Facilitating Reflective Learning in Higher EducationMcGraw-Hill Education (UK), 16 maj 2007 - 384 sidor Praise for the previous edition: “This is a passionate and practical book” “This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.” This significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years. Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning. |
Från bokens innehåll
Resultat 1-5 av 39
... Barnett: Beyond all Reason Ronald Barnett and Kelly Coate: Engaging the Curriculum in Higher Education Ronald Barnett: Reshaping the University Tony Becher and Paul R. Trowler: Academic Tribes and Territories 2/e John Biggs: Teaching ...
... Barnett (1992a, 1997) and Barnett & Coate (2005). Our aim is to contribute by making the process by which such learning can be achieved more accessible. We have written this book in order that it may be useful for teachers, learners ...
... (Barnett, 1992a). We are also aware that in contributing to the greater accessibility of these approaches to teaching and learning, we are taking a philosophical and educational position that can be contested. We accept that contention ...
... Barnett (1997: 2) that 'the whole idea of a higher education founded on a view of critical thought is now inadequate for the modern age'. What he proposes is a broader aim for the university experience, that of 'critical being' which ...
... (Barnett, 2005: 88). • 'we argue that in any act of learning and teaching, prior experiences, perceptions, approaches and outcomes are simultaneously present, although in some contexts, one or other aspects may be more to the foreground ...
Innehåll
1 | |
Part 2 Facilitating Learning and Reflective Practice | 109 |
Part 3 Exemplars | 279 |
Keeping a Journal | 337 |
Questions for Reflective Dialogue | 342 |
Passionate Learning A Case of Reflective Learning | 345 |
Being a Course Partner | 348 |
Bibliography | 350 |
Index | 363 |
Back Cover | 369 |
Andra upplagor - Visa alla
Facilitating Reflective Learning In Higher Education Brockbank, Anne,McGill, Ian Begränsad förhandsgranskning - 2007 |
Facilitating Reflective Learning in Higher Education Anne Brockbank,Ian McGill Fragmentarisk förhandsgranskning - 2007 |
Facilitating Reflective Learning in Higher Education Anne Brockbank,Ian McGill Ingen förhandsgranskning - 2007 |