Sustainable Pedagogical Change for Embedding Reflective Learning Across Higher Education Programs
Ryan, Michael & Ryan, Mary (2015) Sustainable Pedagogical Change for Embedding Reflective Learning Across Higher Education Programs. In Ryan, Mary Elizabeth (Ed.) Teaching Reflective Learning in Higher Education : A Systematic Approach Using Pedagogic Patterns. Springer, Chum , Switzerland, pp. 213-227.
Administrators only | Request a copy from author
For pedagogical change to be sustained over time, and over the span of higher education courses, it needs to be framed widely, rather than ‘tacked on’. The framing includes curriculum reform and resource provision alongside staff pedagogical development. This is especially true for initiatives (such as reflective writing and assessment) that target broad-based, high-level skills and dispositions. For various reasons, such initiatives can easily become lost because of the discipline-specific focus of a syllabus outweighs the initiative, or because lack of resources compromises a desired approach. Course improvement in higher education contexts is typically difficult and episodic. In such circumstances, we argue that a strategic and trustworthy approach is necessary where practitioner-lead pedagogic development is fostered through trust and communication and is purposefully embedded within key dimensions of curriculum integration and resource provision. This chapter describes an approach to pedagogical change where curriculum, pedagogy and resources are simultaneously and collaboratively orchestrated to provide an effective framework for sustainable and effective change. A robust conceptual model is proposed to guide the implementation of such change.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Book Chapter|
|Keywords:||Pedagogical change, Reflective learning across programs, Reflective model, Reflection in higher education, HERN|
|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 > Schools > School of Teacher Education & Leadership
Current > Schools > School of Design
Current > QUT Faculties and Divisions > Creative Industries Faculty
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 Springer International Publishing Switzerland|
|Deposited On:||23 Jan 2015 01:21|
|Last Modified:||19 Sep 2016 23:48|
Repository Staff Only: item control page