آموزش روانشناسی

Various disciplines view reflection as both a theory and a practice for helping make learning more visible to students as well as giving them a greater sense of agency; thus, the importance of reflection in higher education is well established. In recent years, scholars in SoTL have acknowledged and theorized about the importance of reflection for faculty. Our 360-degree model builds on this scholarship and research in writing studies in order to suggest that directional (inward, outward, forward, backward) reflection helps faculty analyze their teaching practices by integrating theoretical insights and evidence to evaluate effectiveness while also supporting ongoing professional growth. This poster shares an application of the 360-degree model of reflection, encouraging faculty to build reflective practices into their SoTL projects.

This study contributes to the scholarship of teaching and learning (SoTL) by examining how case-based teaching and threshold concepts promote culturally inclusive pedagogical practices among pre-service teachers (PSTs). Our research design reflects SoTL principles by taking a systematic, transparent, iterative, and collaborative approach to collecting, analysing, and sharing data. Our work is explicitly aligned with theoretical frameworks, and we address unresolved issues in order to facilitate transformative learning. We aimed to explore how PSTs perceive culturally inclusive pedagogy and professional competence in a case-based course. Three key findings emerged: increased awareness of classroom diversity, a change in the PSTs’ understanding of culturally inclusive teaching, and resistance to exploratory learning designs. Many PSTs demonstrated transformative learning and sound professional judgment. However, some expressed resistance and uncertainty, underscoring the importance of scaffolding and support. The findings align with the literature on threshold concepts as gateways to boundary crossing and a deeper understanding of diversity in SoTL. The results highlight the potential of case-based teaching to encourage metacognitive reflection and to promote inclusive educational practices in teacher education programs. The study demonstrates that designing inquiry-based learning activities that integrate case studies and threshold concepts can facilitate critical reflection and metacognition among PSTs.

Microteaching is one of the courses that plays an important role in preparing prospective Islamic Religious Education (PAI) teachers to possess competencies that meet the demands of the teaching profession. This study aims to examine the urgency of microteaching in preparing professional PAI teachers through the development of pedagogical, professional, social, and personal competencies. The study employs a qualitative approach using library research. Data were obtained from various literature sources, including books, scientific journals, research articles, and academic documents relevant to microteaching and teacher professionalism. Data collection was conducted through documentation studies, while data analysis employed content analysis techniques. The findings indicate that microteaching serves as a means of bridging theory and teaching practice, training basic teaching skills, developing self-reflection abilities, and enhancing students' readiness to face field practice and the professional world. Furthermore, microteaching makes a significant contribution to the development of pedagogical, professional, social, and personal competencies among prospective PAI teachers. Its successful implementation is supported by lecturer guidance, the availability of learning facilities, and student motivation, although challenges remain, including limited time, nervousness, and differences between simulated situations and actual classroom conditions. Therefore, optimizing microteaching through the use of innovative methods, educational technology, constructive feedback, and continuous practice is necessary to produce professional, competent PAI teachers who are prepared to face the challenges of education in the modern era.

Reflective Practice (RP) is widely regarded as a cornerstone of psychotherapy training, supervision, and continuing professional development. Yet, despite its prominence across psychotherapeutic traditions, it remains conceptually vague and empirically contested. Recent critiques from basic psychological science (e.g., Lilienfeld & Basterfield, 2020) have argued that reflection may amplify cognitive bias and foster illusions of insight rather than improve clinical judgment. We argue that these criticisms carry weight precisely because the field has often failed to clearly define what RP is, how it functions, and under what conditions it becomes beneficial or harmful. Drawing on developmental models of therapist learning, we conceptualize RP as a multidimensional construct encompassing reflexivity as a capacity, reflective stance as an attitude, and reflection as activity. We propose that RP is most likely to support development when relationally scaffolded, informed by external feedback, and oriented toward testing and revising interpretations rather than confirming them. Reviewing developmental, quantitative, qualitative, and process-oriented evidence, we further argue that RP operates primarily as a probabilistic, context-dependent contributor to therapist development rather than as a discrete intervention with predictable outcomes. We conclude that RP is neither a panacea nor an illusion. Rather, when relationally scaffolded, theoretically informed, and oriented toward learning rather than certainty, it may provide a central mechanism through which therapists learn from clinical experience. Effective psychotherapy depends not only on therapeutic concepts and techniques but also on therapists’ ability to reflect on their clinical work, relationships, and decision-making. This paper conceptualizes Reflective Practice as a developmental process through which therapists may learn from experience, adapt to complex clinical situations, and develop their understanding and skills throughout their professional careers.

Studies on human beings from the perspective of the Qur’an have extensively discussed the dimensions of servitude to God, human stewardship, and moral responsibility. However, the relationship among these three concepts as an integrated framework of the human role from the perspective of Tafsir Tarbawi has received limited integrative reconstruction. This study aims to analyze the relationship among the concepts of ibadah, khalifah, and amanah in the Qur’an and to reconstruct them as a conceptual framework of the human role and its implications for Islamic education. This study employs a qualitative approach using library research and the muqarran method of Qur’anic interpretation within the perspective of Tafsir Tarbawi. The primary sources include the Qur’an and the works of Tafsir Ath-Thabari, Ibn Kathir, al-Misbah, and al-Azhar. The main verses analyzed are QS. Adz-Dzariyat [51]:56 concerning ibadah, QS. Al-Baqarah [2]:30 concerning khalifah, and QS. Al-Ahzab [33]:72 concerning amanah. The analysis was conducted through the collection and categorization of relevant verses, examination of their contexts and meanings, comparative analysis of interpretations, and conceptual synthesis. The findings indicate that ibadah, khalifah, and amanah are integrally interconnected. Ibadah functions as a transcendental orientation, khalifah as the actualization of human roles, and amanah as the ethical principle and accountability underlying the fulfillment of those roles. This reconstruction results in a conceptual framework of orientation-actualization-accountability. From the perspective of Tafsir Tarbawi, this framework indicates that Islamic education should develop human beings holistically by strengthening their spiritual, intellectual, social, and moral dimensions, thereby cultivating individuals who possess faith and knowledge, demonstrate good character, are capable of actualizing their potential, and are responsible in fulfilling their roles as servants of Allah and stewards of the earth

An educational process organized based on an integrative approach significantly enhances the level of meta-competence among prospective primary school teachers. This article analyzes a four-component model for developing meta-competence (comprising goal-oriented, content-related, technological, and outcome-based dimensions) and evaluates its effectiveness through a pedagogical experiment. The study involved 519 students from the pedagogical institutes of Andijan and Namangan, as well as Navoi State University (divided into experimental and control groups). The results showed a substantial improvement in meta-competencies within the experimental group, whereas no significant changes were observed in the control group. These findings are particularly relevant, as they can be utilized to refine educational modules and assessment tools within higher pedagogical education institutions.

The University of South Africa (UNISA) is the largest higher education institution (HEI) in Africa. In fact, UNISA is one of the largest and leading open-distance e-learning (ODeL) institutions in the world and is reputable for its commitment to providing increased access to quality education and flexible teaching. Therefore, UNISA presents a unique context for exploring teacher education through flexible learning. To this end, the current research was conducted between February and May of 2025 and explored the role of flexible learning in teacher education at an influential model in the Global South. The rationale for this research was grounded in the need to address educational challenges in Africa through innovative teaching methods. Employing systematic document analysis and governed by the principles of grounded theory in the collection and analysis of data, this study aimed to explore UNISA’s provision of flexible teacher education. The findings revealed that flexible teacher education in Africa is a necessity and a complex undertaking. It is shaped by demographic pressures, economic constraints, historical inequalities, and crisis events such as the COVID-19 pandemic. Flexible learning expands access, reduces costs, and offers opportunities for curriculum transformation. Its effectiveness, however, is constrained by systemic challenges, including digital inequalities, resistance to pedagogical change, and limitations in institutional capacity. A key contribution of this research is the development of an emerging theory that reveals that flexible education is a balancing act between expanding access and maintaining quality.

Professional speech culture is an essential component of teacher preparation, yet university courses in this area often emphasize normative linguistic knowledge without sufficiently integrating its application to authentic pedagogical communication. This study aimed to preliminarily adapt and evaluate the Teacher's Speech Culture course for pre-service Kazakh language teachers by strengthening the integration of normative-linguistic, communicative-pragmatic, discursive, and interactive components of professional speech competence. A single-group pre-test–post-test design was used. Initially, 180 students were recruited from two higher education institutions in southern Kazakhstan; 156 completed all stages and were included in the final analysis. The adapted course combined theoretical instruction with professionally oriented communicative situations, independent construction of professional utterances, interactive tasks, and reflective analysis of speech behaviour. Professional speech competence was assessed before and after the course using diagnostic and performance-based measures. The assessment demonstrated satisfactory internal consistency (Cronbach's α = 0.86). Data were examined using pre-test -post-test comparisons and path analysis. Overall professional speech competence increased from M = 7.84 (SD = 1.62) to M = 9.72 (SD = 1.48), t (155) = 11.46, p < 0.001, Cohen's d = 0.92. Significant improvements were also observed across the normative-linguistic, communicative-pragmatic, discursive, and interactive components. Path analysis indicated that the ability to analyse professional communicative situations had the strongest direct association with professional speech competence. Professional speech competence was also positively associated with speech self-control and flexibility of professional speech behaviour. The findings provide preliminary empirical support for a practice-oriented adaptation of the Teacher's Speech Culture course that connects knowledge of language norms with contextual analysis, independent speech production, and regulation of professional communication. Given the absence of a separate control group, the observed changes should be interpreted as pre-test–post-test differences associated with course participation rather than evidence of a causal intervention effect. Further controlled studies involving broader samples are required to evaluate the effectiveness and generalizability of the adapted course.

Personal development is an essential component of counselor education because professional competence is closely associated with personal readiness and intrapersonal capacities. Self-compassion, psychological well-being, and spiritual well-being represent important dimensions of personal development among prospective counselors. However, studies integrating these three constructs within a personal development model in the Indonesian counselor education context remain limited. This study aimed to examine the structural relationships between personal development and self-compassion, psychological well-being, and spiritual well-being among prospective counselors in Indonesia. A quantitative cross-sectional design was employed, and data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model was assessed through outer loadings, composite reliability, Average Variance Extracted (AVE), and discriminant validity, while the structural model was evaluated using path coefficients, bootstrapping, R², and f². The results demonstrated positive and significant relationships between personal development and psychological well-being (β = 0.266, p = 0.017), self-compassion (β = 0.367, p < 0.001), and spiritual well-being (β = 0.321, p < 0.001). The strongest relationship was observed between personal development and self-compassion. However, the R² values indicated relatively low explanatory power, with personal development explaining 7.1% of psychological well-being, 13.5% of self-compassion, and 10.3% of spiritual well-being. These findings highlight the relevance of personal development in counselor education while indicating that these outcomes are influenced by additional factors beyond the proposed model.

OBJECTIVE: The combination of action observation and motor imagery (AO+MI) has emerged as a promising neurorehabilitation strategy to promote sensorimotor plasticity without real movement, making it particularly valuable for individuals whose motor capacity is limited or absent. Improving AO+MI protocols requires understanding whether different observation stimuli engage the sensorimotor system to varying degrees, as the quality of cortical activation during each training trial may directly influence cumulative neuroplastic outcomes. The present study aimed to determine how the observation modality influences the activation of the sensorimotor cortex during synchronous AO+MI. APPROACH: Here, we investigated the effects of three observation modalities: immersive virtual reality (iVR), two-dimensional video and real-world observation of a robotic agent, on sensorimotor cortical engagement, using Event-Related Desynchronization (ERD) as a neurophysiological marker. Electroencephalographic (EEG) signals were recorded from fifteen healthy participants across three sessions, one per modality, while they observed a humanoid robot performing arm elevation movements and simultaneously engaged in motor imagery of the same movements. ERD was computed for alpha and beta frequency bands over eight electrodes covering frontocentral, central, and centroparietal regions. MAIN RESULTS: Statistical analyses revealed significant modality-dependent differences in sensorimotor cortical engagement across multiple frequency bands, electrode locations, and movement types. Immersive virtual reality consistently elicited the strongest desynchronization, with robust effects in the beta band over frontocentral and right centroparietal regions, and in the alpha band over the right central motor cortex. SIGNIFICANCE: These results demonstrate that the modality of action observation significantly shapes sensorimotor cortical engagement during AO+MI. Our findings also support the integration of immersive virtual reality as a neurophysiological grounded tool for optimizing AO+MI-based neurorehabilitation protocols and brain-computer interface applications.

هدف: ترکیب مشاهده عمل و تصویرسازی حرکتی (AO+MI) به‌عنوان یک راهبرد نویدبخش در نوروهیبیلیتیشن برای ارتقای پلاستیسیتی حسی‌حرکتی بدون حرکت واقعی مطرح شده است و به‌ویژه برای افرادی که ظرفیت حرکتی آن‌ها محدود یا غایب است، ارزشمند می‌باشد. بهبود پروتکل‌های AO+MI مستلزم درک این موضوع است که آیا محرک‌های مشاهده‌ای مختلف، سیستم حسی‌حرکتی را به درجات متفاوتی درگیر می‌کنند یا خیر، چرا که کیفیت فعال‌سازی قشری در هر نوبت تمرین ممکن است به‌طور مستقیم بر پیامدهای تجمعی نورولاستیک تأثیر بگذارد. مطالعه حاضر با هدف تعیین چگونگی تأثیر شیوه مشاهده بر فعال‌سازی قشر حسی‌حرکتی در حین AO+MI همزمان انجام شد. روش: در این پژوهش، اثرات سه شیوه مشاهده شامل واقعیت مجازی فراگیر (iVR)، ویدئوی دوبعدی و مشاهده دنیای واقعی یک عامل رباتیک بر درگیری قشری حسی‌حرکتی با استفاده از شاخص غیربسامدسازی وابسته به رویداد (ERD) به‌عنوان نشانگر نوروفیزیولوژیک بررسی شد. سیگنال‌های الکتروانسفالوگرافی (EEG) از پانزده شرکت‌کننده سالم در سه جلسه (هر جلسه یک شیوه) ثبت شد، در حالی که آن‌ها حرکات بالا بردن بازوی یک ربات انسان‌نما را مشاهده می‌کردند و به‌طور همزمان به تصویرسازی حرکتی همان حرکات می‌پرداختند. ERD برای باندهای فرکانسی آلفا و بتا بر روی هشت الکترود پوشش‌دهنده نواحی فرونتو‌سنتـرال، سنتـرال و سنتروپریتال محاسبه شد. نتایج اصلی: تحلیل‌های آماری تفاوت‌های معنادار وابسته به شیوه مشاهده را در درگیری قشری حسی‌حرکتی در چندین باند فرکانسی، محل الکترود و نوع حرکت نشان داد. واقعیت مجازی فراگیر به‌طور پیوسته قوی‌ترین غیربسامدسازی را ایجاد کرد، با اثرات بارز در باند بتا بر نواحی فرونتو‌سنتـرال و سنتروپریتال راست، و در باند آلفا بر قشر حرکتی مرکزی راست. اهمیت: این نتایج نشان می‌دهد که شیوه مشاهده عمل به‌طور معناداری الگوی درگیری قشری حسی‌حرکتی را در حین AO+MI شکل می‌دهد. یافته‌های ما همچنین از ادغام واقعیت مجازی فراگیر به‌عنوان ابزاری مبتنی بر شواهد نوروفیزیولوژیک برای بهینه‌سازی پروتکل‌های نوروهیبیلیتیشن مبتنی بر AO+MI و کاربردهای رابط مغز و رایانه حمایت می‌کند.

Studying a long-running nationwide system of school inspections, we show how school choices and enrollment respond to new information about school quality. We use exogenous variation in the timing of school inspections around the school choice deadline to isolate the effect of information over and above underlying changes in school quality. We find that low- and higher-income parents respond similarly to new information. Conditional on household location, non-targeted information provision therefore does not increase school segregation by household income.

با مطالعه یک نظام بازرسی مدارس سراسری و بلندمدت، نشان می‌دهیم که انتخاب و ثبت‌نام در مدارس چگونه به اطلاعات جدید درباره کیفیت مدرسه واکنش نشان می‌دهد. با استفاده از تغییرات برون‌زا در زمان‌بندی بازرسی مدارس در حوالی مهلت انتخاب مدرسه، اثر اطلاعات را جدا از تغییرات اساسی در کیفیت مدرسه شناسایی می‌کنیم. یافته‌ها نشان می‌دهد که والدین با درآمد پایین و بالا به طور مشابه به اطلاعات جدید واکنش نشان می‌دهند. بنابراین، با فرض ثبات محل سکونت خانوار، ارائه اطلاعات غیرهدفمند منجر به افزایش جداسازی مدارس بر اساس درآمد خانوار نمی‌شود.