Overview
- Editors:
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Mary Elizabeth Ryan
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Queensland University of Technology, Brisbane, Australia
A conceptual model for the application of reflection across disciplines in a variety of contexts
Empirical examples of different modes and pedagogic patterns for reflection
Guidance and support for embedding systemic pedagogical and curriculum change
Includes supplementary material: sn.pub/extras
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Table of contents (15 chapters)
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Conceptual Underpinnings of Reflective Learning
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Reflective Learning Across Disciplines
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- Dean Brough, Michael Ryan
Pages 31-50
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- Erin O’Connor, Patricia Obst, Michele Furlong, Julie Hansen
Pages 77-91
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- Lenore Adie, Donna Tangen
Pages 127-138
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- Jimi Bursaw, Megan Kimber, Louise Mercer, Suzanne Carrington
Pages 153-169
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Pedagogical Integration of Reflective Learning
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Front Matter
Pages 171-171
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- Nan Bahr, Leanne Crosswell
Pages 203-212
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Back Matter
Pages 229-234
About this book
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.
Editors and Affiliations
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Queensland University of Technology, Brisbane, Australia
Mary Elizabeth Ryan
