Reflection as pedagogy in action research

An Ethical Theory of Action Research Pedagogy

Reflection-in-action and Reflection-on-action*

Since the publication of Schon's (1983) book on the character and development of professional knowledge, our research has been directed at applying his theoretical position to the problem of how teachers acquire the knowledge of practice that allows them to teach as they do. Briefly, we have attempted to understand what lies behind the apparently simple notion that teachers learn to teach by te...

Emergence: Complexity Pedagogy in Action

Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasi...

Reflection On Action in NIME Research: Two Complementary Perspectives

This paper discusses practice-based research in the context of live performance with interactive systems. Practicebased research is outlined in depth, with key concepts and approaches contextualised with respect to research in the NIME field. We focus on two approaches, both of which are concerned with documenting, examining and reflecting on the real-world behaviours and experiences of people ...

Reflection in/and writing: pedagogy and practice in medical education.

During the past decade, "reflection" and "reflective writing" have become familiar terms and practices in medical education. The authors of this article argue that the use of the terms requires more thoughtfulness and precision, particularly because medical educators ask students to do so much reflection and reflective writing. First, the authors discuss John Dewey's thoughts on the elements of...