The pedagogical balancing act : teaching reflection in higher education
Ryan, Mary E. (2013) The pedagogical balancing act : teaching reflection in higher education. Teaching in Higher Education, 18(2), pp. 144-155.
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Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught how to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing act of attending to different levels of reflection as a way to stimulate focused, thoughtful and reasoned reflections that show evidence of new ways of thinking and doing. The paper uses data from a current project to illustrate the effects of focusing on particular levels of reflection in the pedagogical strategies used, and argues that while the goal of academic or professional reflection is generally to move students to the highest level of reflection to transform their learning/practice, unless higher education teachers attend to every level of reflection, there are specific, observable gaps in the reflections that students produce.
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|Item Type:||Journal Article|
|Keywords:||Reflection, Pedagogy, Reflection in higher education, Transformative reflection|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > Research Centres > Children & Youth Research Centre|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2013 Taylor & Francis|
|Copyright Statement:||This is a preprint of an article whose final and definitive form has been published in thejournal, Teaching in Higher Education, Copyright 2013 Taylor & Francis, which is available online at: www.tandfonline.com|
|Deposited On:||07 Nov 2012 08:31|
|Last Modified:||17 May 2013 02:45|
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