• International journal of advanced smart convergence
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• v.11 no.2
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• pp.194-204
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• 2022

This study is a one-group pretest-posttest design to evaluate the effect of problem-based learning (PBL) for patient safety on self-leadership, patient safety competencies, and reflective thinking of nursing students. The research was conducted from March 2 to April 15, 2022, in which 57 nursing students participated. PBL for patient safety was examined in a total of 8 sessions in the order of motivation, problem identification, task performance planning, problem-solving methods, summary and solution, presentation, and evaluation. The following topics of patient safety were selected for each team: nursing records, high-alert medication, medication error and intravenous fluid regulation, blood transfusion care, fall, bedsore, infection control, and pain management. We provided feedback on the learning process and outcomes of nursing students. According to the results, self-leadership showed a statistically significant improvement in self-expectations (t=2.60, p=0.01), goal setting (t=2.84, p<0.01), self-reward (t=3.32, p<0.01), and self-criticism (t=2.32, p=0.02). Patient safety competencies showed a statistically significant improvement in patient safety knowledge (t=13.05, p<0.001) and patient safety skills (t=4.87, p<0.001) but not in reflective thinking. The results prove that PBL for patient safety is an effective teaching-learning strategy to improve self-leadership and patient safety competencies. Future studies must develop and validate specific and long-term teaching-learning methods to improve reflective thinking.

• Korean Journal of Child Education & Care
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• v.19 no.3
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• pp.13-30
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• 2019

Objective: The purpose of this study is to analyze the annual operational status in the filed of art shown in daily teaching plan for 2-year old, provide the analysis results helping the reflective cognition and to provide the basic data for relevant researches. Methods: This study analyzed the 1 year portion of daily teaching plan of 6 edu care teachers, provided the analysis results to the teacher in charge and promote the reflective cognition. Results: First, the operational status of the art area shown in the daily teaching plan for 2-year old was analyzed by dividing it into arts experience, expression type, art supplies, basic planar material, planar painting material, three-dimensional expression material. Second, The reflective cognition in the teacher on the analysis results of operational status in the field of art for 2-year old was shown as limits such as the infant art missing art appreciation, concentration on art supplies, ambiguity of infant art and the uniformed art activity. Conclusion/Implications: The implications of this study are the facts that it identified the operational concentration in the field of art for 2-year old, it utilized the analysis data of the teacher's daily teaching plan as reflective cognition tell, it showed the diverse teacher's cognitions on the infant-oriented art education not the uniformed art activity application.

• 대학교육
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• s.16
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• pp.50-55
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• 1985

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.581-588
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• 2023

In this paper, we modeled the methods and steps of reflective writing education that effectively utilizes GPT to enable actual classes. In this paper, we sought a teaching model that can be effectively utilized in self-reflective writing education in a reality where it is physically and practically difficult to prevent the use of an artificial intelligence writing machine called GPT. First, in the preparation stage, we made students understand the operating principles of GPT and educated the application team, while suggesting a teaching method using GPT to model and personalize writing ideas. Afterwards, an example of the task was given. Second, in the stage of using GPT, we showed how to model and internalize writing ideas using GPT according to the process of outlining, paragraphing, and reviewing reflective writing. Third, in the organizing stage, the instructor helped learners edit and make final edits to their writing and presented a process of organizing and reflecting.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• Journal of Korean Elementary Science Education
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• v.29 no.3
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• pp.378-388
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• 2010

This study aimed at categorizing preservice teachers' reflections and understanding their characteristics in reflective journal writing after microteaching. Thirty-two preservice elementary teachers joined in this study. As results, three patterns were categorized: Reflection with practice, Reflection to be practice, Reflection with suspension of judgment. 'Reflection with practice' changed the topology of science class in active. 'Reflection to be practice' had clear focus in reflection and suggested orientations to succeed in the next teaching. 'Reflection with suspension of judgment' made something fall into abeyance, because it couldn't provide an orientation for teaching. After discussing these results, implications toward preservice teacher education were explored.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.678-691
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• 2016

This study intends to explore the characteristics of prospective teachers with a qualitative study based on the experience of students. To that end, the classes of prospective teachers and experienced teachers were compared through the students with focus on PE class. Practicum is the first teaching experience of prospective teachers and there are many related studies. However, there are few studies contributing to the reflective introspection of prospective teachers based on the experience of students. Thus, this study intends to promote their reflective introspection on their practicum, the first teaching experience. It was revealed that the majority of students find the prospective teachers' class less helpful than the class of experienced teachers. The detailed findings are as follows. First, the students find that prospective teachers only focus on the textbook and materials they have prepared. Second, most students find that prospective teachers do not consider the level of students as they focus on the textbook only. Third, most students find the class of prospective students uninteresting. Fourth, most students find that prospective teachers are unable to help students acquire various functions easily. The findings show that the majority of students find the prospective teachers' classes are inadequate. It implies that prospective teachers do not gain effective teaching skills at their universities (college of education). Prospective teachers should identify their areas of improvement based on their student experience.

• Journal of the Korean association of regional geographers
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• v.17 no.4
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• pp.459-476
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• 2011

This research aims to figure out the impact of different reflective thinking methods on pre-service geography teachers' teaching knowledge. Four pre-service teachers in the same level were selected through the first simulated instruction, Then, different reflective methods were given them to carry out the reflection. Afterwards, they carried out their second simulated instruction. The change of average score of pre-service teachers was analyzed through the peer reviews and Paired samples T-test. The results are as follows. First, when the first peer review score were compared with second peer review, average score of all pre-service teachers improved. But, pre-service teachers who got cooperative reflection with a specialist had the widest variation in the increase level of average score comparing to those without reflection or reflective journal writing. Second, reflective journal writing through self-reflection led to their reflective thinking, but it did not induce them to reflective practice. Finally, pre-service teacher who got cooperative reflection with experienced teachers got the significant improvement in PCK through the T-test. In particular, it had significant statistical value in instruction section and understanding of students section. It demonstrates that the contextual section could be improved by self-reflection or repetitive class practices, while instruction section and understanding of students section needed consulting by assistants.

• Journal of Korean society of Dental Hygiene
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• v.12 no.5
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• pp.849-859
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• 2012

Objectives : The purpose of this study was to examine the educational effects of team learning by having learners keep a journal to record, check and reflect on their own learning. It's basically meant to investigate the effects of team learning on learning motivation and academic achievements to provide some information on teaching-learning strategy setting tailored to learner characteristics. Methods : The subjects in this study were 49 college sophomores. After they were divided into an experimental group and a control group, the experimental group of 24 students engaged in team learning from March to June, 2012, and that group was asked to keep a reflective journal every week to determine whether writing a reflective journal in every session served to boost their learning motivation and academic achievement or not. Results : 1. After the experimental group kept a reflective journal, that group underwent a significant change in learning motivation from a mean of 3.34 in the pretest to a mean of 4.01 in the posttest(p<0.05). The experimental group showed a more positive improvement than the control group. 2. After the experimental group kept a reflective journal, they underwent a significant change in academic achievement from 22.7 in the pretest to 23.5 in the posttest(p<0.05). The control group showed no significant improvement in academic achievement. Conclusions : The findings of the study illustrated that keeping a reflective journal had a positive impact on the learning motivation of the learners, and the findings of the study are expected to lay the foundation for future research in new teaching methods for the department of dental hygiene.

• Journal of Engineering Education Research
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• v.20 no.3
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• pp.42-49
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• 2017

This study is about the influence of recording reflective journals and receiving feedback from professors on academic achievements in technical writing. We analyzed the differences between the test group who had recorded reflective journals and getting feedback, and the control group who had gotten feedback without reflective journals. And we compared academic achievements by conducting both professor evaluation and peer evaluation in technical writing. The results showed better learning effect, learning satisfaction and academic achievements in the test group than the other.