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Teaching reflective learning in high...

Ryan, Mary Elizabeth.

Teaching reflective learning in higher educationa systematic approach using pedagogic patterns /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching reflective learning in higher educationedited by Mary Elizabeth Ryan.
Reminder of title:	a systematic approach using pedagogic patterns /
other author:	Ryan, Mary Elizabeth.
Published:	Cham :Springer International Publishing :2015.
Description:	x, 234 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	College teaching.
Online resource:	http://dx.doi.org/10.1007/978-3-319-09271-3
ISBN:	9783319092713 (electronic bk.)

Teaching reflective learning in higher educationa systematic approach using pedagogic patterns /
Teaching reflective learning in higher educationa systematic approach using pedagogic patterns /[electronic resource] :edited by Mary Elizabeth Ryan. - Cham :Springer International Publishing :2015. - x, 234 p. :ill., digital ;24 cm.

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. Readers will find this book innovative and new in three key ways. First, 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.

ISBN: 9783319092713 (electronic bk.)

Standard No.: 10.1007/978-3-319-09271-3doiSubjects--Topical Terms:

245570
College teaching.

LC Class. No.: LB2331

Dewey Class. No.: 378.125

Teaching reflective learning in higher educationa systematic approach using pedagogic patterns /
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520 $a 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. Readers will find this book innovative and new in three key ways. First, 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.
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