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Cited by 236Qualitative Research Methods and EthicsReflective Practices in EducationPhenomenology and Existential Philosophy

The DOI matches its Crossref record; 45 of the 46 references it cites were found in a registry or an index.

Reflectivity in Research Practice: An Overview of Different Perspectives

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Mortari, Luigina·2015·International Journal of Qualitative Methods
DOI 10.1177/1609406915618045
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Abstract

The article grounds on the assumption that researchers, in order to be not mere technicians but competent practitioners of research, should be able to reflect in a deep way. That means they should reflect not only on the practical acts of research but also on the mental experience which constructs the meaning about practice. Reflection is a very important mental activity, both in private and professional life. Learning the practice of reflection is fundamental because it allows people to engage into a thoughtful relationship with the world-life and thus gain an awake stance about one’s lived experience. Reflection is a crucial cognitive practice in the research field. Reflexivity is largely practiced in qualitative research, where it is used to legitimate and validate research procedures. This study introduces different perspectives of analysis by focusing the discourse on the main philosophical approaches to reflection: pragmatistic, critical, hermeneutic, and finally phenomenological. The thesis of this study is that the phenomenological theory makes possible to analyze in depth the reflective activity and just by that to support an adequate process of training of the researcher.

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Research works printed but not linked: 12

  1. Arendt H., 1978, The life of the mind
  2. Black S., 2001, The American School Board Journal, 188, 42
  3. Foucault M., 1990, Bullettin de la Societé Française de Philosophie, 2, 35
  4. Hertz R., 1997, Reflexivity and voice, vi
  5. Husserl E., 1968, La crisi delle scienze europee
  6. Husserl E., 2000, Fenomenologia e teoria della conoscenza
  7. Mezirow J., 1990, Fostering critical reflection in adulthood
  8. Parker S., 1997, Reflective teaching in the postmodern world
  9. Patai D., 1994, Power and method, 61
  10. 10.3102/00028312029002268 · DOI
  11. Taylor B., 1998, Transforming nursing through reflective practice, 134
  12. Van Manen M., 1991, The tact of teaching

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Metadata

Authors
Mortari, L.
Affiliations
University of Verona (IT)
Corresponding author
Mortari, Luigina
ORCID
Mortari, Luigina
Venue
International Journal of Qualitative Methods
Publisher
SAGE Publications
Published
2015-12-08
Volume
14
Issue
5
ISSN
1609-4069 (ISSN-L)
DOI
10.1177/1609406915618045
OpenAlex
W2269946615
Cited by
236
References
46
Citations by year
2026: 30 · 2025: 17 · 2024: 38 · 2023: 42 · 2022: 37 · 2021: 30 · 2020: 19 · 2019: 12 · 2018: 2 · 2017: 5 · 2016: 4
FWCI
12.16
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of Qualitative Methods (publishedVersion, cc-by-nc)
  • INFM-OAR (INFN Catania) (submittedVersion, other-oa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Sociology and Political Science › Qualitative Research Methods and Ethics
  • Social Sciences › Education › Reflective Practices in Education
  • Social Sciences › Arts and Humanities › Philosophy › Phenomenology and Existential Philosophy
Keywords
reflexivity, reflection, research practices, research training, hermeneutics, critical reflection, pragmatism, qualitative research, lived experience

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