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Background. The article addresses the issue of developing reflective skills of future teachers during their university training. The object of the research is students' reflective skills determining their disposition to professional pedagogical activity. The purpose of the article is to examine the dynamics of reflective skills development of students majoring in pedagogics through their reflective activities during the learning process. Materials and methods. The methodological basis of the research is reflective, competence-based and system approaches. The author used the following methods: comparative analysis of pedagogical facts on the research topic, testing, pedagogical experiment, and survey. The collection of empirical data was carried out by using various pedagogical tools such as the questionnaire for self-understanding in the process of communication (by William Stephenson); the experimental technique of cooperative reflection (by T.F. Usheva and others); the method of activity analysis (by S.D. Neverovich and others), and the questionnaire for individual manifestations of reflection by A.V. Karpov. The study included 73 students of pedagogical specialties of Irkutsk State University. Results. The results of the study demonstrate positive dynamics of developing reflective skills of students majoring in pedagogics. Organizing the learning process based on reflective activity allowed to develop personal reflective skills in the beginning. The next stage included developing intellectual, communicative and cooperative types of reflective skills. The process of developing cooperative reflective skills turned out to be the hardest to start. Mainly, this process is complicated by problems in reaching agreement of students' activity positions and planning their collective actions. The dynamics of developing reflective skills does not depend on the stage of higher education (studying for bachelor's or master's degree). Students of every stage of higher education demonstrated the same trajectory of developing the four types of reflective skills.

Social work skills such as the ability to reflect on self and to recognize and manage emotions are fostered in part through using and receiving feedback, however there is limited research about feedback methods that effectively enable social work students and post-qualifying workers to engage with the emotional aspects of learning and feedback. This teaching note reports on a pilot project in which video feedback on academic assignments was provided to first year undergraduate social work students studying at a university in England. The project findings underscore the importance of engaging with the emotional dimensions of feedback processes and recognizing how feedback experiences can shape emerging learner and professional identities. The findings also underline the psychological and social skills required to engage in more performative aspects of contemporary education and practice. We argue that social work students are likely to benefit from support to develop meta-cognition (the process of thinking about one’s thinking processes) and self-regulation (regulation of emotion and behavior) skills before they can make sense of academic and practice-orientated feedback. Video feedback on academic assignments is therefore best utilized when it is underpinned by a dialogical approach to teaching and learning in the ‘classroom’ and the ‘field’. [ABSTRACT FROM AUTHOR]

We present the results from the a posteriori analysis of the criteria test, which has been developed on the curriculum of the school subject "Biology and Health education"-8th grade (Chapters on Metabolism). The results from the statistical procedures indicate that the aforementioned test presents good characteristic and could serve as a good instrument for effective diagnostics of the reflective skills among students in 8th grade [ABSTRACT FROM AUTHOR]

The popularity of streaming services, especially after the COVID-19 pandemic, reinforced the understanding that screen acting skills should be prioritized, prompting a reimagining of Stanislavsky's practices to address the needs of the contemporary actor and acting graduate. Screen actors are expected to self-tape using digital technologies to showcase their acting skills independently. This indicates a growing demand for self-reflective abilities on what works or doesn't work in recorded performances. Aspiring to develop lifelong learning screen actors, this essay argues that Konstantin Stanislavsky's Method of Physical Actions can be reversed for generating findings from acclaimed screen performances to use in self-taping. The reverse Method of Physical Actions proposes that physical scores are artefacts that can be objectively broken down into psycho-physical gestures and character behaviours that can be appropriated for self-taping etudes, and analysed when reflecting on self-tapes, fostering an ongoing embodied understanding of how acting choices work on screen. The breakdown and examination of two scenes portraying Helen Mirren in The Queen (2006) and Viola Davis in Fences (2016) illustrate how the Method of Physical Actions can be rediscovered for do-it-yourself screen acting. This essay helps actors, students and actor trainers to understand how acclaimed actors create outstanding screen performances. [ABSTRACT FROM AUTHOR]

Objectives of the research: The aim of the theoretical research is to elicit the meaning of improving narrative competence, particularly narrative analysis for developing teachers’ reflective skills. Research issues or problems: The research question is posed as follows: Can a narrative, narrative analysis in particular, foster development of teachers’ reflective skills, and if so, how? Research methods: The method used in the research is hermeneutic analysis, which matches the field of content narrative analysis. A short description of the context of the issue: The content analyzed in the text is descriptions of narrative, narrative competence, and narrative analysis, as well as reflective skills such as being, disclosing speaking, testing, and probing – according to concept of Joseph Raelin, to some extent. An important goal of the research is to show the significant meaning of narrative competence, especially narrative analysis, for developing reflective skills by teacher–practitioners. The relationships between narrative, narrative analysis, and improving these skills can induce the need to add another skill, such as an implicative one, that would be crucial for further personal and professional development towards achieving a higher level of self-identity. Process of argumentation: The research began the selection of an appropriate scope of terms which match one another and can achieve the aim and answer the research question. The analysis of these terms led to building the relationships between narrative, narrative competence, and reflective skills, followed by narrative analysis and reflective skills that are important for personal and professional teacher development. That resulted in some implications that may be useful in educating teachers and students and for education in general. Findings: The results show the importance of the relationship between the aspects described above. Additionally, original, result occurred in creating a new reflective skill, such as the implicative one dedicated to further self-development. Conclusions and recommendations: The hermeneutic analysis revealed a correlation between the development of a teacher’s narrative competence, particularly narrative analysis, and practicing reflective skills. However, further research is needed to bring about changes in educating both teachers and students, which demands attention be paid to the authentic reflective/narrative approach in practice. This could be reflected in core curriculum subjects in university and secondary school education.

Objectives of the research: The aim of the theoretical research is to elicit the meaning of improving narrative competence, particularly narrative analysis for developing teachers' reflective skills. Research issues or problems: The research question is posed as follows: Can a narrative, narrative analysis in particular, foster development of teachers' reflective skills, and if so, how? Research methods: The method used in the research is hermeneutic analysis, which matches the field of content narrative analysis. A short description of the context of the issue: The content analyzed in the text is descriptions of narrative, narrative competence, and narrative analysis, as well as reflective skills such as being, disclosing speaking, testing, and probing - according to concept of Joseph Raelin, to some extent. An important goal of the research is to show the significant meaning of narrative competence, especially narrative analysis, for developing reflective skills by teacher-practitioners. The relationships between narrative, narrative analysis, and improving these skills can induce the need to add another skill, such as an implicative one, that would be crucial for further personal and professional development towards achieving a higher level of self-identity. Process of argumentation: The research began the selection of an appropriate scope of terms which match one another and can achieve the aim and answer the research question. The analysis of these terms led to building the relationships between narrative, narrative competence, and reflective skills, followed by narrative analysis and reflective skills that are important for personal and professional teacher development. That resulted in some implications that may be useful in educating teachers and students and for education in general. Findings: The results show the importance of the relationship between the aspects described above. Additionally, original, result occurred in creating a new reflective skill, such as the implicative one dedicated to further selfdevelopment. Conclusions and recommendations: The hermeneutic analysis revealed a correlation between the development of a teacher's narrative competence, particularly narrative analysis, and practicing reflective skills. However, further research is needed to bring about changes in educating both teachers and students, which demands attention be paid to the authentic reflective/narrative approach in practice. This could be reflected in core curriculum subjects in university and secondary school education. [ABSTRACT FROM AUTHOR]

Key messages: Portfolio is a tool for learning, assessment and professional development. The portfolio approach is a process that involves the student. Portfolios allow students to develop their reflective skills. Before implementing a portfolio, it is necessary to train oneself, tutors and students. [ABSTRACT FROM AUTHOR]

The aim of the article is to show the meaning of practicing silence, enhancing the quality of the reflective skills of the reflective practitioner. These skills – being, speaking, disclosing, testing, and probing – reveal one’s reflective competences, which require time and silence to be developed. The reflective practitioner is a person who can creatively interact with their true-self, others, the world, and God. Therefore, he or she finds time to distance themselves from many stimuli that bombard the mind and the outer environment and treats silence and quietness more as a challenge, rather than a threat to their own existence. Silence, perceived as a space for finding a new quality of one’s identity, is presented in the paper in different perspectives. The meaning of listening silence is especially worth noticing in the domain of education, which is preoccupied with large streams of information coming from varied sources that demand to be acquired. That is why this goal seems important for those who must cope with matters connected with teaching, learning, upbringing, and development. I attempt to deal with this briefly in a theoretical, practically-oriented analysis by suggesting some solutions covered in the material below.

The notion of reflective practice has been considered important in healthcare professionals’ practice. In nursing, particularly in developed countries such as the United Kingdom, Canada, Australia, it has been set as a required competence for registration. Some action has been taken to support the achievement of competent and reflective practitioners, including embedding reflection in the nursing pre-registration education curriculum. In the past twenty years, there has been focus on using art-based initiatives to help student nurses to reflect on their clinical experience. Amongst the art forms, poetry has been used as a reflective tool. Many studies found that poetry could be helpful for developing students’ reflective skills. This literature review was conducted to identify the feasibility and promising benefit of using poetry to increase student nurses’ reflective skills. A comprehensive search of the literature and integrative review were undertaken for reviewing and discussing the evidence-based literature that supports the using of poetry as a reflective tool. A critical and narrative approach was undertaken for 16 relevant literature related to the importance of reflection in practice, the promising potential to enhance students’ reflective skills during academic education, and how poetry might promote students’ reflective skills. The literature review showed that using poetry in education have been carried out, and have yielded positive results. It is promising to note that the development of reflective practice, as required to be an attribute of a registered nurse, could be stimulated and achieved by the employment of poetry as a reflective tool in clinical education. The literature review also demostrated that using poetry as a reflective tool in nursing education is both feasible and worthwhile. Therefore, it is proven that using poetry as a means of reflection in an education setting is beneficial and valuable.

The article is devoted to the problem of information and communication technologies usage in the foreign language classroom. Some practical recommendations of students' pedagogical support provided through the computer training program are offered. The article responds to call for principles and teaching practices that address the worldwide problem of various aspects of a foreign language lesson. It draws on educational research and extensive experience with classroom practices to explain important principles for combining the process of speaking teaching, listening skills’ training and grammar practice. In contrast to other subjects the lesson of a foreign language should develop the understanding of languages and cultures through various experiences, fostering a positive attitude toward communication. For this reason, we should follow the individual approach in teaching English. According to this goal we suggest that usage of a training program helps providing harmonious social and psychological interaction between the teacher and his students, choosing the tasks according to the level of each student, organizing various activities in the foreign language classroom, carrying out objective control over the students’ progress.

The article aimsat deepening teachers’ responsibility and raising their awareness while organizing and managing the educational process, covering the reflective skills whose quality is reflected in teachers’ moral approaches. Morality performs a significant role when it comes to conducting the educational process. That is why discussion of issues of teachers’ knowledge seems to be important. Specifying its components means that we can see teachers‘ influence on pupils’ moral development, particularly when teachers are regarded as moral models by young students. Being conscious of this fact obliges teachers to perform self-moral developmental work which is then transferred into the pedagogic and didactic fields. The components of teachers’ knowledge understood in a perspective of creative, effective, reflective and practical implementation become meaningful.

The time we live in is characterised by social and cultural changes, but teaching in physical education (PE) does not necessary match these changes. Consequently, the present project explored how second-order reflection (SoR) as a tradition-challenging and developing form of reflection can be stimulated by an inquiry-based learning (IBL) approach in physical education teacher education to transform current pedagogy to align with social and cultural changes. SoR fosters development and learning by inter-professional collaboration and inter-professional dialogue and is an extended form of higher-order thinking (HoT) including critical thinking and problem-solving. The project explored how an IBL approach stimulated a group of pre-service teachers (n = 32) developing their professional practice by using SoR. Data were generated through video observations and audio recordings of the pre-service teachers' discussions, reflections and actions during the IBL unit. Furthermore, written reflections regarding the challenges were collected. All data were inductively analysed in order to identify and extract common themes and patterns in relation to SoR. The analyses of the data revealed that during the IBL approach the pre-service teachers used both reflection at first and second-order level. Reflections in the form of technical and practical considerations were common, while examples of SoR were seen especially in the phases of IBL where the pre-service teachers used new theoretical knowledge and experiences from other contexts than PE. Consequently, the findings supported that IBL enhanced the second-order reflective skills of some of the pre-service teachers. However, with further use of guiding and facilitation of the IBL process or keeping the pre-service teachers to their challenges, hypotheses and plans, the methodology has even more potential to enhance the second-order critical reflection of the participants; thereby developing their coming practice to be more reflective, engaging and probably motivational. [ABSTRACT FROM AUTHOR]

The capstone strategy course is used in many management education programs to provide practical business relevance as a means for students to transition to the business world. We conducted an empirical study to determine to what extent capstone strategy courses are teaching the following four skills that prepare students to meet business job demands: theoretical, practical, applied, and reflective. We found that professors teach applied skills the most, whereas they teach reflective skills the least. However, there was considerable variation in professors’ assessments of the extent to which each skill is taught in their capstone strategy classes. This finding suggests that there is a wide variety of course configurations taught across business schools. We also found that students were learning these skills differentially based on whether they had a business undergraduate background and business work experience. However, all students were learning reflective skills the least. We conclude that providing students with the four skills will go a long way toward ensuring that future managerial decisions are grounded on thoughtful iterative analyses that take into account ambiguities, multiple perspectives, and long-term, systemic implications. [ABSTRACT FROM AUTHOR]

Today’s experts must continuously reconstruct their expertise and be able to apply their theoretical knowledge in actual work. The development of expertise is a long process, during which theoretical, practical and metacognitive elements of expert knowledge are integrated into a coherent whole. It is important to foster student’s learning and integration of theoretical knowledge in practice during tertiary education. One tool for this is to pay more attention to practical knowledge in the theoretical part of the curriculum. The aim of this study was to evaluate the significance of early practical training as a part of the pharmacy curriculum and to find out to what extent the students felt their practical training fostered their learning. A total of 47 pharmacy students were interviewed during the three-month practice period. Content analyses of the interviews showed that the practical training increased students’ understanding of theoretical knowledge and their motivation to study. The students acquired practical skills and knowledge in a working community of professionals. The results also showed that the students should be able to rehearse their reflective skills during the theoretical studies as well, because the practice period was too short to permit adequate development of reflective skills. [ABSTRACT FROM AUTHOR]

Practical knowledge and skills are necessary components of expertise. Practical training in higher education has been shown to foster students' learning and understanding of theoretical backgrounds. The attitude and skill of mentors play a central role in enhancing the quality of students' practical learning. The aims of this study were to explore mentors' experiences of the practice period and mentoring process, and to develop practical performances to improve the practice period that s included in theoretical pharmaceutical studies in Finland. A total of 48 pharmacy mentors were interviewed during the practice period of the pharmacy curriculum. The interviews were analysed using qualitative content analysis. The results showed that the mentors considered the practice period an essential part of pharmacy studies, which fostered student learning and benefited the community pharmacy. Mentoring activities, mentoring processes and assessment of students varied in the pharmacies. The results showed that it is necessary to pay more attention to the aims and the content of the practice period. More cooperation is needed between the University and pharmacies. There is also a clear need to pay attention to reflective action in order to foster the quality of practical learning. [ABSTRACT FROM AUTHOR]

Action learning has emerged in recent years as a powerful and effective tool for life long sustainable learning. In this paper, we argue that students can be better prepared for job challenges if they are exposed to action learning in the classroom which focuses on solving real problems. With this in view, we developed three teaching methodologies based on the principles of action learning in two university based courses, including a) systems thinking, b) personal change and c) reflective skills. While these methodologies reflect to some extent the content areas in the course, they go beyond the delivery of content and take on the characteristics of mutually reinforcing interventions in the classroom. Students' actions to these approaches are presented and some of the difficulties in implementing the methodology in university setting are discussed. The generic nature of these methodologies have wider significance for other university based courses and programs. One of the authors of this paper has used these methodologies for eight years and was awarded the Vice Chancellor's medal for excellence in teaching in 2003. [ABSTRACT FROM AUTHOR]