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Library administration is a balancing act: leading and managing the library and its employees while simultaneously responding to initiatives and demands of institutional leaders and/or trustees. This chapter provides an overview of emotional self-regulation, its importance to library administrators, and the roles that intentional reflective practice and mindfulness play in adaptive emotional self-regulation. There were few articles exploring the impact of intentional reflective practice or mindfulness in libraries, particularly with respect to emotional self-regulation. Much of the reviewed literature was from other disciplines; however, there was much to be applied to library administrators. There are a variety of techniques for intentional reflective practice that library administrators can use to improve emotional self-regulation (as well as improve other aspects of performance). There are fewer techniques to increase mindfulness, though there is stronger evidence of the benefits of mindfulness meditation on emotional self-regulation. This chapter is the first review applying intentional reflective practice and mindfulness on the emotional self-regulation of library administrators.

This chapter explores the benefits of reflective practice in learning environments and discusses the conditions that can impede and facilitate reflection for teachers and teaching assistants. Various strategies and tools to support teaching teams to reflect collaboratively are discussed and recommendations about how to introduce reflective practice are outlined.

The idea of reflective practice, a concept that is currently in vogue in educational circles, is taken up in this chapter. Having to do with training and research practices in the French community in Belgium, this chapter revolves around two major themes: an overview of training as approached in French-speaking Belgium and a summary of teaching and research issues addressed by researchers in this particular part of Europe. In the final analysis, important matters having to do with socialization and intelligibility and their relationship to reflective practice are probed. These considerations are of major significance to educators worldwide.

The aim of this chapter is to highlight the role of organizational reflectiveness as a possible enabler for innovation. In order to support the process of innovation, we need to understand organizational learning on a more detailed level, including reflection as an elemental sub-process in experiential, transformational, and action learning.

We present a tool and preliminary empirical findings for measuring an organization’s level of reflectiveness. We also provide some preliminary empirical results regarding whether reflectivity results in the generation of new innovations relating to work practices and processes.

The chapter fills two research gaps, and in doing so contributes to measuring and controlling organizational learning and innovation activities. First, we complement the existing conceptualization of reflective practice by utilizing the management control system (MCS) (Malmi & Brown, 2008) in the analysis of reflectiveness on the organization level. Finally, in the conclusion, we present reflective practice as a potential concept and practical tool for enhancing the interactive use of MCS. The interactive use of MCS has been recognized for its potential in boosting learning, creativity, and innovations in certain contexts (Davila, Foster, & Oyon, 2009), but so far the definitions for interactive use remain descriptive and varied among management accounting theorists.

The approach in this study is predominantly conceptual, with empirical and exploratory findings derived from measuring the level of reflectiveness in three organizations. The study enhances the understanding of management control based on the theoretical notion of multilevel reflection on a practice-based level. Empirically, reflective practices are often studied as a learning phenomenon on the individual and collective levels. However, such an approach generally does not incorporate managerial pragmatism regarding the causes of institutionalized learning or the means of managerial control for enabling reflection and, in consequence, innovations.

This chapter charts the recent evolution of research focused on reflective supervision provided to practitioners delivering services to young children and their families through early intervention programs. The authors explore research focused on defining reflective supervision, identifying five essential elements or “active ingredients” of reflective supervision as a professional development model and demonstrating the impact on practitioners. The impact studies described in this chapter have produced empirical data demonstrating an increase in reflective supervision behaviors as a result of participation. In addition, the studies provide qualitative accounts of practitioners’ experiences, conveying positive effects on intervention practice and reduction of practitioner job stress.

This chapter analyzes one teacher educator’s development of a pedagogy of reflection over a period of 25 years. My personal interpretation of the meaning of reflective practice leads to seven principles of a pedagogy of reflection that focus on relationship, listening, metacognition, modeling, and learning from experience. Justification of my pedagogy of reflection includes an account of books that influenced my development as a teacher educator and the insights gained from living and teaching in a different culture. Excerpts from and discussion of the work of two preservice teachers illustrate my pedagogy of reflection and emphasize the importance of replying supportively to each individual who shows awareness of the unique learning process involved in becoming a teacher. The research methodology of Self-Study of Teacher Education Practices supported the development of my pedagogy of reflection and helped me to overcome the conditions that can constrain that development.