Hanson, Karen (2009) ‘Reflect’. Is This a Reasonable Request? Project Report. University of Worcester.
The aim of this project has been to gain understanding of level 4 (first year) undergraduate Early Childhood students’ perceptions of reflection and reflective practice. The intention behind this was to enable the Early Childhood tutor team to support the development of reflective dispositions within our students. Tutors had recognised from previous cohorts that written reflective accounts were predominantly based upon recollections of experiences. These formed the basis of descriptive accounts demonstrating an ability to recall events but not use the experience to question and make sense of what had happened. This displayed what Knight (1996) and Brookfield (1995) describe as a superficial and tokenistic approach to reflective practice and was devoid of any critical edge. ‘Experience alone does not lead to learning; reflecting on experience is essential’ Loughran (2002:35)
|Item Type:||Report (Project Report)|
This report is published in Issue 3 of the Worcester Journal of Learning and Teaching (WJLT). This is an open-access, peer-reviewed journal published electronically by the Academic Development and Practice Unit at the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.
|Uncontrolled Keywords:||reflect, reflection, reflective practice, early childhood, undergraduate, students, focus groups, coperative inquiry|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Divisions:||Academic Departments > Institute of Education|
|Depositing User:||Karen Hanson|
|Date Deposited:||27 Nov 2009 15:30|
|Last Modified:||31 Mar 2010 05:00|
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