Teaching Reflective Learning in Higher Education

1. Front Matter

   Pages i-x

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2. Conceptual Underpinnings of Reflective Learning

   1. Front Matter

      Pages 1-1

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   2. Introduction: Reflective and Reflexive Approaches in Higher Education: A Warrant for Lifelong Learning?

      • Mary Ryan

      Pages 3-14

   3. A Model for Reflection in the Pedagogic Field of Higher Education

      • Mary Ryan, Michael Ryan

      Pages 15-27

3. Reflective Learning Across Disciplines

   1. Front Matter

      Pages 29-29

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   2. Refining a Teaching Pattern: Reflection Around Artefacts

      • Dean Brough, Michael Ryan

      Pages 31-50

   3. The Dancer as Reflective Practitioner

      • Evan Jones, Mary Ryan

      Pages 51-64

   4. Reflective Practice in Music: A Collaborative Professional Approach

      • Georgina Barton

      Pages 65-76

   5. Using the TARL Model in Psychology: Supporting First and Final Year Students to Compose Reflections

      • Erin O’Connor, Patricia Obst, Michele Furlong, Julie Hansen

      Pages 77-91

   6. Teaching and Assessing Reflective Writing in a Large Undergraduate Core Substantive Law Unit

      • Tina Cockburn, Mary Ryan

      Pages 93-109

   7. Teaching Peer Review Reflective Processes in Accounting

      • Sue Taylor, Mary Ryan

      Pages 111-126

   8. The Use of Multimodal Technologies to Enhance Reflective Writing in Teacher Education

      • Lenore Adie, Donna Tangen

      Pages 127-138

   9. How Does the Use of a Reflective Journal Enhance Students’ Critical Thinking About Complexity?

      • Jenny Kaighin

      Pages 139-151

   10. Teaching Reflection for Service-Learning

       • Jimi Bursaw, Megan Kimber, Louise Mercer, Suzanne Carrington

       Pages 153-169

4. Pedagogical Integration of Reflective Learning

   1. Front Matter

      Pages 171-171

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   2. An ePortfolio Approach: Supporting Critical Reflection for Pedagogic Innovation

      • Lynn McAllister

      Pages 173-187

   3. The Social Life of Reflection: Notes Toward an ePortfolio-Based Model of Reflection

      • Kathleen Blake Yancey

      Pages 189-202

   4. Leadership Enabling Effective Pedagogic Change in Higher Education

      • Nan Bahr, Leanne Crosswell

      Pages 203-212

   5. Sustainable Pedagogical Change for Embedding Reflective Learning Across Higher Education Programs

      • Michael Ryan, Mary Ryan

      Pages 213-227

5. Back Matter

   Pages 229-234

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This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. The Readers will find this book is innovative and new in three key ways. Firstly, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students’ stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields. Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme in terms of demonstrating levels of reflection. The book includes images, diagrams and different text forms to support the creative applications of reflection. And thirdly, the book is innovative in providing conceptual guidance for embedding reflective learning and reflective practice systematically across whole programmes, faculties or institutions in higher education contexts across the world.

• Higher Education
• Reflection across disciplines
• Reflective learning in Higher Education
• pattern languages
• pedagogical patterns higher education
• professional education
• reflection higher education
• reflective learning
• reflective practice
• learning and instruction

• Queensland University of Technology, Brisbane, Australia

  Mary Elizabeth Ryan

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