Enhancing learning at doctoral level through the use of reflection?

Klenowski, Valentina & Lunt, Ingrid (2008) Enhancing learning at doctoral level through the use of reflection? Assessment and Evaluation in Higher Education, 33(2), pp. 203-217.

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The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students' perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students' responses from one university in the UK reveals a connection between the process of reflection and the development of professional knowledge and contribution to practice—major goals of professional doctorate programmes. This smallscale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking regarding the process of reflection—the nature, scope, object, purpose, value and development—which raises the very important question of 'what counts as adequate reflection and on what grounds'. This study has identified the need to build capacity, first, in the reflective practice of EdD students and second, in the pedagogic demands of the tutors and supervisors and, third, the assessment demands required of examiners.

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9 citations in Scopus
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4 citations in Web of Science®

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ID Code: 14244
Item Type: Journal Article
Refereed: Yes
Additional Information: For more information, please refer to the journal's website (see hypertext link) or contact the author.
Keywords: HERN
DOI: 10.1080/02602930701292795
ISSN: 1469-297X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
Divisions: Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2008 Taylor & Francis
Deposited On: 31 Jul 2008 00:00
Last Modified: 31 Oct 2014 11:37

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