Reflective Practice Research in Higher Education Pedagogies PDF Download
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Author: Michael Noah Weiss
Publisher: LIT Verlag Münster
ISBN: 3643912293
Category :
Languages : en
Pages : 296
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Book Description
This anthology examines university lecturers' experiences with pedagogical practices across various higher education disciplines. The experiences are investigated by means of reflective practice research - a phenomenological and hermeneutical approach intended to make implicit practical knowledge explicit, and thus to develop a deeper understanding of professional practices. While instrumental practice research gives a practitioner knowledge of facts, reflective practice research gives the practitioner orientational knowledge, in line with a so-called kaleidoscopic epistemology.
Author: Michael Noah Weiss
Publisher: LIT Verlag Münster
ISBN: 3643912293
Category :
Languages : en
Pages : 296
Get Book Here
Book Description
This anthology examines university lecturers' experiences with pedagogical practices across various higher education disciplines. The experiences are investigated by means of reflective practice research - a phenomenological and hermeneutical approach intended to make implicit practical knowledge explicit, and thus to develop a deeper understanding of professional practices. While instrumental practice research gives a practitioner knowledge of facts, reflective practice research gives the practitioner orientational knowledge, in line with a so-called kaleidoscopic epistemology.
Author: Michael Noah Weiss
Publisher: LIT Verlag
ISBN: 3643962290
Category : Education
Languages : en
Pages : 296
Get Book Here
Book Description
This anthology examines university lecturers' experiences with pedagogical practices across various higher education disciplines. The experiences are investigated by means of reflective practice research - a phenomenological and hermeneutical approach intended to make implicit practical knowledge explicit, and thus to develop a deeper understanding of professional practices. While instrumental practice research gives a practitioner knowledge of facts, reflective practice research gives the practitioner orientational knowledge, in line with a so-called kaleidoscopic epistemology.
Author: Dawn A. Morley
Publisher: Springer Nature
ISBN: 3030469514
Category : Education
Languages : en
Pages : 425
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Book Description
This open access book critiques real world learning across both the curriculum and extracurricular activities. Drawing on disciplines as diverse as business, health, fashion, sociology and geography, the editors and authors employ a cross-disciplinary approach to examine how this concept is being applied in higher education. Divided into three parts, the authors and contributors analyse broader applications of real world learning, student experience of practicing in a real world setting, and how learning strategies can be employed to engage students in real world learning. The editors and contributors provide up-to-date, cross-disciplinary and international insights into how real world learning could be integrated into the higher education curriculum to support effective, relevant and life-long learning for 21st century students.
Author: J. John Loughran
Publisher: Routledge
ISBN: 1135717230
Category : Education
Languages : en
Pages : 214
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Book Description
This text presents a research study into the development of reflective practitioners in a pre-service teacher education programme. The teacher educator in the study modelled his own reflections on practice in the hope that it would help students to apply reflection to their own teaching.; The results of the author's research demonstrate that reflection on practice occurs in three distinct periods: before anticipatory, during contemporaneous and after retrospective a pedagogical experience. The book concludes that when student teachers' own learning situations, both within their university coursework and their school experiences, become the focus for their learning about teaching and learning, their understanding of, and practice in, teaching is enhanced.
Author: Nick Gould
Publisher: Routledge
ISBN: 1351905899
Category : Social Science
Languages : en
Pages : 247
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Book Description
Since the publication of Donald Schön's The Reflective Practitioner in 1983 there has been a dramatic growth of research and writing developing the concept of reflective learning. Surprisingly, there has been little application of concepts of reflective learning to social work education. This volume: ¢ makes accessible for the first time to a social work readership a book which focuses on reflective learning in social work ¢ brings together material on reflective learning from both academic and practice settings ¢ creates a seminal text for educators and trainers in universities and practice settings ¢ has relevance to an international readership, with contributions from the UK, USA, Canada and Australia.
Author: Robyn T. Brandenburg
Publisher: Springer Science & Business Media
ISBN: 1402081960
Category : Education
Languages : en
Pages : 217
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Book Description
Powerful Pedagogy: Self-Study of a Teacher Educator’s Practice is the outcome of the author’s systematically questioning her assumptions about teaching and, in various ways, gives voice to the many individuals who have had an impact on the development of the author’s pedagogy as a mathematics teacher educator. Using self-study as both a lens and a methodology to research her practice over the past three years, the author examines the impact of reflection and reflective practice in pre-service teacher education; voice, silence and that which remains “unsaid”; the ways in which teacher identities emerge and develop, and the role of authority and power in learning about teaching.
Author: Paul Ashwin
Publisher: Bloomsbury Publishing
ISBN: 1441147233
Category : Education
Languages : en
Pages : 431
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Book Description
Reflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education. Case studies, activities, research briefings and annotated key readings are provided throughout. The author team: Paul Ashwin (Lancaster University, UK) | David Boud (University of Technology, Sydney, Australia) | Kelly Coate (King's Learning Institute, King's College London, UK) | Fiona Hallett (Edge Hill University, UK) | Elaine Keane (National University of Ireland, Galway, Ireland) | Kerri-Lee Krause (Victoria University, Melbourne, Australia) | Brenda Leibowitz (University of Johannesburg, South Africa) | Iain MacLaren (National University of Ireland, Galway, Ireland) | Jan McArthur (Lancaster University, UK) | Velda McCune (University of Edinburgh, UK) | Michelle Tooher National University of Ireland, Galway, Ireland) This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education. Reflective Teaching in Higher Education and its website, www.reflectiveteaching.co.uk, promote the expertise of teaching within higher education.
Author: Kimberly A. Kline
Publisher: Taylor & Francis
ISBN: 1000981185
Category : Education
Languages : en
Pages : 134
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Book Description
This guidebook aims to stimulate student affairs professionals and higher education faculty alike to adopt new approaches when discussing sensitive or controversial topics with their students. It provides teachers and professionals with a critical social understanding of social justice, social agency, reflection, and actionable knowledge to develop new and effective skills, practice them in safe spaces, and apply them in the field. It offers tools that are equally applicable in a classroom or cocurricular setting.The exceptional teachers, scholars, and professionals contributing to this volume provide a diverse and alternative lens through which to examine the intersection of social justice education and professional practice. The text is organized in three overarching themes: Part One, “Existing Theories, Examining Claims, and Proposing New Understandings”; Part Two, “Concrete Tools and Safe Spaces for Practicing Difficult Dialogues in Professional Practice”; and Part Three, “Professional Development, Action Research, and Social Agency.” In Part Four, “Moving Forward,” the book concludes with a chapter on implications for daily life and practice.The action-oriented research model provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. The emphasis is on moving colleges and universities to widen their moral and ethical lenses, beyond understanding diversity, to developing multicultural competence and enriching their campus communities.Written for faculty in higher education and student affairs professionals, along with master’s and doctoral students in these fields, this book provides a framework that is grounded in research and sound pedagogies and theories.
Author: Linda Valli
Publisher: State University of New York Press
ISBN: 1438422644
Category : Education
Languages : en
Pages : 312
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Book Description
An increasing number of educators are arguing for conceptually sound reflective or inquiry-oriented teacher education programs. The argument is based on the fact that reflective teaching is possible and the belief that teachers should develop habits of consciously informed action. Those who promote reflective teaching argue for teacher empowerment within a self-renewing profession. Reflective Teacher Education offers case studies from seven universities that have organized teacher education programs around the concept of reflection. The cases represent public and private institutions, and alternative and traditional models of teacher preparation. The studies represent efforts to transform the entire professional education component rather than individual courses or isolated strategies. The volume also considers reflection as a conceptual orientation, commenting on its power to inform and improve teacher education, and assessing the implementation of reflection in these specific programs. The six critiques raise intriguing questions about the possibility and desirability of reflective reform efforts by viewing the cases from varying perspectives—development, cognitive, feminist, social reconstructionist, and post-modern.
Author: Karen F. Osterman
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
This book provides specific strategies for facilitating reflective practice and is the first to provide a practical guide to professional development and school reform from this standpoint. The authors show how reflective practice provides powerful strategies to help professionals learn from their experiences, improve themselves, and thus improve schools and education. Applications in every area of professional development and school reform are presented.
