‘Reflect’.  Is This a Reasonable Request?

Hanson, Karen

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Hanson, Karen (2009) ‘Reflect’. Is This a Reasonable Request? Project Report. University of Worcester.

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Output Type:

Report (Project Report)

Abstract:

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)

Additional Information:

This report is published in Issue 3 of the Worcester Journal of Learning and Teaching (WJLT). Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published by 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 Discrete 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

Legacy Divisions (Admin Only):

College of Arts, Humanities and Education > School of Education

Academic Schools:

Institute of Education

Related URLs:

Depositing User:

Karen Hanson

Date Deposited: