Conceptualising and teaching discursive and performative reflection in higher education

Ryan, Mary E. (2012) Conceptualising and teaching discursive and performative reflection in higher education. Studies in Continuing Education, 34(2), pp. 207-223.

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The importance of reflection in higher education, and across disciplinary fields is widely recognised. It is generally embedded in university graduate attributes, professional standards and course objectives. Furthermore, reflection is commonly included in assessment requirements in higher education subjects, often without necessary scaffolding or clear expectations for students. It is essential that academic staff have substantive knowledge and clear expectations about the aims of reflective activities, the most effective mode of representation, and appropriate teaching strategies to support students in deep, critical reflection. The paper argues the case for reflection to be represented in different modes, using discursive (language) or performative (symbolic practice) forms of expression according to disciplinary context and individual communicative strengths. It introduces key discursive and expressive elements that constitute different modes of representation in reflective tasks. This functional analysis of textual elements provides explicit knowledge for teaching and assessing multiple modes of reflection in higher education.

Impact and interest:

12 citations in Scopus
5 citations in Web of Science®
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ID Code: 45668
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Discursive reflection, Performative reflection, Reflective learning, Teaching reflection, Modes of reflection, HERN
DOI: 10.1080/0158037X.2011.611799
ISSN: 0158-037X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Copyright Owner: Copyright 2012 Taylor & Francis
Copyright Statement: This is an electronic version of an article published in [Studies in Continuing Education, (2012)]. [Studies in Continuing Education] is available online at informaworld
Deposited On: 01 Sep 2011 23:13
Last Modified: 21 Sep 2016 03:10

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