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Open research questions in Reflective Practices in Education

112 unresolved questions extracted from the limitations and future-work sections of 4,072 Reflective Practices in Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • I then outline the merits of the pragmatist theory of reflection for dual‐process research, arguing that it not only addresses the major limitations of Bourdieusian DPT but that it has broad interdisciplinary support, provides advantages in terms of conceptualisation, operationalisation, and measurement, and opens new lines of inquiry.

    Pragmatism, Dual‐Process Theory, and the Study of Reflective Cognition · 2026 · DOI

  • Even though this approach addresses aspects of learning AI in Zimbabwean teacher education, further work is needed to comprehend what the wider implications of applying Explainable AI (XAI) principles would be in facilitating transparency in assessment and guided decision-making in Zimbabwean teacher education. The findings are interpretive and should be validated through primary research.

    Applied Research Projects as Work-Integrated Learning in Zimbabwean Teacher Education: A Conceptual Analysis · 2026 · DOI

  • Originality/value This study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions.

    A qualitative analysis of student reflections on public health internships · 2024 · DOI

  • With limited research examining how faculty members can identify relevant and meaningful CPD, this study provides a basis for the use of reflection as a means for them to make deliberate and systematic attempts to reflect on their practice.

    Reflection: a means to faculty engagement in meaningful continuing professional development · 2022 · DOI

  • However, whilst the general consensus within academia and the vocational sector of coaching continue to espouse this approach, there is a lack of evidence to suggest how this is useful for beginner-coaches (defined as emerging-new, with less than three years of experience) as studies generally focus on expert coaches and oftentimes sit within the context of performance and/or elite sport.

    Negative Focus, Self-Doubt, and Issues of ‘Tool Proficiency’: Beginner-Coaches’ Reflections on Reflective Practice · 2022 · DOI

  • Some limited research has demonstrated its use as a tool for reflection, including exploring broader aspects such as developing self-reflection and self-regulated learning, and exploring identity (Alexiou & Paraskeva 2010, Bennett et al 2016, Slepcevic-Zach & Stock 2018, Farrell & Seery 2019).

    Lessons from reflective journaling in undergraduate eportfolios · 2021 · DOI

  • Yet, in effect, they usually opted for only three strategies of workshop/training program, student feedback, and classroom walkthrough observation, while other RT strategies, such as journaling/diarywriting and video-recording, were scarcely used due to their workload-induced time constraint, fatigue, and limited knowledge of RT.

    Reflective Teaching Perceived and Practiced by EFL Teachers - A Case in the South of Vietnam · 2021 · DOI

  • Given the limited evidence for other measurement scales, the Reflective Questionnaire and Self-Reflection and Insight Scale are recommended for measuring RP within healthcare settings.

    A systematic review of reflective practice questionnaires and scales for healthcare professionals: a narrative synthesis · 2020 · DOI

  • Although reflective journal writing (RJW) has become a popular way to evaluate learning, little is known about participants’ perceptions upon this educational activity.

    DETERMINING DIMENSIONS OF PERCEPTION ON REFLECTIVE JOURNAL WRITING: PRACTICAL APPLICATION OF IMPORTANCE-PERFORMANCE ANALYSIS · 2019

  • Reflective practice has been criticized for having disparate theoretical underpinnings, too much emphasis on the rational rather than (also) the emotional or moral dimensions of reflection, a lack of consensus about how teachers or students benefit (Akbari 2007), and for being too frequently reduced to a series of checklists (Mann and Walsh 2013).

    Research on Reflective Practice in TESOL · 2019 · DOI

  • Unlike the observed trends in general teacher education, the use of videos as a re-flective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs.

    Incorporating Video-Mediated Reflective Tasks in MATESOL Programs · 2014 · DOI

  • The analysis draws attention to theoretical sensitivity to client outcomes for enhancing the portfolio as an enquiry-based approach for the accomplishment of reflective practice capability and the need for further investigation into the role of the academic nurse tutor in the portfolio approach.

    Producing Reflective Practice Capability: a Textual Analysis of Practice learning and Assessment Portfolios · 2013 · DOI

  • However, little is known about how students perceive journal writing, particularly with pre-service Health and Physical Education teachers who are often inundated by attempts to make them into ‘reflective practitioners’ (Schön, 1983).

    Health and physical education pre-service teacher perceptions of journals as a reflective tool in experience-based learning · 2011 · DOI

  • Empirical support for these claims, however, is sparse: Although teacher portfolios have been tested by various groups as tools for assessment, portfolios have seldom been studied as a vehicle for teacher learning and growth (Athanases, 1994, p.

    Student Teaching Portfolios: A Tool for Promoting Reflective Practice · 1997 · DOI

  • This concept is generally not well defined or agreed upon, and programs aimed at reflective teaching, drawing upon sources as diverse as Schon's (1983) epistemology of professional practice and Van Manen's (1977) ideas on practical knowledge, have quite different concepts of the process of reflection, the content on which teachers reflect, and how the development of reflection might be facilitated.

    Dilemmas in Developing Reflective Teaching · 1993

  • Although proficiency in reflective thinking, in those aspects measured by this test, is dependent upon normal in- telligence, it varies widely among indi- viduals of the same general intelligence, thus indicating a dependence upon other variables. Although these data are inconclusive, they may point to some value of the test as a teaching aid.

    An experimental study in the analysis and measurement of reflective thinking∗ · 1943 · DOI

  • Similarly, reflective practice in managing and modifying challenging behaviors is a crucial competency for 21st century teachers but limited literature in the Philippines reports the experiences and skills of pre-service teachers on this area.

    A thematic analysis of pre-service teachers’ reflection on designing and implementing behavioral interventions · 2025 · DOI

  • The review also highlighted a lack of consensus on the most appropriate frameworks and tools to use in measuring research competence in pre-service teachers, with studies using various frameworks and tools that differ in terms of research methods, instruments and sample characteristics.

    Research Competence of Pre-Service Teachers: A Systematic Literature Review · 2024 · DOI

  • Solely engaging with reflection is insufficient to alter self-efficacy beliefs and should be considered alongside personal factors including the individual's mindset and perceived need for reflection.

    Reflection and self‐efficacy for clinical skills · 2024 · DOI

  • Empirical evidence on the relation between mentoring and employability competences is scarce, and the mediating role of reflection especially has rarely been researched.

    Mentoring students in higher education for reflection and development of employability competences: a pre-test post-test design · 2024 · DOI

  • Responses were gathered through a set of open questions given to students after their assignment submission and further insights through a subsequent discussion with their tutors.

    Value of reflective learning for nursing students: case studies of critical reflection within applied Gibbs’ model of reflection · 2023 · DOI

  • BACKGROUND: Although reflective thinking is regarded as an important learning aspect of debriefing, the factors that can affect reflective thinking during simulation debriefing remain unclear.

    Factors Affecting Nursing Students’ Reflective Thinking During Simulation Debriefing · 2023 · DOI

  • The availability of an evidence-based comprehensive fieldwork model to guide the fieldwork educator, clarify issues related to teaching-learning, and provide insightful solutions to issues the educator may encounter, is warranted but is not currently available.

    The Intentional Fieldwork Education Model: Guiding Fieldwork Educators Toward Intentionality and Competency to Enhance Student Learning · 2022 · DOI

  • No consensus exists on what reflection exactly entails; thus far, cross-comparing empirical findings has not resulted in definite evidence on how to foster reflection.

    Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research · 2021 · DOI

  • However, written reflective tools have several shortcomings: a) they overly rely on verbal communication; b) there are no standardized guidelines for critical reflection using written-form reflective tools, and c) using written-form reflective tools is an intrapersonal activity.

    Photovoice as a Tool for Critical Reflection in Communities of Practice for Teachers’ Professional Identity Development · 2020 · DOI

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112 open questions have been extracted from the limitations and future-work passages of 4,072 Reflective Practices in Education papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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