The DOI matches its Crossref record.
The reflective practitioner
Abstract
This chapter aims to help the readers develop their understanding of and capacity for, reflection. Reflection has been described by Loughran as ‘the deliberate and purposeful act of thinking which centres on ways of responding to problem situations in teaching and learning’. The importance of reflecting on what the readers are doing as part of learning process has been emphasised by many educational theorists. Reflection in action takes place within the context of an ongoing lesson and involves monitoring the class by observing pupils as they work on given tasks in a specific situation and environment, to judge whether the intended learning outcomes are being achieved. Reflection on action is usually undertaken once the readers have taught a lesson and/or series of lessons (a unit of work). The purpose, rationale and justification for all of this reflection is to improve the effectiveness of the readers teaching in order to maximise the learning opportunities that they provide for all their pupils.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cited by
Senge, P. M., & Sterman, J. D. (1992) · European Journal of Operational Research · doi:10.1016/0377-2217(92)90011-w · Cited by 549
Youth, Technology, and DIY: Developing Participatory Competencies in Creative Media Production
Kafai, Y. B., & Peppler, K. A. (2011) · Review of Research in Education · doi:10.3102/0091732x10383211 · Cited by 232
TPACK In Situ: A Design-Based Approach Supporting Professional Development in Practice
Pareto, L., & Willermark, S. (2019) · Journal of Educational Computing Research · doi:10.1177/0735633118783180 · Cited by 43
Chew, K. J., Chen, H., Rieken, B., Turpin, A., & Sheppard, S. (2016) · 2016 ASEE Annual Conference & Exposition Proceedings · doi:10.18260/p.25633 · Cited by 30
Solutions forgone? How health professionals frame the problem of postnatal depression
Lloyd, B., & Hawe, P. (2003) · Social Science & Medicine · doi:10.1016/s0277-9536(03)00061-3 · Cited by 29
Metadata
- Authors
- Zwozdiak-Myers, P. N.
- Venue
- A Practical Guide to Teaching Physical Education in the Secondary School
- Publisher
- Routledge
- Published
- 2020-10-06
- Pages
- 260-272
- OpenAlex
- W2503075868
- Cited by
- 683
- References
- 0
- FWCI
- 166.24
- Type
- book chapter
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
