Following Alice: Theories of Critical Thinking and Reflective Practice in Action at Postgraduate Level

Autor/inn/en	Swanwick, Ruth; Kitchen, Ruth; Jarvis, Joy; McCracken, Wendy; O'Neil, Rachel; Powers, Steve
Titel	Following Alice: Theories of Critical Thinking and Reflective Practice in Action at Postgraduate Level
Quelle	In: Teaching in Higher Education, 19 (2014) 2, S.156-169 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2013.836099
Schlagwörter	Foreign Countries; Higher Education; Critical Thinking; Reflection; Graduate Study; Cooperation; Learning Activities; Deafness; Special Education Teachers; Focus Groups; Field Experience Programs; Feedback (Response); Likert Scales; Student Evaluation; Educational Philosophy; Educational Psychology; Debate; Student Attitudes; Educational Environment; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritisches Denken; Aufbaustudium; Graduiertenstudium; Hauptstudium; Co-operation; Kooperation; Lernaktivität; Gehörlosigkeit; Taubstummheit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Likert-Skala; Schulnote; Studentische Bewertung; Bildungsphilosophie; Erziehungsphilosophie; Erziehungspsychologie; Pädagogische Psychologie; Debating; Streitgespräch; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Großbritannien
Abstract	This paper presents a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level. It reports on a collaborative project between four UK institutions providing postgraduate programmes in deaf education. Through a critical review of current theories of critical thinking and reflective practice in higher education, the authors identified and constructed frameworks of principles for relevant skills. They selected a set of learning activities for the institutions to trial to target those skills. Students evaluated how successfully the activities promoted the skills. The investigators evaluate the methodology and provide a critique of the framework of principles. Findings reveal that the framework of principles is a robust model for the development, design and evaluation of bespoke learning activities targeting critical thinking and reflective practice skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10