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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="reflective practice"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4565</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reflective practice</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4565</span> A Case Study on EFL Teachers’ Experience with Reflective Practice in a Professional Development Course in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is no doubt that reflective practice has become a stable component in continuous professional development (CPD) courses around the world for the purpose of promoting teacher development, meaningful learning, and deliberate teacher personal and professional growth. However, while there is much research on the benefits of integrating reflective practice in teacher CPD courses, not enough research explores EFL teachers’ experiences with engagement in reflective practice in the CPD from their own perspectives. This research employed a case study approach to explore the experience of 7 EFL teachers with engaging in reflective practice in a CPD course that took place in Kuwait.The participating EFL teachers engaged in collaborative dialogue reflections and completed reflection journal entries as part of the course. Data was collected through semi-structured interviews and analyzed thematically. Findings indicate that the participating teachers’ positive experience with reflective practice is associated with their engagement in collaborative dialogue reflections, while challenges and negative feelings are associated with writing their reflection journal entries. Accordingly, the study offers recommendations for CPD courses to help improve EFL teachers’ experiences with engagement in reflective practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collaborative%20dialogue%20reflections" title="Collaborative dialogue reflections">Collaborative dialogue reflections</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20professional%20development" title=" continuous professional development"> continuous professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20journals" title=" reflection journals"> reflection journals</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20reflective%20practice" title=" teacher reflective practice"> teacher reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/145115/a-case-study-on-efl-teachers-experience-with-reflective-practice-in-a-professional-development-course-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145115.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4564</span> Effect of Reflective Practices on the Performance of Prospective Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madiha%20Zahid">Madiha Zahid</a>, <a href="https://publications.waset.org/abstracts/search?q=Afifa%20Khanam"> Afifa Khanam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aims to investigate the effect of reflective teaching practices on prospective teachers’ performance. Reflective teaching practice helps teachers to plan, implement and improve their performance by rethinking about their strengths and weaknesses. An action research was conducted by the researcher. All prospective teachers of sixth semester in a women university’s teacher education program were the population of the study. From 40 students, 20 students were taken as experimental group, and the rest of 20 students were taken as control group. During the action research a cyclic process of producing a module, training teachers for the reflective practices and then observing them during their class for reflective practice was done by the researchers. The research used a set of rubrics and checklists for assessing prospective teachers’ performance during their class. Finally, the module was modified with the help of findings. It was found that the training has improved the performance of teachers as they revised and modified their teaching strategies through reflective practice. However, they were not able to train their students for reflective practice as per expectation. The study has implications for teacher training programs to include reflective practice modules as part of their course work for making them better teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflective%20practices" title="reflective practices">reflective practices</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teacher" title=" prospective teacher"> prospective teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=effect" title=" effect"> effect</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/90210/effect-of-reflective-practices-on-the-performance-of-prospective-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4563</span> Fractal: Formative Reflective Assessment and Critical Thinking in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yannis%20Stavrakakis">Yannis Stavrakakis</a>, <a href="https://publications.waset.org/abstracts/search?q=Damian%20Gordon"> Damian Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical Thinking and Reflective Practice are two vital skills that students undertaking postgraduate studies should ideally possess. To help students develop and enhance these skills, this research developed several authentic activities to be undertaken as part of a module that is delivered early in a taught MSc to enhance these skills. One of the challenges of these topics is that they are somewhat ill-defined in terms of precisely what they mean, and also, there is no clear route to operationalizing the teaching of these skills. This research focuses on identifying suitable models of these skills and delivering them in a manner that is both clear and highly motivating. To achieve this, a class of 22 Master's students was divided into two groups, one was provided with a presentation and checklist about critical thinking skills, and the other group was given the same materials on the reflective practice process. The groups were given two scenarios each to analyze using their respective checklists and were asked to present their outcomes to each other and give peer review. The results were coded and compared, and key differences were noted, including the fact that the Critical Thinking outcomes were more future-focused, and the Reflective Practice outcomes were more past-focused and present-focused, as well as the fact that the Reflective Practice process generated a significantly wider range of perspectives on the scenarios. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20scenarios" title=" ethical scenarios"> ethical scenarios</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/153272/fractal-formative-reflective-assessment-and-critical-thinking-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153272.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4562</span> Learning through Reflective Practice of Nursing Students in the Delivery Room: A Qualitative Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peeranan%20Wisanskoonwong">Peeranan Wisanskoonwong</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumitta%20Sawangtook"> Sumitta Sawangtook</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Practicum in Midwifery II is the subject that affects most students to be stressed and anxious because they lack of experiences and self-confidence in delivery baby. This study is a qualitative research. That research objectives were (1) to study learning through reflective practice of nursing students (2) to explain the effects of learning through reflective practice of nursing students in the delivery room. The selected key informant method was criterion-based selection. Thirty-two of fourth-year nursing students in Kuakarun Faculty of nursing who practiced in Delivery room at Taksin Hospital in academic year 2014 were selected. Data collection was data triangulation which consisted of in-depth interview, group discussion and reading students’ reflective practice journal. The research instruments were students’ reflective practice journal, semi-structured questionnaires for in-depth interview, group discussion. Data analysis was thematic analysis. The research result found that: The learning method through reflective practice of nursing students in the delivery room were (1) reflective practice journal (2) dialogue (3) critical thinking and problem solving (4) incident analysis (5) self-criticism (6) observation and evaluation of practice. There were eight issues that students learned through their reflective practice were that (1) students' ethics and morality. (2) students' knowledge and comprehension (3) creative thinking of students (4) communications and collaboration (5) experiential learning of students (6) students’memories and impressions (7) students’experience in delivery baby (8) self-learning of students. Learning through reflective practice supported students’ awareness in improving knowledge and learning continuously and systematically. It helped to adjust the attitude to learning and leadership to be careful which help develop their skills, including critical thinking and understand themselves and understand others. Recommendation for applying research results: midwifery and nursing lecturers can apply these results to be a guide for development their clinical teaching in delivery rooms and other wards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=birth" title=" birth"> birth</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/38585/learning-through-reflective-practice-of-nursing-students-in-the-delivery-room-a-qualitative-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38585.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4561</span> Implications of Creating a 3D Vignette as a Reflective Practice for Continuous Professional Development of Foreign Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samiah%20H.%20Ghounaim">Samiah H. Ghounaim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The topic of this paper is significant because of the increasing need for intercultural training for foreign language teachers due to the continuous challenges they face in their diverse classrooms. First, the structure of the intercultural training program designed will be briefly described, and the structure of a 3D vignette and its intended purposes will be elaborated on. This was the first stage where the program was designed and implemented on the period of three months with a group of local and expatriate foreign language teachers/practitioners at a university in the Middle East. After that, a set of primary data collected during the first stage of this research on the design and co-construction process of a 3D vignette will be reviewed and analysed in depth. Each practitioner designed a personal incident into a 3D vignette where each dimension of the vignette viewed the same incident from a totally different perspective. Finally, the results and the implications of having participant construct their personal incidents into a 3D vignette as a reflective practice will be discussed in detail as well as possible extensions for the research. This process proved itself to be an effective reflective practice where the participants were stimulated to view their incidents in a different light. Co-constructing one’s own critical incidents –be it a positive experience or not– into a structured 3D vignette encouraged participants to decentralise themselves from the incidents and, thus, creating a personal reflective space where they had the opportunity to see different potential outcomes for each incident, as well as prepare for the reflective discussion of their vignette with their peers. This provides implications for future developments in reflective writing practices and possibilities for educators’ continuous professional development (CPD). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20vignettes" title="3D vignettes">3D vignettes</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence%20training" title=" intercultural competence training"> intercultural competence training</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/106487/implications-of-creating-a-3d-vignette-as-a-reflective-practice-for-continuous-professional-development-of-foreign-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106487.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4560</span> Encouraging Teachers to be Reflective: Advantages, Obstacles and Limitations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fazilet%20Alachaher">Fazilet Alachaher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the constructivist perspective of teaching, which views skilled teaching as knowing what to do in uncertain and unpredictable situations, this research essay explores the topic of reflective teaching by investigating the following questions: (1) What is reflective teaching and why is it important? (2) Why should teachers be trained to be reflective and how can they be prepared to be reflective? (3) What is the role of the teaching context in teachers’ attempts to be reflective? This paper suggests that reflective teaching is important because of the various potential benefits to teaching. Through reflection, teachers can maintain their voices and creativeness thus have authority to affect students, curriculum and school policies. The discussions also highlight the need to prepare student teachers and their professional counterparts to be reflective, so they can develop the characteristics of reflective teaching and gain the potential benefits of reflection. This can be achieved by adopting models and techniques that are based on constructivist pedagogical approaches. The paper also suggests that maintaining teachers’ attempts to be reflective in a workplace context and aligning practice with pre-service teacher education programs require the administrators or the policy makers to provide the following: sufficient time for teachers to reflect and work collaboratively to discuss challenges encountered in teaching, fewer non-classroom duties, regular in-service opportunities, more facilities and freedom in choosing suitable ways of evaluating their students’ progress and needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20teaching" title="creative teaching">creative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20teaching" title=" reflective teaching"> reflective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20pedagogical%20approaches" title=" constructivist pedagogical approaches"> constructivist pedagogical approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context" title=" teaching context"> teaching context</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20role" title=" teacher’s role"> teacher’s role</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20and%20school%20policies" title=" curriculum and school policies"> curriculum and school policies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context%20effect" title=" teaching context effect"> teaching context effect</a> </p> <a href="https://publications.waset.org/abstracts/11432/encouraging-teachers-to-be-reflective-advantages-obstacles-and-limitations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11432.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">447</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4559</span> Enhancing Critical Reflective Practice in Fieldwork Education: An Exploratory Study of the Role of Social Work Agencies in the Welfare Context of Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yee-May%20Chan">Yee-May Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, it is observed that social work agencies have participated actively, and thus, have gradually been more influential in social work education in Hong Kong. The neo-liberal welfare ideologies and changing funding mode have transformed the landscape in social work practice and have also had a major influence on the fieldwork environment in Hong Kong. The aim of this research is to explore the educational role of social work agencies and examine in particular whether they are able to enhance or hinder critical reflective learning in fieldwork. In-depth interviews with 15 frontline social workers and managers in different social work agencies were conducted to collect their views and experience in helping social work students in fieldwork. The overall findings revealed that under the current social welfare context most social workers consider that the most important role of social work agencies in fieldwork is to help students prepare to fit-in the practice requirements and work within agencies’ boundary. The fit-for-purpose and down-to-earth view of fieldwork practice is seen as prevalent among most social workers. This narrow perception of agency’s role seems to be more favourable to competence-based approaches. In contrast, though critical reflection has been seen as important in addressing the changing needs of service users, the role of enhancing critical reflective learning has not been clearly expected or understood by most agency workers. The notion of critical reflection, if considered, has been narrowly perceived in fieldwork learning. The findings suggest that the importance of critical reflection is found to be subordinate to that of practice competence. The lack of critical reflection in the field is somehow embedded in the competence-based social work practice. In general, social work students’ critical reflection has not been adequately supported or enhanced in fieldwork agencies, nor critical reflective practice has been encouraged in fieldwork process. To address this situation, the role of social work agencies in fieldwork should be re-examined. To maximise critical reflective learning in the field, critical reflection as an avowed objective in fieldwork learning should be clearly stated. Concrete suggestions are made to help fieldwork agencies become more prepared to critical reflective learning. It is expected that the research can help social work communities to reflect upon the current realities of fieldwork context and to identify ways to strengthen agencies’ capacities to enhance critical reflective learning and practice of social work students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence-based%20social%20work" title="competence-based social work">competence-based social work</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflective%20learning" title=" critical reflective learning"> critical reflective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=fieldwork%20agencies" title=" fieldwork agencies"> fieldwork agencies</a>, <a href="https://publications.waset.org/abstracts/search?q=neo-liberal%20welfare" title=" neo-liberal welfare"> neo-liberal welfare</a> </p> <a href="https://publications.waset.org/abstracts/62210/enhancing-critical-reflective-practice-in-fieldwork-education-an-exploratory-study-of-the-role-of-social-work-agencies-in-the-welfare-context-of-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4558</span> Reviewing Special Education Preservice Teachers' Reflective Practices over Two Field Experiences: Topics and Changes in Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurie%20U.%20deBettencourt">Laurie U. deBettencourt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During pre-service field experiences teacher candidates are often asked to reflect as part of their training and in this investigation candidates’ reflective journal entries were reviewed, coded and analyzed with results suggesting teacher candidates need more direct instruction on how to describe, analyze, and make judgements on their instructional practices so that their practices improve over time. Teacher education programs often incorporate reflective-based activities during field experiences. The purpose of this investigation was to determine if special education teacher candidate’s reflective practices changed as they completed their two supervised field experiences and to determine what topics the candidates focused on in their reflections. The six females graduate students were completing two field experiences in special education classrooms within one academic year as part of their coursework leading to a master’s degree and special education teacher state certification. Each candidate wrote 15 reflection journal entries (approximately 200 words each) per field experience. Each of the journal entries were reviewed sentence by sentence to determine a reflective practice score and to determine the topics discussed. The reflective practice score was calculated using four dimensions of reflection (describe, analyze, judge, and apply) in order to create a continuous variable representing their reflective practice across four points of time. A One-way Repeated Measures Analysis of Variance (ANOVA) suggested that special education teacher candidates did not change their reflective practices over time (i.e., at time-point one the practitioner’s mean score was 56.0 out of 100 (SD = 7.6), 53.8 (SD = 4.3) at time-point two, 51.2 (SD = 4.5) at time-point three, and 57.7 (SD = 8.2) at time-point four). Qualitative findings suggest candidates focused mostly on themselves in their reflections. Conclusions suggest the need for teacher preparation programs to provide more direct instruction on how a teacher should reflect. Specific implications are provided for teacher training and future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=field%20experiences" title="field experiences">field experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practices" title=" reflective practices"> reflective practices</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educators" title=" special educators"> special educators</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/abstracts/77969/reviewing-special-education-preservice-teachers-reflective-practices-over-two-field-experiences-topics-and-changes-in-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77969.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4557</span> Developing New Academics: So What Difference Does It Make?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nalini%20Chitanand">Nalini Chitanand</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the dynamic nature of the higher education landscape, induction programmes for new academics has become the norm nowadays to support academics negotiate these rough terrain. This study investigates an induction programme for new academics in a higher education institution to establish what difference it has made to participants. The findings revealed that the benefits ranged from creating safe spaces for collaboration and networking to fostering reflective practice and contributing to the scholarship of teaching and learning. The study also revealed that some of the intentions of the programme may not have been achieved, for example transformative learning. This led to questioning whether this intention is an appropriate one given the short duration of the programme and the long, drawn out process of transformation. It may be concluded that the academic induction programme in this study serves to sow the seeds for transformative learning through fostering critically reflective practice. Recommendations for further study could include long term impact of the programme on student learning and success, these being the core business of higher education. It is also recommended that in addition to an induction programme, the university invests in a mentoring programme for new staff and extend the support for academics in order to sustain critical reflection and which may contribute to transformative educational practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=induction%20programme" title="induction programme">induction programme</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a>, <a href="https://publications.waset.org/abstracts/search?q=scholarship%20of%20teaching" title=" scholarship of teaching"> scholarship of teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a> </p> <a href="https://publications.waset.org/abstracts/19509/developing-new-academics-so-what-difference-does-it-make" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4556</span> An Attempt to Get Communication Design Students to Reflect: A Content Analysis of Students’ Learning Journals </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20K.%20Peter%20Chuah">C. K. Peter Chuah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Essentially, the intention of reflective journal is meant for students to develop higher-order thinking skills and to provide a 'space' to make their learning experience and thinking, making and feeling visible, i.e., it provides students an opportunity to evaluate their learning critically by focusing on the rationale behind their thinking, making and feeling. In addition, reflective journal also gets the students to focus on how could things be done differently—the possibility, alternative point of views, and opportunities for change. It is hoped that by getting communication design students to reflect at various intervals, they could move away from mere working on the design project and pay more attention to what they thought they have learned in relation to the development of their design ability. Unfortunately, a closer examination—through content analysis—of the learning journals submitted by a group of design students revealed that most of the reflections were descriptive and tended to be a summary of what occurred in the learning experience. While many students were able to describe what they did, very few were able to explain how they were able to do something critically. It can be concluded that to get design students to reflect is a fairly easy task, but to get them to reflect critically could be very challenging. To ensure that design students could benefit from the use of reflective journal as a tool to develop their critical thinking skills, a more systematic and structured approach to the introduction of critical thinking and reflective journal should be built into the design curriculum to provide as much practice and sufficient feedback as other studio subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20design%20education" title="communication design education">communication design education</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20journal" title=" reflective journal"> reflective journal</a> </p> <a href="https://publications.waset.org/abstracts/54467/an-attempt-to-get-communication-design-students-to-reflect-a-content-analysis-of-students-learning-journals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54467.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4555</span> Professional Development in EFL Classroom: Motivation and Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iman%20Jabbar">Iman Jabbar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the scope of professionalism and in order to compete with the modern world, teachers, are expected to develop their teaching skills and activities in addition to their professional knowledge. At the college level, the teacher should be able to face classroom challenges through his engagement with the learning situation to understand the students and their needs. In our field of TESOL, the role of the English teacher is no longer restricted to teaching English texts, but rather he should endeavor to enhance the students’ skills such as communication and critical analysis. Within the literature of professionalism, there are certain strategies and tools that an English teacher should adopt to develop his competence and performance. Reflective practice, which is an exploratory process, is one of these strategies. Another strategy contributing to classroom development is motivation. It is crucial in students’ learning as it affects the quality of learning English in the classroom in addition to determining success or failure as well as language achievement. This is a qualitative study grounded on interpretive perspectives of teachers and students regarding the process of professional development. This study aims at (a) understanding how teachers at the college level conceptualize reflective practice and motivation inside EFL classroom, and (b) exploring the methods and strategies that they implement to practice reflection and motivation. This study and is based on two questions: 1. How do EFL teachers perceive and view reflection and motivation in relation to their teaching and professional development? 2. How can reflective practice and motivation be developed into practical strategies and actions in EFL teachers’ professional context? The study is organized into two parts, theoretical and practical. The theoretical part reviews the literature on the concept of reflective practice and motivation in relation to professional development through providing certain definitions, theoretical models, and strategies. The practical part draws on the theoretical one, however; it is the core of the study since it deals with two issues. It involves the research design, methodology, and methods of data collection, sampling, and data analysis. It ends up with an overall discussion of findings and the researcher's reflections on the investigated topic. In terms of significance, the study is intended to contribute to the field of TESOL at the academic level through the selection of the topic and investigating it from theoretical and practical perspectives. Professional development is the path that leads to enhancing the quality of teaching English as a foreign or second language in a way that suits the modern trends of globalization and advanced technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title="professional development">professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/23191/professional-development-in-efl-classroom-motivation-and-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4554</span> Examining Whether the Reflection Activities Help and Encourage Students’ Writing and Critical Thinking Skills Within the Law faculty, 3rd year students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Motlatjo%20Ntatamala">Motlatjo Ntatamala</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Ravyse"> Natasha Ravyse</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Laubsher"> Michael Laubsher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As much as students are being assessed through reflective activities, it is important to examine and check if those very same activities really assist in influencing and shaping both their writing and critical thinking skills. The skills which students will acquire from the reflective activities will not only be beneficial for the present or immediate moment, but they will also carry them over to their 4th year of writing a mini dissertation and in future for those who would want to explore their post-graduate studies. Thus, the only way to source the reliable and raw feedback on whether students think the reflective activities help them think about their writing and critical thinking skills is to get a direct students’ perspective by analysing their submitted reflective activities. Writing a research proposal implies that critical thinking is a talent that will grow in a holistic manner, as evidenced by previous studies. However, no research has been conducted to investigate the impact of critical thinking on legal writing skills in the South African setting. This study seeks to examine the effectiveness of the reflective activities in 3rd years’ students’ writing and towards their critical thinking. The proposed paper aims to examine the effectiveness of the reflection activities as an encouragement and motivation to their both writing and thinking skills. The paper will make use of students’ activities as a means of data collection and the activities will thus be analysed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflection%20activities" title="reflection activities">reflection activities</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title=" critical thinking skills"> critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title=" reflective thinking"> reflective thinking</a> </p> <a href="https://publications.waset.org/abstracts/170709/examining-whether-the-reflection-activities-help-and-encourage-students-writing-and-critical-thinking-skills-within-the-law-faculty-3rd-year-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4553</span> How Technology Can Help Teachers in Reflective Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ambika%20Perisamy">Ambika Perisamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Asyriawati%20binte%20Mohd%20Hamzah"> Asyriawati binte Mohd Hamzah </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this presentation is to discuss teacher professional development (TPD) through the use of technology. TPD is necessary to prepare teachers for future challenges they will face throughout their careers and to develop new skills and good teaching practices. We will also be discussing current issues in embracing technology in the field of early childhood education and the impact on the professional development of teachers. Participants will also learn to apply teaching and learning practices through the use of technology. One major objective of this presentation is to coherently fuse practical, technology and theoretical content. The process begins by concretizing a set of preconceived ideas which need to be joined with theoretical justifications found in the literature. Technology can make observations fairer and more reliable, easier to implement, and more preferable to teachers and principals. Technology will also help principals to improve classroom observations of teachers and ultimately improve teachers’ continuous professional development. Video technology allows the early childhood teachers to record and keep the recorded video for reflection at any time. This will also provide opportunities for her to share with her principals for professional dialogues and continuous professional development plans. A total of 10 early childhood teachers and 4 principals were involved in these efforts which identified and analyze the gaps in the quality of classroom observations and its co relation to developing teachers as reflective practitioners. The methodology used involves active exploration with video technology recordings, conversations, interviews and authentic teacher child interactions which forms the key thrust in improving teaching and learning practice. A qualitative analysis of photographs, videos, transcripts which illustrates teacher’s reflections and classroom observation checklists before and after the use of video technology were adopted. Arguably, although PD support can be magnanimously strong, if teachers could not connect or create meaning out of the opportunities made available to them, they may remain passive or uninvolved. Therefore, teachers must see the value of applying new ideas such as technology and approaches to practice while creating personal meaning out of professional development. These video recordings are transferable, can be shared and edited through social media, emails and common storage between teachers and principals. To conclude the importance of reflective practice among early childhood teachers and addressing the concerns raised before and after the use of video technology, teachers and principals shared the feasibility, practical and relevance use of video technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective" title=" reflective"> reflective</a>, <a href="https://publications.waset.org/abstracts/search?q=improve%20teaching%20and%20learning" title=" improve teaching and learning"> improve teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/30735/how-technology-can-help-teachers-in-reflective-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30735.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">502</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4552</span> Art Street as a Way for Reflective Thinking in the Filed of Adult and Primary Education: Examples of Educational Techniques</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgia%20H.%20Mega">Georgia H. Mega</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Art street, a category of artwork displayed in public spaces, has been recognized as a potential tool for promoting reflective thinking in both adult and primary education. Educational techniques that encourage critical and creative thinking, as well as deeper reflection, have been developed and applied in educational curricula. This paper aims to explore the potential of art street in cultivating learners' reflective awareness toward multiculturalism. The main objective of this case study is to investigate the possibilities that art street offers in terms of developing learners' critical reflection, regardless of their age. The study compares two art street works from Greece and Norway, focusing on their common theme of multiculturalism. The study adopts a qualitative methodology, specifically a case study approach. This approach allows for an in-depth analysis of the two selected art street works and their impact on learners' reflective thinking. The study demonstrates that art street can effectively cultivate learners' reflective awareness of multiculturalism. The selected works of art, despite being created by different artists and displayed in different cities, share similar content and convey messages that facilitate reflective dialogue on cultural osmosis. Both adult and primary education approaches utilize the same art street works to achieve reflective awareness. This paper contributes to the existing literature on reflective learning processes by highlighting the potential of art street as a means for encouraging reflective thinking. It builds upon the theoretical frameworks of adult education theorists such as Freire and Mezirow, as well as those of primary education theorists such as Perkins and Project Zero. Data for this study were collected through observation and analysis of two art street works, one from Greece and one from Norway. These works were selected based on their common theme of multiculturalism. Analysis Procedures: The collected data were analyzed using qualitative analysis techniques. The researchers examined the content and messages conveyed by the selected art street works and explored their impact on learners' reflective thinking. The central question addressed in this study is whether art street can develop learners' critical reflection toward multiculturalism, regardless of their age. The findings of this study support the notion that art street can effectively cultivate learners' reflective awareness toward multiculturalism. The selected art street works, despite their differences in origin and location, share common themes that encourage reflective dialogue. The use of art street in both adult and primary education approaches showcases its potential as a tool for promoting reflective learning processes. Overall, this paper contributes to the understanding of art street as a means for reflective thinking in the field of adult and primary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art%20street" title="art street">art street</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20techniques" title=" educational techniques"> educational techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=observation%20of%20artworks" title=" observation of artworks"> observation of artworks</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20awareness" title=" reflective awareness"> reflective awareness</a> </p> <a href="https://publications.waset.org/abstracts/171126/art-street-as-a-way-for-reflective-thinking-in-the-filed-of-adult-and-primary-education-examples-of-educational-techniques" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171126.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4551</span> Photo-Reflective Mulches For Saving Water in Agriculture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Mormile">P. Mormile</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Rippa"> M. Rippa</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Bonanomi"> G. Bonanomi</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Scala"> F. Scala</a>, <a href="https://publications.waset.org/abstracts/search?q=Changrong%20Yan"> Changrong Yan</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Petti"> L. Petti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Photo-reflective films represent, in the panorama of agricultural films, a valid support for Spring and Summer cultivations, both in open field and under greenhouse. In fact, thanks to the high reflectivity of these films, thermal aggression, that causes serious problems to plants when traditional black mulch films are used, is avoided. Yellow or silver colored photo-reflective films protect plants from damages, assure the mulching effect, give a valid support to Integrated Pest Management and, according to recent trials, greatly contribute in saving water. This further advantage is determined by the high water condensation under the mulch film and this gives rise to reduction of irrigation. Water saving means also energy saving for electric system of water circulation. Trials performed at different geographic and ambient context confirm that the use of photo-reflective mulch films during the hot season allows to save water up to 30%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=photo-selective%20mulches" title="photo-selective mulches">photo-selective mulches</a>, <a href="https://publications.waset.org/abstracts/search?q=saving%20water" title=" saving water"> saving water</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20circulation" title=" water circulation"> water circulation</a>, <a href="https://publications.waset.org/abstracts/search?q=irrigation" title=" irrigation"> irrigation</a> </p> <a href="https://publications.waset.org/abstracts/23464/photo-reflective-mulches-for-saving-water-in-agriculture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">516</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4550</span> The Role of Brooding and Reflective as Subtypes of Rumination toward Psychological Distress in University of Indonesia First-Year Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hepinda%20Fajari%20Nuharini">Hepinda Fajari Nuharini</a>, <a href="https://publications.waset.org/abstracts/search?q=Sugiarti%20A.%20Musabiq"> Sugiarti A. Musabiq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Various and continuous pressures that exceed individual resources can cause first-year undergraduate college students to experience psychological distress. Psychological distress can occur when individuals use rumination as cognitive coping strategies. Rumination is one of the cognitive coping strategies that can be used by individuals to respond to psychological distress that causes individuals to think about the causes and consequences of events that have occurred. Rumination had two subtypes, such as brooding and reflective. Therefore, the purpose of this study was determining the role of brooding and reflective as subtypes of rumination toward psychological distress in University of Indonesia first-year undergraduate students. Methods: Participants of this study were 403 University of Indonesia first-year undergraduate students aged between 18 and 21 years old. Psychological distress measured using self reporting questionnaire (SRQ-20) and brooding and reflective as subtypes of rumination measured using Ruminative Response Scale - Short Version (RRS - Short Version). Results: Binary logistic regression analyses showed that 22.8% of the variation in psychological distress could be explained by the brooding and reflective as subtypes of rumination, while 77.2% of the variation in psychological distress could be explained by other factors (Nagelkerke R² = 0,228). The results of the binary logistic regression analysis also showed rumination subtype brooding is a significant predictor of psychological distress (b = 0,306; p < 0.05), whereas rumination subtype reflective is not a significant predictor of psychological distress (b = 0,073; p > 0.05). Conclusion: The findings of this study showed a positive relationship between brooding and psychological distress indicates that a higher level of brooding will predict higher psychological distress. Meanwhile, a negative relationship between reflective and psychological distress indicates a higher level of reflective will predict lower psychological distress in University of Indonesia first-year undergraduate students. Added Values: The psychological distress among first-year undergraduate students would then have an impact on student academic performance. Therefore, the results of this study can be used as a reference for making preventive action to reduce the percentage and impact of psychological distress among first-year undergraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brooding%20as%20subtypes%20of%20rumination" title="brooding as subtypes of rumination">brooding as subtypes of rumination</a>, <a href="https://publications.waset.org/abstracts/search?q=first-year%20undergraduate%20students" title=" first-year undergraduate students"> first-year undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20distress" title=" psychological distress"> psychological distress</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20as%20subtypes%20of%20rumination" title=" reflective as subtypes of rumination"> reflective as subtypes of rumination</a> </p> <a href="https://publications.waset.org/abstracts/111818/the-role-of-brooding-and-reflective-as-subtypes-of-rumination-toward-psychological-distress-in-university-of-indonesia-first-year-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111818.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4549</span> The effect of Reflective Thinking on Iranian EFL Learners’ Language Learning Strategy Use, L2 Proficiency, and Beliefs about Second Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hadi%20Mahmoodi">Mohammad Hadi Mahmoodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mojtaba%20Farahani"> Mojtaba Farahani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed at investigating whether reflective thinking differentiates Iranian EFL learners regarding language learning strategy use, beliefs about language learning and teaching, and L2 proficiency. To this end, the researcher adopted a mixed method approach. First, 94 EFL learners were asked to complete Reflective Thinking Questionnaire (Kember et al., 2000), Beliefs about Language Learning and Teaching Inventory (Horwitz, 1985), Strategy Inventory for Language Learning (Oxford, 1990), and Oxford Quick Placement Test. The results of three separate one-way ANOVAs indicated that reflective thinking significantly differentiates Iranian EFL learners concerning: (a)language learning strategy use, (b) beliefs about language learning and teaching, and (c) general language proficiency. Furthermore, to see where the differences lay, three separate post-hoc Tukey tests were run the results of which showed that learners with different levels of reflectivity (high, mid, and low) were significantly different from each other in all three dependent variables. Finally, to increase the validity of the findings thirty of the participants were interviewed and the results were analyzed through template organizing style method (Crabtree & Miller, 1999). The results of the interview analysis supported the results of quantitative data analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title="reflective thinking">reflective thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20use" title=" language learning strategy use"> language learning strategy use</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs%20toward%20language%20learning%20and%20teaching" title=" beliefs toward language learning and teaching"> beliefs toward language learning and teaching</a> </p> <a href="https://publications.waset.org/abstracts/19148/the-effect-of-reflective-thinking-on-iranian-efl-learners-language-learning-strategy-use-l2-proficiency-and-beliefs-about-second-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">655</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4548</span> Toward Concerned Leadership: A Novel Conceptual Model to Raise the Well-Being of Employees and the Leaderful Practice of Organizations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20McGrath">Robert McGrath</a>, <a href="https://publications.waset.org/abstracts/search?q=Zara%20Qureshi"> Zara Qureshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A innovative leadership philosophy that is proposed herein is distinctly more humane than most leadership approaches Concerned Leadership. The central idea to this approach is to consider the whole person that comes to work; their professional skills and talents, as well as any personal, emotional challenges that could be affecting productivity and effectiveness at work. This paper explores Concerned Leadership as an integration of the two conceptual models areas examined in this paper –(1) leaderful organizations and practices, as well as (2) organizational culture, and defines leadership in the context of Mental Health and Wellness in the workplace. Leaderful organizations calls for organizations to implement leaderful practice. Leaderful practice is when leadership responsibility and decision-making is shared across all team members and levels, versus only delegated to top management as commonly seen. A healthy culture thrives off key aspects such as acceptance, employee pride, equal opportunity, and strong company leadership. Concerned Leadership is characterized by five main components: Self-Concern, Leaderful Practice, Human Touch, Belonging, and Compassion. As scholars and practitioners conceptualize leadership in practice, the present model seeks to uphold the dignity of each organizational member, thereby having the potential to transform workplaces and support all members. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practice" title=" reflective practice"> reflective practice</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20culture" title=" organizational culture"> organizational culture</a> </p> <a href="https://publications.waset.org/abstracts/164445/toward-concerned-leadership-a-novel-conceptual-model-to-raise-the-well-being-of-employees-and-the-leaderful-practice-of-organizations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164445.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4547</span> Investigation on Cost Reflective Network Pricing and Modified Cost Reflective Network Pricing Methods for Transmission Service Charges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Iskandar">K. Iskandar</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20H.%20Radzi"> N. H. Radzi</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Aziz"> R. Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20S.%20Kamaruddin"> M. S. Kamaruddin</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20N.%20Abdullah"> M. N. Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20A.%20Jumaat"> S. A. Jumaat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays many developing countries have been undergoing a restructuring process in the power electricity industry. This process has involved disaggregating former state-owned monopoly utilities both vertically and horizontally and introduced competition. The restructuring process has been implemented by the Australian National Electricity Market (NEM) started from 13 December 1998, began operating as a wholesale market for supply of electricity to retailers and end-users in Queensland, New South Wales, the Australian Capital Territory, Victoria and South Australia. In this deregulated market, one of the important issues is the transmission pricing. Transmission pricing is a service that recovers existing and new cost of the transmission system. The regulation of the transmission pricing is important in determining whether the transmission service system is economically beneficial to both side of the users and utilities. Therefore, an efficient transmission pricing methodology plays an important role in the Australian NEM. In this paper, the transmission pricing methodologies that have been implemented by the Australian NEM which are the Cost Reflective Network Pricing (CRNP) and Modified Cost Reflective Network Pricing (MCRNP) methods are investigated for allocating the transmission service charges to the transmission users. A case study using 6-bus system is used in order to identify the best method that reflects a fair and equitable transmission service charge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cost-reflective%20network%20pricing%20method" title="cost-reflective network pricing method">cost-reflective network pricing method</a>, <a href="https://publications.waset.org/abstracts/search?q=modified%20cost-reflective%20network%20pricing%20method" title=" modified cost-reflective network pricing method"> modified cost-reflective network pricing method</a>, <a href="https://publications.waset.org/abstracts/search?q=restructuring%20process" title=" restructuring process"> restructuring process</a>, <a href="https://publications.waset.org/abstracts/search?q=transmission%20pricing" title=" transmission pricing"> transmission pricing</a> </p> <a href="https://publications.waset.org/abstracts/62287/investigation-on-cost-reflective-network-pricing-and-modified-cost-reflective-network-pricing-methods-for-transmission-service-charges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4546</span> Depth of Field: Photographs, Narrative and Reflective Learning Resource for Health Professions Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabrielle%20Brand">Gabrielle Brand</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Etherton-Beer"> Christopher Etherton-Beer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning landscape of higher education environment is changing, with an increased focus over the past decade on how educators might begin to cultivate reflective skills in health professions students. In addition, changing professional requirements demand that health professionals are adequately prepared to practice in today’s complex Australian health care systems, including responding to changing demographics of population ageing. To counteract a widespread perception of health professions students’ disinterest in caring for older persons, the authors will report on an exploratory, mixed method research study that used photographs, narrative and small group work to enhance medical and nursing students’ reflective learning experience. An innovative photo-elicitation technique and reflective questioning prompts were used to increase engagement, and challenge students to consider new perspectives (around ageing) by constructing shared storylines in small groups. The qualitative themes revealed how photographs, narratives and small group work created learning spaces for reflection whereby students could safely explore their own personal and professional values, beliefs and perspectives around ageing. By providing the space for reflection, the students reported how they found connection and meaning in their own learning through a process of self-exploration that often challenged their assumptions of both older people and themselves as future health professionals. By integrating cognitive and affective elements into the learning process, this research demonstrates the importance of embedding visual methodologies that enhance reflection and transformative learning. The findings highlight the importance of integrating the arts into predominantly empirically driven health professional curricula and can be used as a catalyst for individual and/or collective reflection which can potentially enhance empathy, insight and understanding of the lived experiences of older patients. Based on these findings, the authors have developed ‘Depth of Field: Exploring Ageing’ an innovative, interprofessional, digital reflective learning resource that uses Prezi Inc. software (storytelling tool that presents ideas on a virtual canvas) to enhance students’ reflective capacity in the higher education environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=narrative" title="narrative">narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=photo-elicitation" title=" photo-elicitation"> photo-elicitation</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20learning" title=" reflective learning"> reflective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a> </p> <a href="https://publications.waset.org/abstracts/40458/depth-of-field-photographs-narrative-and-reflective-learning-resource-for-health-professions-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">284</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4545</span> Linking Theory to Practice: An Analysis of Papers Submitted by Participants in a Teacher Mentoring Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Varda%20Gil">Varda Gil</a>, <a href="https://publications.waset.org/abstracts/search?q=Ella%20Shoval"> Ella Shoval</a>, <a href="https://publications.waset.org/abstracts/search?q=Tussia%20Mira"> Tussia Mira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher mentoring is a complex practical profession whose unique characteristic is the teacher-mentors' commitment to helping teachers link theory with teaching practice in the process of decision-making and in their reflections on teaching. The aim of this research is to examine the way practicing teacher-mentors participating in a teacher mentoring course made the connection between theory and practice. The researchers analyzed 20 final papers submitted by participants in a course to train teacher mentors. The participants were all veteran high-school teachers. The course comprised 112 in-class hours in addition to mentoring novices in the field. The course covered the following topics: The teacher-mentors' perception of their role; formative and summative evaluation of the novices; tutoring strategies and tools; types of learners; and ways of communicating and dealing with novice teachers' resistance to counseling. The course participants were required to write a 4-5 page reflective summary of their field mentoring practice. In addition, they were required to link theories explicitly learned in the course to their practice in the field. A qualitative analysis of the papers led to the creation of the taxonomy of the link between theory and practice relating to four topics: The kinds of links made between theory and practice, the quality of these links, the links made between private teaching theories and official teaching theory, and the qualities of these links. This taxonomy may prove to be a useful tool in the teacher-mentor training processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=taxonomy" title="taxonomy">taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-mentors" title=" teacher-mentors"> teacher-mentors</a>, <a href="https://publications.waset.org/abstracts/search?q=theory" title=" theory"> theory</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-mentor%20training" title=" teacher-mentor training"> teacher-mentor training</a> </p> <a href="https://publications.waset.org/abstracts/63052/linking-theory-to-practice-an-analysis-of-papers-submitted-by-participants-in-a-teacher-mentoring-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63052.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4544</span> Reflective Portfolio to Bridge the Gap in Clinical Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Keenoo%20Bibi%20Sumera">Keenoo Bibi Sumera</a>, <a href="https://publications.waset.org/abstracts/search?q=Alsheikh%20Mona"> Alsheikh Mona</a>, <a href="https://publications.waset.org/abstracts/search?q=Mubarak%20Jan%20Beebee%20Zeba%20Mahetaab"> Mubarak Jan Beebee Zeba Mahetaab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Due to the busy schedule of the practicing clinicians at the hospitals, students may not always be attended to, which is to their detriment. The clinicians at the hospitals are also not always acquainted with teaching and/or supervising students on their placements. Additionally, there is a high student-patient ratio. Since they are the prospective clinical doctors under training, they need to reach the competence levels in clinical decision-making skills to be able to serve the healthcare system of the country and to be safe doctors. Aims and Objectives: A reflective portfolio was used to provide a means for students to learn by reflecting on their experiences and obtaining continuous feedback. This practice is an attempt to compensate for the scarcity of lack of resources, that is, clinical placement supervisors and patients. It is also anticipated that it will provide learners with a continuous monitoring and learning gap analysis tool for their clinical skills. Methodology: A hardcopy reflective portfolio was designed and validated. The portfolio incorporated a mini clinical evaluation exercise (mini-CEX), direct observation of procedural skills and reflection sections. Workshops were organized for the stakeholders, that is the management, faculty and students, separately. The rationale of reflection was emphasized. Students were given samples of reflective writing. The portfolio was then implemented amongst the undergraduate medical students of years four, five and six during clinical clerkship. After 16 weeks of implementation of the portfolio, a survey questionnaire was introduced to explore how undergraduate students perceive the educational value of the reflective portfolio and its impact on their deep information processing. Results: The majority of the respondents are in MD Year 5. Out of 52 respondents, 57.7% were doing the internal medicine clinical placement rotation, and 42.3% were in Otorhinolaryngology clinical placement rotation. The respondents believe that the implementation of a reflective portfolio helped them identify their weaknesses, gain professional development in terms of helping them to identify areas where the knowledge is good, increase the learning value if it is used as a formative assessment, try to relate to different courses and in improving their professional skills. However, it is not necessary that the portfolio will improve the self-esteem of respondents or help in developing their critical thinking, The portfolio takes time to complete, and the supervisors are not useful. They had to chase supervisors for feedback. 53.8% of the respondents followed the Gibbs reflective model to write the reflection, whilst the others did not follow any guidelines to write the reflection 48.1% said that the feedback was helpful, 17.3% preferred the use of written feedback, whilst 11.5% preferred oral feedback. Most of them suggested more frequent feedback. 59.6% of respondents found the current portfolio user-friendly, and 28.8% thought it was too bulky. 27.5% have mentioned that for a mobile application. Conclusion: The reflective portfolio, through the reflection of their work and regular feedback from supervisors, has an overall positive impact on the learning process of undergraduate medical students during their clinical clerkship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Portfolio" title="Portfolio">Portfolio</a>, <a href="https://publications.waset.org/abstracts/search?q=Reflection" title=" Reflection"> Reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=Feedback" title=" Feedback"> Feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=Clinical%20Placement" title=" Clinical Placement"> Clinical Placement</a>, <a href="https://publications.waset.org/abstracts/search?q=Undergraduate%20Medical%20Education" title=" Undergraduate Medical Education"> Undergraduate Medical Education</a> </p> <a href="https://publications.waset.org/abstracts/165464/reflective-portfolio-to-bridge-the-gap-in-clinical-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4543</span> A Paradigm Shift into the Primary Teacher Education Program in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Happy%20Kumar%20Das">Happy Kumar Das</a>, <a href="https://publications.waset.org/abstracts/search?q=Md.%20Shahriar%20Shafiq"> Md. Shahriar Shafiq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper portrays an assumed change in the primary teacher education program in Bangladesh. An initiative has been taken with a vision to ensure an integrated approach to developing trainee teachers’ knowledge and understanding about learning at a deeper level, and with that aim, the Diploma in Primary Education (DPEd) program replaces the Certificate-in-Education (C-in-Ed) program in Bangladeshi context for primary teachers. The stated professional values of the existing program such as ‘learner-centered’, ‘reflective’ approach to pedagogy tend to contradict the practice exemplified through the delivery mechanism. To address the challenges, through the main two components (i) Training Institute-based learning and (ii) School-based learning, the new program tends to cover knowledge and value that underpin the actual practice of teaching. These two components are given approximately equal weighting within the program in terms of both time, content and assessment as the integration seeks to combine theoretical knowledge with practical knowledge and vice versa. The curriculum emphasizes a balance between the taught modules and the components of the practicum. For example, the theories of formative and summative assessment techniques are elaborated through focused reflection on case studies as well as observation and teaching practice in the classroom. The key ideology that is reflected through this newly developed program is teacher’s belief in ‘holistic education’ that can lead to creating opportunities for skills development in all three (Cognitive, Social and Affective) domains simultaneously. The proposed teacher education program aims to address these areas of generic skill development alongside subject-specific learning outcomes. An exploratory study has been designed in this regard where 7 Primary Teachers’ Training Institutes (PTIs) in 7 divisions of Bangladesh was used for experimenting DPEd program. The analysis was done based on document analysis, periodical monitoring report and empirical data gathered from the experimental PTIs. The findings of the study revealed that the intervention brought positive change in teachers’ professional beliefs, attitude and skills along with improvement of school environment. Teachers in training schools work together for collective professional development where they support each other through lesson study, action research, reflective journals, group sharing and so on. Although the DPEd program addresses the above mentioned factors, one of the challenges of the proposed program is the issue of existing capacity and capabilities of the PTIs towards its effective implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title="Bangladesh">Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20implementation" title=" effective implementation"> effective implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20teacher%20education" title=" primary teacher education"> primary teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20approach" title=" reflective approach"> reflective approach</a> </p> <a href="https://publications.waset.org/abstracts/63376/a-paradigm-shift-into-the-primary-teacher-education-program-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63376.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">217</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4542</span> Nanostructure Antireflective Sol-Gel Silica Coatings for Solar Collectors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najme%20Lari">Najme Lari</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahrokh%20Ahangarani"> Shahrokh Ahangarani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Shanaghi"> Ali Shanaghi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sol-gel technology is a promising manufacturing method to produce anti reflective silica thin films for solar energy applications. So to improve the properties of the films, controlling parameter of the sol - gel method is very important. In this study, soaking treatment effect on optical properties of silica anti reflective thin films was investigated. UV-Visible Spectroscopy, Fourier-Transformed Infrared Spectrophotometer and Field Emission Scanning Electron Microscopy was used for the characterization of silica thin films. Results showed that all nanoporous silica layers cause to considerable reduction of light reflections compared with uncoated glasses. With single layer deposition, the amount of reduction depends on the dipping time of coating and has an optimal time. Also, it was found that solar transmittance increased from 91.5% for the bare slide up to 97.5% for the best made sample corresponding to two deposition cycles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sol%E2%80%93gel" title="sol–gel">sol–gel</a>, <a href="https://publications.waset.org/abstracts/search?q=silica%20thin%20films" title=" silica thin films"> silica thin films</a>, <a href="https://publications.waset.org/abstracts/search?q=anti%20reflective%20coatings" title=" anti reflective coatings"> anti reflective coatings</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20properties" title=" optical properties"> optical properties</a>, <a href="https://publications.waset.org/abstracts/search?q=soaking%20treatment" title=" soaking treatment"> soaking treatment</a> </p> <a href="https://publications.waset.org/abstracts/23222/nanostructure-antireflective-sol-gel-silica-coatings-for-solar-collectors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23222.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4541</span> DPED Trainee Teachers' Views and Practice on Mathematics Lesson Study in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mihir%20Halder">Mihir Halder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim and objective of the eighteen-month long Diploma in Primary Education (DPED) teacher education training course for in-service primary teachers in Bangladesh is to acquire professional knowledge as well as make them proficient in professional practice. The training, therefore, introduces a variety of theoretical and practical approaches as well as some professional development activities—lesson study being one of them. But, in the field of mathematics teaching, even after implementing the lesson study method, the desired practical teaching skills of the teachers have not been developed. In addition, elementary students also remain quite raw in mathematics. Although there have been various studies to solve the problem, the need for the teachers' views on mathematical ideas has not been taken into consideration. The researcher conducted the research to find out the cause of the discussed problem. In this case, two teams of nine DPED trainee teachers and two instructors conducted two lesson studies in two schools located in the city and town of Khulna Province, Bangladesh. The researcher observed group lesson planning by trainee teachers, followed by a trainee teacher teaching the planned lesson plan to an actual mathematics classroom, and finally, post-teaching reflective discussion in each lesson study. Two DPED instructors acted as mentors in the lesson study. DPED trainee teachers and instructors were asked about mathematical concepts and classroom practices through questionnaires as well as videotaped mathematics classroom teaching. For this study, the DPED mathematics course, curriculum, and assessment activities were analyzed. In addition, the mathematics lesson plans prepared by the trainee teachers for the lesson study and their pre-teaching and post-teaching reflective discussions were analyzed by some analysis categories and rubrics. As a result, it was found that the trainee teachers' views of mathematics are not mature, and therefore, their mathematics teaching practice is not appropriate. Therefore, in order to improve teachers' mathematics teaching, the researcher recommended including some action-oriented aspects in each phase of mathematics lesson study in DPED—for example, emphasizing mathematics concepts of the trainee teachers, preparing appropriate teaching materials, presenting lessons using the problem-solving method, using revised rubrics for assessing mathematics lesson study, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20lesson%20study" title="mathematics lesson study">mathematics lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20of%20mathematics" title=" knowledge of mathematics"> knowledge of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20of%20teaching%20mathematics" title=" knowledge of teaching mathematics"> knowledge of teaching mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20views" title=" teachers' views"> teachers' views</a> </p> <a href="https://publications.waset.org/abstracts/176079/dped-trainee-teachers-views-and-practice-on-mathematics-lesson-study-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4540</span> Reactive Learning about Food Waste Reduction in a Food Processing Plant in Gauteng Province, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nesengani%20Elelwani%20Clinton">Nesengani Elelwani Clinton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents reflective learning as an opportunity commonly available and used for food waste learning in a food processing company in the transition to sustainable and just food systems. In addressing how employees learn about food waste during food processing, the opportunities available for food waste learning were investigated. Reflective learning appeared to be the most used approach to learning about food waste. In the case of food waste learning, reflective learning was a response after employees wasted a substantial amount of food, where process controllers and team leaders would highlight the issue to employees who wasted food and explain how food waste could be reduced. This showed that learning about food waste is not proactive, and there continues to be a lack of structured learning around food waste. Several challenges were highlighted around reflective learning about food waste. Some of the challenges included understanding the language, lack of interest from employees, set times to reach production targets, and working pressures. These challenges were reported to be hindering factors in understanding food waste learning, which is not structured. A need was identified for proactive learning through structured methods. This is because it was discovered that in the plant, where food processing activities happen, the signage and posters that are there are directly related to other sustainability issues such as food safety and health. This indicated that there are low levels of awareness about food waste. Therefore, this paper argues that food waste learning should be proactive. The proactive learning approach should include structured learning materials around food waste during food processing. In the structuring of the learning materials, individual trainers should be multilingual. This will make it possible for those who do not understand English to understand in their own language. And lastly, there should be signage and posters in the food processing plant around food waste. This will bring more awareness around food waste, and employees' behaviour can be influenced by the posters and signage in the food processing plant. Thus, will enable a transition to a just and sustainable food system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainable%20and%20just%20food%20systems" title="sustainable and just food systems">sustainable and just food systems</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20waste" title=" food waste"> food waste</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20waste%20learning" title=" food waste learning"> food waste learning</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20learning%20approach" title=" reflective learning approach"> reflective learning approach</a> </p> <a href="https://publications.waset.org/abstracts/163668/reactive-learning-about-food-waste-reduction-in-a-food-processing-plant-in-gauteng-province-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163668.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4539</span> Navigating the Case-Based Learning Multimodal Learning Environment: A Qualitative Study Across the First-Year Medical Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bhavani%20Veasuvalingam">Bhavani Veasuvalingam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Case-based learning (CBL) is a popular instructional method aimed to bridge theory to clinical practice. This study aims to explore CBL mixed modality curriculum in influencing students’ learning styles and strategies that support learning. An explanatory sequential mixed method study was employed with initial phase, 44-itemed Felderman’s Index of Learning Style (ILS) questionnaire employed across year one medical students (n=142) using convenience sampling to describe the preferred learning styles. The qualitative phase utilised three focus group discussions (FGD) to explore in depth on the multimodal learning style exhibited by the students. Most students preferred combination of learning stylesthat is reflective, sensing, visual and sequential i.e.: RSVISeq style (24.64%) from the ILS analysis. The frequency of learning preference from processing to understanding were well balanced, with sequential-global domain (66.2%); sensing-intuitive (59.86%), active- reflective (57%), and visual-verbal (51.41%). The qualitative data reported three major themes, namely Theme 1: CBL mixed modalities navigates learners’ learning style; Theme 2: Multimodal learners active learning strategies supports learning. Theme 3: CBL modalities facilitating theory into clinical knowledge. Both quantitative and qualitative study strongly reports the multimodal learning style of the year one medical students. Medical students utilise multimodal learning styles to attain the clinical knowledge when learning with CBL mixed modalities. Educators’ awareness of the multimodal learning style is crucial in delivering the CBL mixed modalities effectively, considering strategic pedagogical support students to engage and learn CBL in bridging the theoretical knowledge into clinical practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case-based%20learning" title="case-based learning">case-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learnign%20style" title=" learnign style"> learnign style</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20students" title=" medical students"> medical students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/151162/navigating-the-case-based-learning-multimodal-learning-environment-a-qualitative-study-across-the-first-year-medical-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4538</span> An Assessment of the Writing Skills of Reflective Essay of Grade 10 Students in Selected Secondary Schools in Valenzuela City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reynald%20Contreras">Reynald Contreras</a>, <a href="https://publications.waset.org/abstracts/search?q=Shaina%20Marie%20Bho"> Shaina Marie Bho</a>, <a href="https://publications.waset.org/abstracts/search?q=Kate%20Roan%20Dela%20Cruz"> Kate Roan Dela Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Marvin%20Dela%20Cruz"> Marvin Dela Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted with the aim of determining the skill level of grade ten (Grade 10) students in writing a reflective essay in selected secondary schools of Valenzuela. This research used descriptive and qualitative-quantitative research methods to systematically and accurately describe the level of writing skills of students and used a convenient sampling technique in selecting forty (40) students in grade ten. (Grade 10) at Polo, Wawang Pulo, and Arkong Batong high schools with a total of one hundred and twenty (120) students to assess the written reflective essay using modified rubrics developed based on 6+1 writing traits by Ruth Culham. According to the findings of the study, students at Polo and Wawang Pulo National high schools have low levels of writing skills that need to be developed or are not proficient. Meanwhile, Arkong Bato National High School has achieved a high degree of writing proficiency. Based on the study's findings, the researchers devised a suggested curriculum mapping for the suggested activity or intervention activity that would aid in the development and cultivation of the writing skills of children in grade ten (Grade 10). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title="writing skills">writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20essay" title=" reflective essay"> reflective essay</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention%20activity" title=" intervention activity"> intervention activity</a>, <a href="https://publications.waset.org/abstracts/search?q=6%2B1%20writing%20traits" title=" 6+1 writing traits"> 6+1 writing traits</a>, <a href="https://publications.waset.org/abstracts/search?q=modified%20rubrics" title=" modified rubrics"> modified rubrics</a> </p> <a href="https://publications.waset.org/abstracts/149971/an-assessment-of-the-writing-skills-of-reflective-essay-of-grade-10-students-in-selected-secondary-schools-in-valenzuela-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149971.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4537</span> Long-Term Field Performance of Paving Fabric Interlayer Systems to Reduce Reflective Cracking</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farshad%20Amini">Farshad Amini</a>, <a href="https://publications.waset.org/abstracts/search?q=Kejun%20Wen"> Kejun Wen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The formation of reflective cracking of pavement overlays has confronted highway engineers for many years. Stress-relieving interlayers, such as paving fabrics, have been used in an attempt to reduce or delay reflective cracking. The effectiveness of paving fabrics in reducing reflection cracking is related to joint or crack movement in the underlying pavement, crack width, overlay thickness, subgrade conditions, climate, and traffic volume. The nonwoven geotextiles are installed between the old and new asphalt layers. Paving fabrics enhance performance through two mechanisms: stress relief and waterproofing. Several factors including proper installation, remedial work performed before overlay, overlay thickness, variability of pavement strength, existing pavement condition, base/subgrade support condition, and traffic volume affect the performance. The primary objective of this study was to conduct a long-term monitoring of the paving fabric interlayer systems to evaluate its effectiveness and performance. A comprehensive testing, monitoring, and analysis program were undertaken, where twelve 500-ft pavement sections of a four-lane highway were rehabilitated, and then monitored for seven years. A comparison between the performance of paving fabric treatment systems and control sections is reported. Lessons learned, and the various factors are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=monitoring" title="monitoring">monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=paving%20fabrics" title=" paving fabrics"> paving fabrics</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20cracking" title=" reflective cracking"> reflective cracking</a> </p> <a href="https://publications.waset.org/abstracts/57230/long-term-field-performance-of-paving-fabric-interlayer-systems-to-reduce-reflective-cracking" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57230.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4536</span> Enhancing Greenhouse Productivity and Energy Efficiency Through UV-IR Reflective Coatings and Dust Mitigation: A Case Study in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tayirjan%20Taylor%20Isimjan">Tayirjan Taylor Isimjan</a>, <a href="https://publications.waset.org/abstracts/search?q=Essam%20Jamea"> Essam Jamea</a>, <a href="https://publications.waset.org/abstracts/search?q=Muien%20Qaryouti"> Muien Qaryouti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demand for efficient greenhouse production is escalating, necessitating continuous improvements in controlled plant growth environments. Central to maximizing growth are critical light-related factors, including quantity, quality, and geometric distribution of intercepted radiation. This becomes particularly crucial in regions like the Middle East, characterized by high solar radiation and dusty atmospheric conditions. Existing greenhouse technologies often rely on additional expensive equipment to manage light conditions effectively. In this study, we propose a distinct approach employing functional coatings to mitigate dust and block UV and IR radiation, thereby conserving energy and enhancing productivity. By combining UV-IR reflective coatings with dust mitigation strategies, we aim to address both environmental challenges and energy consumption issues faced by greenhouse agriculture in Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=greenhouse" title="greenhouse">greenhouse</a>, <a href="https://publications.waset.org/abstracts/search?q=UV-IR%20reflective%20coatings" title=" UV-IR reflective coatings"> UV-IR reflective coatings</a>, <a href="https://publications.waset.org/abstracts/search?q=dust%20mitigation" title=" dust mitigation"> dust mitigation</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficiency" title=" energy efficiency"> energy efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a> </p> <a href="https://publications.waset.org/abstracts/182893/enhancing-greenhouse-productivity-and-energy-efficiency-through-uv-ir-reflective-coatings-and-dust-mitigation-a-case-study-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182893.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reflective%20practice&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reflective%20practice&page=3">3</a></li> <li class="page-item"><a class="page-link" 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