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Professional reflection
Professional reflection
Professional reflection
Professional reflection
Professional reflection
Professional reflection
Professional reflection
Professional reflection
Professional reflection
Professional reflection
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Professional reflection

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  • 1. Reflective Learning<br />three key themes:<br />Enquiry-based learning (Berthiaume 2009, p.268)<br />Experiential learning (Fry et al. 2009, pp.15, 450)<br />Situated learning (Lave & Wenger 1990)<br />
  • 2. Reflective practice<br />qualitative, practitioner-centred, evaluative and self-evaluative perspective of educational pragmatism, founded in an idealist, enlightenment, social utilitarianism <br />approaches are predominantly social: taking place in groups. <br />practices reflect a broad series of qualitative turns in the social sciences <br />
  • 3. Kolb’s learning cycle<br />
  • 4. Value criteria<br />Professional values<br />Boyer’s four scholarships<br />Brookfield’s four “Lenses”<br />Professional values:<br />HEA professional standards<br />Instrumental, other-directed values<br />QAA Level descriptors<br />
  • 5. Scholarship of teaching<br />Boyer’s model of 4 scholarships (Nibertn.d.; Boyer 1997)<br />Discovery<br />Teaching<br />Integration<br />Application<br />
  • 6. Brookfield’s lenses<br />Autobiography<br />Students<br />Peers/colleagues<br />Literature<br />
  • 7. HEA Values<br />Respect for individual learners<br />Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice<br />Commitment to development of learning communities<br />Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity<br />Commitment to continuing professional development and evaluation of practice<br />
  • 8. Instrumental, other-directed<br />Compassion<br />Determination<br />Professionalism<br />Resourcefulness<br />Respect<br />Solidarity<br />(Rokeach, 1973)<br />
  • 9. QCF Level descriptors<br />Level 7 (paraphrase)<br />Ability to reformulate and use relevant methodologies and approaches to address problematic situations that involve many interacting factors<br />Taking responsibility for planning and developing courses of action underpinning substantial change<br />Critically analyse, interpret and evaluate complex information, concepts and theories as they apply to current developments that affect the areas of work or study.<br />
  • 10. Thank you<br />George Roberts<br />Senior Lecturer, Educational Development<br />OCSLD<br />Wheatley Campus<br />Oxford Brookes University<br />Oxford, OX33 1HX<br />groberts@brookes.ac.uk<br />http://www.google.com/profiles/georgebroberts<br />

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