
- Cited by
- 1,848
- References
- 12
- Citations by year
- 2026: 68 · 2025: 81 · 2024: 101 · 2023: 139 · 2022: 119 · 2021: 147 · 2020: 180 · 2019: 132 · 2018: 105 · 2017: 86 · 2016: 121 · 2015: 97 · 2014: 85 · 2013: 71 · 2012: 69
- FWCI
- 60.55
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers College Record The Voice of Scholarship in Education (publishedVersion)
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Social Sciences › Arts and Humanities › Philosophy › Pragmatism in Philosophy and Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- reflective thinking, John Dewey, reflection, inquiry, reflective teacher education, professional development, assessment of reflection
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