Teaching Critical Reflection to Graduate Students

Autor/inn/en	Watson, Gavan Peter Longley; Kenny, Natasha
Titel	Teaching Critical Reflection to Graduate Students
Quelle	In: Collected Essays on Learning and Teaching, 7 (2014) 1, (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Graduate Students; Critical Thinking; Reflection; Foreign Countries; Teaching Methods; Educational Strategies; Interdisciplinary Approach; Assignments; Student Evaluation; Feedback (Response); Workshops; Skill Development; Canada + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kritisches Denken; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Assignment; Auftrag; Zuweisung; Schulnote; Studentische Bewertung; Lernwerkstatt; Schulung; Kompetenzentwicklung; Qualifikationsentwicklung; Kanada
Abstract	Critical reflection is a highly valued and widely applied learning approach in higher education. There are many benefits associated with engaging in critical reflection, and it is often integrated into the design of graduate level courses on university teaching as a life-long learning strategy to help ensure that learners build their capacity as critical reflective teaching practitioners. Despite its broad application and learning benefits, students often find the process of engaging in critical reflection inherently challenging. This paper explores the challenge associated with incorporating critical reflection into a graduate course on University Teaching at the University of Guelph. Strategies for effectively incorporating critical reflection are presented, based largely on Arsonson's (2011) framework for teaching critical reflection and the outcomes of a workshop offered at the 2013 STLHE Conference. The strategies discussed have multidisciplinary relevance, and can be broadly applied to improve how critical reflection is incorporated into post-secondary courses. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01