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Teaching reflective learning in high...

Ryan, Mary Elizabeth.

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching reflective learning in higher educationedited by Mary Elizabeth Ryan.
其他題名:	a systematic approach using pedagogic patterns /
其他作者:	Ryan, Mary Elizabeth.
出版者:	Cham :Springer International Publishing :2015.
面頁冊數:	x, 234 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	College teaching.
電子資源:	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

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