A Genre-Based Study of Professional Reflective Writing in Higher Education

Autor/inn/en	Heron, Marion; Corradini, Erika
Titel	A Genre-Based Study of Professional Reflective Writing in Higher Education
Quelle	In: Teaching in Higher Education, 28 (2023) 3, S.504-516 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heron, Marion)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1824178
Schlagwörter	Writing (Composition); Reflection; Higher Education; Fellowships; College Faculty; Foreign Countries; Rhetoric; Language Usage; Teacher Empowerment; United Kingdom + Suchen Sie Ihr Suchwort? Schreibübung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fellowship; Stipendium; Fakultät; Ausland; Rhetorik; Sprachgebrauch; Großbritannien
Abstract	There is a growing expectation internationally that teachers in higher education obtain professional recognition through accredited schemes which confer Fellowship status. Such schemes often require a written reflective submission to demonstrate effective teaching and professional experience. Yet despite this burgeoning interest, little is known about the generic features of professional reflective writing, and in particular, the 'case study' as part of a fellowship submission. Through a genre analysis of a corpus of case studies taken from successful texts we illuminate the rhetorical and linguistic features of the case study to inform writing support for teachers in higher education. We suggest how a genre pedagogy approach can both provide scaffolding to teachers engaging in professional reflective writing and empower teachers to manage new writing discourses by developing the tools of genre analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01