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The text is a critical review of the book "Forming in Reflective Practice" compiled by Rebecca Anijovich and Graciela Cappelletti. The book seeks to revisit basic principles of education and reflective practice in training spaces. It focuses on the theoretical construction of reflective practice as a methodological tool to improve teaching and teacher training. The book compiles experiences and autobiographies that analyze conceptual categories and proposes principles such as learning to look at practice with curious eyes, understanding the complexity of teaching, and a reflective proposal to become researchers of one's own practice. The importance of reflective practice in teacher training is also mentioned, and a historical overview of the conceptualization of the term "training" is provided. [Extracted from the article]

"English for a Critical Mind: Language Pedagogy for Social Justice" by Cogo, Crookes, and Siqueira is a timely volume that explores Critical Language Pedagogy (CLP) and English as a Lingua Franca (ELF). The book emphasizes the importance of students taking an active role in their learning process and developing critical thinking skills. It provides practical materials and guidance for teachers to foster critical thinking and reflection in their classrooms. The book also highlights the significance of self-reflection and the creation of support networks among educators. Overall, it promotes inclusivity, critical thinking, effective communication, and social awareness. [Extracted from the article]

The book "(Re)Storying Human/Earth Relationships in Environmental Education: Becoming (Partially) Posthumanist" by Kathryn Riley offers a fresh perspective on human-nonhuman relationships in environmental education. The book challenges conventional narratives and explores the complex connections between humans and the environment. It advocates for a holistic curriculum approach, experiential learning, and multisensory teaching practices. The book also delves into the transformative journey of an eco-art project and highlights the impact of outdoor learning on children. Overall, the book provides a profound posthumanist outlook on environmental education and emphasizes the urgency of addressing the current ecological crisis. [Extracted from the article]

"Dance Research Methodologies: Ethics, Orientations, and Practices" is a comprehensive anthology edited by Rosemary Candelario and Matthew Henley. The book covers five areas of dance research: dance practice, dance studies, dance education, dance science, and dance research beyond disciplines. The collection features 27 chapters that provide overviews and in-depth explorations of various topics, including community dance projects, hip hop's oral history, decolonial ethnographic methods, and statistical analysis for dance. The editors' expertise in dance research and their experience as educators make the book particularly valuable for undergraduate and graduate students. The volume also includes a creative workbook with pedagogical tools and exercises for classroom use. Overall, the anthology showcases the diverse perspectives and contributions of dance research to larger questions in a thoughtful and accessible manner. [Extracted from the article]

"Learning by Design and Second Language Teaching: Theory, Research, and Practice" by Gabriela C. Zapata is a comprehensive resource that explores the relationship between second language (L2) teaching and learning and the Multiliteracies Framework Learning by Design. The book provides evidence-based pedagogical approaches and recommendations for their application, connecting the conceptual framework with second language instruction based on a strong theoretical foundation. Each chapter offers practical steps for educators to choose authentic materials and design assignments in each of the framework's knowledge processes. The book includes sample tasks that can be adapted for use in diverse educational contexts and provides valuable supporting resources such as guiding charts, figures, templates, and digital tools. [Extracted from the article]

Angelelli is a leading scholar whose perspectives have been influential in conceptualizing healthcare interpreters' active roles in the discursive process. Similarly, Angelelli notes that interpreters' roles are complicated and nuanced without delving into the growing literature and ground-breaking research on the ways in which both professional and non-professional interpreters' role performances are negotiated, contested, and resisted by the different parties in a medical encounter (e.g., [9]; [13]; [14]). From this perspective, Angelelli conceives of interpreter roles as a somewhat stable performance to be assumed by interpreters. Angelelli, Claudia V. Healthcare interpreting explained London/New York Routledge 2019 202 978-1-138-23295-2 pbk I Healthcare interpreting explained i is a comprehensive guide to the general landscape of healthcare interpreting as a field of practice. [Extracted from the article]

He did so by means of in-depth interviews with 15 VIPs working as translators and interpreters and by reporting on his own experience as a blind interpreter and an interpreter trainer. SimText, Seeber and Delgado Luchner argue, has become increasingly common in conference interpreting, and its practice has become increasingly accepted and recognised by professionals, scholars and trainers. The findings also show that trainers mainly believe that these tools are more appropriate for student self-study, which raises the question whether students are actually making the best use of them - an issue which, the authors suggest, deserves further exploration through a student survey. [Extracted from the article]

Strazzoni argues that early modern battles around Cartesianism have shaped the philosophical discourse in natural philosophy. Strazzoni examines the reception of Descartes's thought in the Dutch universities, especially at the University of Leiden. For Strazzoni, Descartes's philosophy (or Cartesianism) embodies this characteristic of generating a discourse about foundations. [Extracted from the article]

As educators, it is essential that we practice what we preach in order to achieve authenticity in the knowledge-sharing process with students. In chapter 5, Moffatt draws upon the insights from the previous four chapters to engage in reflectivity in his role as an educator. [Extracted from the article]

The article reviews the book "The End of Learning: Milton and Education," by Thomas Festa.

The article reviews the book "Facilitating Reflective Learning in Higher Education," 2nd edition, by Anne Brockbank and Ian McGill.

The article reviews the book " Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change," by Dannelle D. Stevens and Joanne E. Cooper,

The article reviews the book "Facilitating Reflective Learning in Higher Education," by Anne Brockbank and Ian McGill.

The article reviews the book "Ministry That Transforms: A Contemplative Process of Theological Reflection," by Kathleen McAlpin.

The article reviews the book "Facilitating Reflective Learning in Higher Education," 2nd edition, by Anne Brockbank and Ian McGill.

The article reviews the book "Facilitating Reflective Learning Through Mentoring and Coaching," by Anne Brockbank and Ian McGill.

The article presents a review of the book “Facilitating Reflective Learning in Higher Education” by Anne Brockbank and Ian McGill.

A review of the book "Republic of Noise: The Loss of Solitude in Schools and Culture," by Diana Senechal is presented.