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Emotions and professional reflections in a post-war community: teachers’ perspectives from KosovoBackground: Teaching is more complex than dealing with the cognitive aspects of learning alone and is also influenced by affective states. Because of this, more research is needed into the role of teachers’ emotions in classroom interaction. Of special importance is research into reflective thinking and the extent to which it may be disturbed by the prior experience of trauma. Purpose: This study aimed to shed light on these issues by analysing reports of Kosovan teachers’ emotional arousal when speaking about and/or teaching topics related to war experiences, their beliefs about these experiences, their opinions about students’ reactions and their reports on professional reflective practices. Methods: Descriptive study. Data were collected by means of a structured questionnaire completed by 70 teachers. Results: Teachers reported strong emotions were triggered by discussion of topics linked to the war. Their beliefs influenced how they engaged with sensitive and emotionally charged topics, but they interpreted their professional behaviour using reflective and critical thinking. Conclusion: Both external and internal factors affect post-war teachers cognitively and emotionally. Further research is needed to identify the extent to which this impacts teachers’ ability to use critical reflection and critical emotional reflexivity in school-based practice.
How the vision of a clinician and an educator brought the MA Dental Law and Ethics course to life.This paper reflects on an educational development that is Dental Law and Ethics course as the course approaches its 5th anniversary. The authors outline their personal journey into developing and delivering this course as well share best practice in relation to teaching and learning dental postgraduate students who may approach the subject in different ways. It also highlights the vision behind this provision and how it is received by dental practitioners. The paper shares the learners’ perception of topics such as ethics in comparison to law, and it highlights the perspective of both authors in teaching and following the students’ journey in this course.
Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions.Increasingly, universities are embedding reflective activities into the curriculum. With the growth in online tertiary education, how effectively is reflection being promoted or used in online learning spaces? Based on the notion that teachers? beliefs will influence their approaches to teaching, this research sought to understand how a group of distance tutors at the UK Open University conceptualised reflection. It was hoped that these findings would illuminate their approaches to promoting reflection as part of their online pedagogies. Phenomenographic analysis indicated that these tutors conceptualised reflection in four qualitatively different ways. Furthermore, the data suggested that these educators held a combination of two conceptions: one that understood the origin of being reflective and one that understood the purpose of reflection. Analysis of structural aspects of these conceptions offered insight into tutors? own perspectives for what is needed to make online learning environments fertile territory for reflective learning.