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Rod Lane and colleagues listed strategies by which teacher educators can promote a habit of reflective practice in pre-service teacher education, such as discussions of a teaching situation, reflective interviews or essays about one's teaching experiences, action research, or journaling or blogging.
Later theorists include David Kolb, David Boud ("reflection in learning"), [3] and Donald Schön. [4] [5] In a professional context, this is known as reflective practice, wherein the use of the reflective process allows a practitioner to understand their experiences differently and take action accordingly. [6]
Self-regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self-regulations such as the focus is the differences between first- and second-generation college students' ability to self-regulate their online learning.
That absence of a deep and self-reflective inner life among our academic strivers has a corrosive downstream effect on public life, producing an elite caste that values career success and little else.
Action plans and reflective activities provide the practice and modelling of critical reflection on the profession of education, and provide guidance for the teaching and learning experience. [40] Through the use of real-life examples, case studies provide the opportunity to analyze assumptions, as well as the consequences of choices and actions.
Many teaching methods rely on experiential education to provide context and frameworks for learning through action and reflection while others at higher levels (university and professional education) focus on field skills and modeling. Examples of specific methods are outlined below.
Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization, and processed information as active experimentation or reflective observation.
Successful self-teaching can require self-discipline and reflective capability. Some research suggests that the ability to regulate one's own learning may need to be modeled to some students so that they become active learners, while others learn dynamically via a process outside conscious control. [18]