Critical social theory and transformative learning : evidence in pre-service teachers' service-learning reflection logs

This paper reports on the opportunities for transformational learning experienced by a group of pre-service teachers who were engaged in service-learning as a pedagogical process with a focus on reflection. Critical social theory informed the design of the reflection process as it enabled a move away from knowledge transmission toward knowledge transformation. The structured reflection log was designed to illustrate the critical social theory expectations of quality learning that teach students to think critically: ideology critique and utopian critique. Butin's lenses and a reflection framework informed by the work of Bain, Ballantyne, Mills and Lester were used in the design of the service-learning reflection log. Reported data provide evidence of transformational learning and highlight how the students critique their world and imagine how they could contribute to a better world in their work as a beginning teacher.

Expression and connection : the integration of the reflective learning process and the writing process into social network sites

A number of instructors have recently adopted social network sites (SNSs) for learning. However, the learning design of SNSs often remains at a preliminary level similar to a personal log book because it does not properly include reflective learning elements such as individual reflection and collaboration. This article looks at the reflective learning process and the public writing process as a way of improving the quality of reflective learning on SNSs. It proposes a reflective learning model on SNSs based on two key pedagogical concepts for social networking: individual expression and collaborative connection. It is expected that the model would be helpful for instructors in designing a reflective learning process on SNSs in an effective and flexible way.

Widening Perspectives of Teacher Education : Studies on theory-practice relationship, reflection, research and professional development

This dissertation examined the research-based teacher education at the University of Helsinki from different theoretical and practical perspectives. Five studies focused on these perspectives separately as well as overlappingly. Study I focused on the reflection process of graduating teacher students. The data consisted of essays the students wrote as their last assignment before graduating, where their assignment was to examine their development as researchers during their MA thesis research process. The results indicated that the teacher students had analysed their own development thoroughly during the process and that they had reflected on theoretical as well as practical educational matters. The results also pointed out that, in the students’ opinion, personally conducted research is a significant learning process. -- Study II investigated teacher students’ workplace learning and the integration of theory and practice in teacher education. The students’ interviews focused on their learning of teacher’s work prior to education. The interviewees’ responses concerning their ‘surviving’ in teaching prior to teacher education were categorized into three categories: learning through experiences, school as a teacher learning environment, and case-specific learning. The survey part of the study focused on integration of theory and practice within the education process. The results showed that the students who worked while they studied took advantage of the studies and applied them to work. They set more demanding teaching goals and reflected on their work more theoretically. -- Study III examined practical aspects of the teacher students’ MA thesis research as well as the integration of theory and practice in teacher education. The participants were surveyed using a web-based survey which dealt with the participants’ teacher education experiences. According to the results, most of the students had chosen a practical topic for their MA thesis, one arising from their work environment, and most had chosen a research topic that would develop their own teaching. The results showed that the integration of theory and practice had taken place in much of the course work, but most obviously in the practicum periods, and also in the courses concerning the school subjects. The majority felt that the education had in some way been successful with regards to integration. -- Study IV explored the idea of considering teacher students’ MA thesis research as professional development. Twenty-three teachers were interviewed on the subject of their experiences of conducting research about their own work as teachers. The results of the interviews showed that the reasons for choosing the MA thesis research topic were multiple: practical, theoretical, personal, professional reasons, as well as outside effect. The objectives of the MA thesis research, besides graduating, were actual projects, developing the ability to work as teachers, conducting significant research, and sharing knowledge of the topic. The results indicated that an MA thesis can function as a tool for professional development, for example in finding ways for adjusting teaching, increasing interaction skills, gaining knowledge or improving reflection on theory and/or practice, strengthening self-confidence as a teacher, increasing researching skills or academic writing skills, as well as becoming critical and being able to read scientific and academic literature. -- Study V analysed teachers’ views of the impact of practitioner research. According to the results, the interviewees considered the benefits of practitioner research to be many, affecting teachers, pupils, parents, the working community, and the wider society. Most of the teachers indicated that they intended to continue to conduct research in the future. The results also showed that teachers often reflected personally and collectively, and viewed this as important. -- These five studies point out that MA thesis research is and can be a useful tool for increasing reflection doing with personal and professional development, as well as integrating theory and practice. The studies suggest that more advantage could be taken of the MA thesis research project. More integration of working and studying could and should be made possible for teacher students. This could be done in various ways within teacher education, but the MA thesis should be seen as a pedagogical possibility.

Shock wave reflection from a wedge in a dusty gas

The present paper contains a detailed study of shock wave reflection from a wedge placed in various suspensions. In past works, the incident shock propagated initially in pure gas and the suspension started only at the leading edge of the deflecting wedge. However, in the present case the entire flow field is filled with a gas-dust suspension and the initial shock wave has steady-state structure relative to the shock front. In former studies the transmitted shock wave starts its propagation into the suspension and is reflected from the wedge at the same time. It is therefore obvious that the two unrelated processes of (2D) reflection and (1D) "transitional" relaxation occur simultaneously. In the present case the suspension behind the incident shock wave has reached steady state (i.e., it is a traveling wave) before the shock reaches the wedge leading edge. The reflection process from the deflecting wedge is studied for different dust mass loadings and different dust-particle diameter. It is shown that when the dust loading is low and the dust particle diameter is small the wave reflection pattern is similar to that observed in a similar pure gas case. In addition, an equilibrium state is reached, behind the evolved waves, very quickly. On the other hand, when the dust loading is relatively high and/or the dust particle diameter is relatively large, the observed reflection wave pattern is very different from that seen in a similar pure gas case. In such cases it takes much longer time to reach an equilibrium state behind the reflecting waves. It is also shown that the dust presence significantly affects the (gas) pressure on the wedge surface. The higher the dust loading is, the higher the pressure on the wedge surface. Suspensions composed of solid particle of different size, but having the same dust mass loading, will approach the same equilibrium pressure. However, it will take longer time to reach an equilibrium state for suspensions having large diameter particles. (C) 2004 Elsevier Ltd. All rights reserved.

Sustaining Success Task 4: Reflection and Action - basic

A reflection exercise to help you understand the reflection process better

Museologial process : exclusion criteria

In the last few years, reflections around knowledge building in the museology area have increased considerably, allowing us to cast many gazes over our actions, and, consequently, enabling us to a wider debate around our professional action field, decreasing our exclusion from the academic environment – museologists reproducing the knowledge produced in other areas. In the present work, we shall approach some issues related to the museological process, taking as a reference several studies about the subject, which, due to the time given to us in this round table, could not be re-presented here for discussion. Besides, we have dedicated a chapter to such approach in our publication titled “Museological Process and Education: building a didactic-community museum”. So we have opted instead to carry out a reflection about exclusion, looking into the museum institution and into the application of museological processes; in other words, we shall carry out a self-criticism, in which I include myself, affecting an analysis that will be debated here, considering, additionally, that the museums and museological practices are in relation to the other social global practices, therefore, they are the result of human relations at each historical moment. Finally, based on our lived experience, we shall give continuity to our reflection process, highlighting the importance of knowledge production for the area of museology and the relevance of the theory-practice relation, punctuating some aspects we think that may contribute to the construction of a museological action that may serve as a historical elaboration in securing a space for self- determination.

Reflection of solar wind hydrogen from the lunar surface

The solar wind continuously flows out from the Sun and directly interacts with the surfaces of dust and airless planetary bodies throughout the solar system. A significant fraction of solar wind ions reflect from an object's surface as energetic neutral atoms (ENAs). ENA emission from the Moon was first observed during commissioning of the Interstellar Boundary Explorer (IBEX) mission on 3 December 2008. We present the analysis of 10 additional IBEX observations of the Moon while it was illuminated by the solar wind. For the viewing geometry and energy range (> 250 eV) of the IBEX-Hi ENA imager, we find that the spectral shape of the ENA emission from the Moon is well-represented by a linearly decreasing flux with increasing energy. The fraction of the incident solar wind ions reflected as ENAs, which is the ENA albedo and defined quantitatively as the ENA reflection coefficient RN, depends on the incident solar wind speed, ranging from ~0.2 for slow solar wind to ~0.08 for fast solar wind. The average energy per incident solar wind ion that is reflected to space is 30 eV for slow solar wind and 45 eV for fast solar wind. Once ionized, these ENAs can become pickup ions in the solar wind with a unique spectral signature that reaches 3vSW. These results apply beyond the solar system; the reflection process heats plasmas that have significant bulk flow relative to interstellar dust and cools plasmas having no net bulk flow relative to the dust.

My System of Career Influences MSCI (Adult) Workbook

NOTE: This client booklet is to be used in conjunction with the MSCI (Adult) Facilitators Guide. Career development in the 21st century presents many challenges and opportunities. Throughout your life you will make countless decisions and experience numerous transitions. Each decision may be subject to a range of influences, for example people we know may give us an opinion, we may be attracted to a particular place or a particular salary, or we may simply want a change. No two people will have the same pattern of influences. The My System of Career Influences MSCI (Adult) is a qualitative career assessment reflection process based on recent developments in theory and practice. It uses a constructivist view and encourages a narrative and story-based approach to your career development. It has been used successfully with employees by career development practitioners working in a range of businesses and organisations from large to small and in one-on-one career counselling sessions as well as in a group setting.

My System of Career Influences

My System of Career Influences (MSCI) is a qualitative guided reflection process for adolescents and for adults that is based on the Systems Theory Framework (STF; McMahon & Patton, 1995; Patton & McMahon, 1999, 2006, 2014) of career development. Reflective of the trend towards more holistic theories and models of career counselling, the MSCI enables users to identify, prioritise and story their career influences, thus enabling them to contextualise career decisions and career transitions.

Time-dependent monoenergetic neutron transport in two adjacent semi-infinite media

An exact solution to the monoenergetic Boltzmann equation is obtained for the case of a plane isotropic burst of neutrons introduced at the interface separating two adjacent, dissimilar, semi-infinite media. The method of solution used is to remove the time dependence by a Laplace transformation, solve the transformed equation by the normal mode expansion method, and then invert to recover the time dependence.

The general result is expressed as a sum of definite, multiple integrals, one of which contains the uncollided wave of neutrons originating at the source plane. It is possible to obtain a simplified form for the solution at the interface, and certain numerical calculations are made there.

The interface flux in two adjacent moderators is calculated and plotted as a function of time for several moderator materials. For each case it is found that the flux decay curve has an asymptotic slope given accurately by diffusion theory. Furthermore, the interface current is observed to change directions when the scattering and absorption cross sections of the two moderator materials are related in a certain manner. More specifically, the reflection process in two adjacent moderators appears to depend initially on the scattering properties and for long times on the absorption properties of the media.

This analysis contains both the single infinite and semi-infinite medium problems as special cases. The results in these two special cases provide a check on the accuracy of the general solution since they agree with solutions of these problems obtained by separate analyses.

Relativistic electron mirrors from nanoscale foils for coherent frequency upshift to the extreme ultraviolet

Reflecting light from a mirror moving close to the speed of light has been envisioned as a route towards producing bright X-ray pulses since Einstein's seminal work on special relativity. For an ideal relativistic mirror, the peak power of the reflected radiation can substantially exceed that of the incident radiation due to the increase in photon energy and accompanying temporal compression. Here we demonstrate for the first time that dense relativistic electron mirrors can be created from the interaction of a high-intensity laser pulse with a freestanding, nanometre-scale thin foil. The mirror structures are shown to shift the frequency of a counter-propagating laser pulse coherently from the infrared to the extreme ultraviolet with an efficiency >10 4 times higher than in the case of incoherent scattering. Our results elucidate the reflection process of laser-generated electron mirrors and give clear guidance for future developments of a relativistic mirror structure. 

A organização do ambiente educativo como mediador das experiências de aprendizagem das crianças

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Relações famílias – organizações socioeducativas - famílias: relato de experiências de intervenção pedagógica em Creche e Jardim de Infância

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Trabalho colaborativo entre professores para integração curricular no 1º ciclo do ensino básico: um contributo para melhoria das planificações pedagógicas em S.Tomé e Príncipe

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Didáticas Integradas em Língua Portuguesa, Matemática, Ciências Naturais e Sociais

Looking at reflective writing

Two reflection exercise to help you understand the reflection process better, and how to evaluate this type of activity In each case you are asked to read through some reflective writing, and then decide how they compare