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 45
... Supervising the Doctorate 2/e Sara Delamont and Paul Atkinson: Successful Research Careers Gerard Delanty: Challenging Knowledge Chris Duke: Managing the Learning University Heather Eggins (ed.): Globalization and Reform in Higher ...
... Supervision 14 Mentoring 15 Conclusion 279 281 296 318 335 Appendix A: Keeping a Journal Appendix B: Questions for Reflective Dialogue Appendix C: Passionate Learning: A Case of Reflective Learning Appendix D: Being a Course Partner 337 ...
... supervision and mentoring. These three chosen forms of praxis are not the only means of engagement. We have chosen them as important means of promoting learning which can be adapted to a wide range of situations. The book is therefore ...
... supervision is undertaken in Chapter 13 and the quality of relationship that we suggest is needed for effective supervision is identified. Reflective dialogue which supports such a relationship is the key to the critically reflective ...
... supervision and mentoring, hence our attention to applications in Part 3. Having stated our purpose there are other issues we need to declare. Our. rationale. Much is written and spoken about the purposes and approaches to teaching and ...
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 |