Back to Search
Start Over
Teaching reflection in service-learning: disciplinary differences in conception and practice.
- Source :
- Reflective Practice; Dec2023, Vol. 24 Issue 6, p766-783, 18p
- Publication Year :
- 2023
-
Abstract
- Faculty from diverse disciplines are involved in teaching servicelearning where reflection is an essential component. This qualitative study explores disciplinary differences in understanding reflection and use of reflective pedagogy. We interviewed faculty (N = 24) from 18 departments to examine differences in how they conceive and practice reflective pedagogy in service-learning courses. We found that disciplinary differences are a factor in how faculty conceive and practice reflection. Faculty from health and social care disciplines demonstrated an advantage compared to colleagues from other fields. Further, we found that how faculty conceive reflection is a factor in reflective practice. Conceptualizations of reflection, which are more student-referent or learner-focused, correlate with the more intense and effective practice of reflective pedagogy. [ABSTRACT FROM AUTHOR]
- Subjects :
- TEACHING
INTERDISCIPLINARY research
TEACHING methods
COLLEGE teachers
RESEARCH methodology
CURRICULUM
INTERVIEWING
SERVICE learning
ENGINEERING
CRITICAL thinking
CONCEPTUAL structures
QUALITATIVE research
RESEARCH funding
BUSINESS
DESCRIPTIVE statistics
HUMANITIES
LITERATURE reviews
JUDGMENT sampling
THEMATIC analysis
REFLECTION (Philosophy)
DISCIPLINE of children
ALTERNATIVE education
Subjects
Details
- Language :
- English
- ISSN :
- 14623943
- Volume :
- 24
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 174172702
- Full Text :
- https://doi.org/10.1080/14623943.2023.2264204