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  • 1.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Elídottír, Jórunn
    The sounds of silence: some remarks on the value of silence in the process of reflection in relation to teaching and learning2003Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 4, nr 1, s. 41-51Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper focuses on the importance of understanding silence in the process of reflection in relation to teaching and learning. We can assume that silence means different things to different people, and that it can communicate many and different things. Silence can, so to say, be 'used' in various ways. We can, for example, elect to be silent, but in some situations silence is imposed, as one cannot find words to respond. Irrespective of the reason for the silence, one can emphasise that a non-message is also a message--the silence tells us something. This line of reasoning can lead one to an interpretation and conclusion that silence becomes a language when the ordinary vocabulary is not enough, or when one favours silence above the spoken word. Within this paper multiple meanings of silence, as well as different expressions of silence, will be highlighted. Finally, the value of silence in the process of reflection on teaching and learning will be discussed

  • 2.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hörnqvist, Maj-Lis
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Reflections from a school on a school2005Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 6, nr 2, s. 319-325Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    School is one of the largest workplaces in Western society, and the school must be regarded as an important place in people's lives. A school materializes through the building, and today a lot of school buildings are in need of rebuilding and reorganization. A school does not get old only from a design and constructive perspective but also from a pedagogical perspective. In this paper we want to illuminate and discuss teachers' and pupils' reflections on significant spaces in the school. To develop an understanding of teachers' and pupils' reflections on the school building we gave some pupils and teachers the opportunity to use a digital camera to depict what they think are significant spaces within the school. With these photos as a point of departure the pupils and the teachers have been interviewed concerning their reflections on the space of the school. To conclude we want to emphasize that the architectural formation is experienced, interpreted and used in different ways by different people and that a building gets its significance first when people experience it, i.e., by looking at it, being in it, using it and reflecting on it.

  • 3.
    Annerblom, Marie-Louise
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Internationalization in Higher Education – “what does the Russians think..”: an interview study2016Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, s. 1-14Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to study academic teachers’ understanding and experiences of internationalization in relation to the current efforts to internationalize Higher Education. A qualitative interview study was conducted with seven academic teachers in Higher Education from a state university and a private university in Russia with experiences from international activities. The results were analysed by reflexive methodology related to theories about globalisation, conscious critical dialogue and the need for professional development among academic teachers. A common result was the notion of different strategies of the internationalization process in different countries. A common result was also the experiences of differences in the relationship between teachers and students at the foreign universities. Another shared result among the academic teachers was the experiences of self-development and professional development. Differences between the teacher´s experiences of internationalization seemed to be due to various causes e.g. which type of academic subject they were teaching.

  • 4.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ghaye, Anthony
    Institute of Reflective Practice.
    Reflective and appreciative actions that support the building of ethical places and spaces2007Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 8, nr 4, s. 447-466Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This reflective account discusses the ‘creative renderings' that surfaced as a consequence of a workshop about ethical issues in education, with school staff in a Municipality in Northern Sweden. The paper is part of a longer, on-going conversation in that community about building and sustaining an ethical place and space called ‘school'. The focus for the conversation on this particular day was around every child and every teacher being valued in school. We worked alongside 30 school staff throughout that day with two appreciative activities - The Show-and-share activity and The Building blocks activity. During the day we also made field notes of teacher's shared experiences, we analysed their writing on the Building Blocks and documented the process with a digital camera. After the workshop we invited teachers to write some reflective notes. In the paper we share our collective reflections on what we felt we learnt. The workshop was guided by the principles of participatory and appreciative action research or PAAR.

  • 5.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Appreciative student voice model: reflecting on an appreciative inquiry research method for facilitating student voice processes2018Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 19, nr 5, s. 623-637Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to describe and discuss Appreciative Inquiry (AI) as a research method to facilitate student voice in school research. The paper sets out a model for conducting AI in schools. The research questions identified are: What are the researcher’s reflections when using Appreciative Inquiry in school research? What challenges and opportunities can be found when using Appreciative Inquiry in research processes with students? An application of the model will be presented and problematised. The conclusions indicate the importance of inviting students to participate in the process of defining research topics, and of using multimodal methods for facilitating students’ exploration of school experiences. It is also vital that adults support students in imagining and articulating visions on how to improve the school, as well as plans designing for enacting visions. Finally, a ‘whole school approach’ is emphasised for contributing to sustainable appreciative student voice work in schools.

  • 6.
    Gelter, Hans
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Medier ljudteknik och upplevelseproduktion och teater.
    Why is reflective thinking uncommon?2003Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 4, nr 3, s. 337-344Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents some thoughts about the use of the word 'reflection' and the provocative statement that reflection seems not to be a spontaneous everyday activity in our professions or everyday life. The discussion focuses on the cognitive aspects of reflection. As reflection is regarded as a conscious activity the hypothesis of a conscious 'I' and an unconscious 'me' is discussed in the light of information theory and their suggested functions in understanding and grasping the world. It is suggested that as a consequence of short-term memory and our flashlight-like consciousness scanning our perceptive world, it is difficult to keep our consciousness focused on one thing for longer times. This is suggested to be of evolutionary survival value with the consequence that focused reflection needs active effort and energy, and thus is not a spontaneous activity. It is also suggested that the conscious 'I' and its capacity to reflect is of evolutionary and historic recent origin, arising in the dawn of modern society in association with the development of a free will. The reflective capacity is thus epigenetic and has to be learned and encouraged

  • 7.
    Ghaye, Tony
    et al.
    Reflective Learning-UK, Maisemore.
    Melander-Wikman, Anita
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Kisare, Moni
    East African Support Unit for NGOs, Arusha.
    Chambers, Philip
    Reflective Learning-UK, Maisemore.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Lillyman, Sue
    Faculty of Health, Birmingham City University.
    Participatory and appreciative action and reflection (PAAR): democratizing reflective practices2008Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 9, nr 4, s. 361-397Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The paper introduces a new approach to reflecting and acting called participatory and appreciative action and reflection (PAAR). It explores its potential to enable individuals and groups to move forward, to improve their working practices and lives in particular communities and contexts. The paper situates PAAR in the historical context of participatory and action methodologies and reflective learning. It suggests that using PAAR requires four strategic ‘turns'. By turn we mean a change in direction from one way of thinking and practising to another. The four turns are: (i) away from a preoccupation with changing behaviours in order to solve problems, with ‘fixing' things and an engagement in deficit-based discourses, towards the development of appreciative insight, understanding the root causes of success and sustaining strengths-based discourses in order to amplify those things that will help build a better future from the positive present; (ii) away from self-learning (individualism and isolation) and towards collective learning through interconnectedness, appreciative knowledge sharing and the use of new forms of communications technology which enable simultaneous action in dispersed geopolitical spaces; (iii) away from one way of knowing and one perspective on truth to an acceptance of more pluralistic view of ways of knowing, of understanding human experience and putting this knowing to good use; (iv) away from reflective cycles and spirals and towards the use of a reflective learning (r-learning) framework comprising four mutually supportive processes. They are those of developing an appreciative ‘gaze', of reframing experience, of building practical wisdom and of achieving and moving forward.

  • 8.
    Kostenius, Catrine
    et al.
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    'Friendship is like an extra parachute': reflections on the way schoolchildren share their lived experiences of well-being through drawings2008Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 9, nr 1, s. 23-35Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study was to create a new understanding of health promotion activities in the classroom setting through children's perspectives. Nineteen Swedish schoolchildren, ages 10- to 11-years-old, participated in health promotion work in the classroom. Through drawings and an exhibition discussion analysing their own and each other's drawings, they shared their lived experience of well-being and lack thereof. The phenomenological analysis resulted in three themes: (1) friends in good times and in bad; (2) the sunny side of life; (3) the bad and the mean. These themes were understood as friendship being like an extra parachute. Reflecting on the children's lived experience of well-being and our own role in the research process, the concept of openness surfaced. This we believe is an important ethical aspect of research with children.

  • 9.
    Melander-Wikman, Anita
    et al.
    Luleå tekniska universitet, Institutionen för hälsovetenskap.
    Jansson, Maria
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Innovation och Design.
    Ghaye, Anthony
    Institute of Reflective Practice.
    Reflections on an appreciative approach to empowering elderly people in home healthcare2006Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, ISSN 1462-3943, Vol. 7, nr 4, s. 423-443Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This is a reflective account of aspects of our collective concern about developing and sustaining ways that might enable elderly people to feel more empowered to exercise their right of self-determination. This work has been undertaken in the context of home healthcare in northern Sweden. In this paper we put three espoused values 'under pressure' from client, professional (homecare staff) and research perspectives. We also explore three aspects of the pictorial landscape of homecare (see Figure 1). They are the notions of client participation, empowerment and ICT. The living data for this paper is drawn from two days of workshop activities with 35 homecare staff working in the municipality of Lule, Sweden. The workshop was one outcome of the e-Home Health Care @ North Calotte (eHHC) Project of 2003-2005. We conclude with some collective reflections about: (a) the practice of participation (dialogue) and an intention of it (empowerment) in the context of clients accelerating service change; (b) how to reframe traditional views of the relationships between research and practice and, as a consequence, open up new possibilities for understanding how elderly people's lived experiences can be a positive force for service improvement; and (c) the use of storyboards as an appreciative approach to enable frontline staff to reflect on their work, share and learn together

  • 10.
    Unevik, Erik
    et al.
    Landstinget Kronoberg.
    Wickford, Jenny
    Mälardalens högskola.
    Melander-Wikman, Anita
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    From curiosity to appreciating and re-evaluating cultural diversity in physiotherapy: a self-reflective account of experiences and reactions as a Swedish physiotherapy student in India2012Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 13, nr 5, s. 663-677Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    As our globalized world entails meetings between health care givers and patients from diverse cultures, cultural factors must be considered in physiotherapy practice. Yet there is insufficient research regarding physiotherapists’ experiences when meeting different cultures. This paper aims to describe my experiences and reactions when meeting a different physiotherapy culture than my own. An autoethnographic study was conducted in India at four different physiotherapy clinical settings during seven weeks. Participant observation and field notes were used to document experiences. The data were analyzed with a qualitative content analysis to find recurring categories and themes. The analysis of field notes resulted in a overreaching category ‘From curiosity to appreciating and re-evaluating cultural diversity in physiotherapy’, divided into three different subcategories and themes: reflecting on hierarchies and the working structure in the context of physiotherapy practice, on the Indian physiotherapy students’ knowledgebase compared with my earlier experiences from Sweden and on the emotions emerging from being a student in the field with minor experience and knowledge in a different context. This reflective process over my experiences has taught me that my own culture is something I can only understand and re-evaluate when I have met a different one, and has helped me to start appreciate and develop further insight of the importance and the complexity of cultural diversity in physiotherapy.

  • 11.
    Wikberg-Nilsson, Åsa
    et al.
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Innovation och Design.
    Fältholm, Ylva
    Abrahamsson, Lena
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Arbetsvetenskap.
    Reframing practice through the use of personas2010Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 11, nr 3, s. 285-298Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In focus in this paper is a development process of ‘Personas'; fictive characters used to reflect on norms and perspectives of practice. Although reflective practice is a well-known process to enhance and support learning, improvement, development, etc., it is not easy to implement. Drawing on theories of action, this paper describes learning gained through using the Persona method within a research project called the Future Factory. The process of developing a Persona includes reflective inquiries of the case approached and an analysis and Persona creation development that go hand-in-hand. Lessons learned are that the process of creating Personas has contributed to a critical reflection of inquired contexts and that both the technique itself and the process of creating Personas has contributed to re-framing practice among participants in the Future Factory project.

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