The pedagogical balancing act: teaching reflection in higher education
Abstract
Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught how to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing act of attending to different levels of reflection as a way to stimulate focused, thoughtful and reasoned...
Paper Details
Title
The pedagogical balancing act: teaching reflection in higher education
Published Date
Feb 1, 2013
Journal
Volume
18
Issue
2
Pages
144 - 155
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