A model for reflection in the pedagogic field of higher education

Mary Ryan*, Michael Ryan

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

11 Citations (Scopus)

Abstract

This chapter draws on current literature to theorise a new, transferable and customisable model for teaching and assessing reflective learning across higher education, which foregrounds and explains the pedagogic field of higher education as a multi-dimensional space. Reflection is commonly embedded into assessment requirements in higher education subjects, often without clear expectations or the necessary scaffolding provided to students. Given that professional or academic reflection is not intuitive, and requires specific pedagogic intervention to do well, a program/course-wide approach is essential. We argue that explicit and strategic pedagogic intervention, supported by dynamic resources, is necessary for successful, broad-scale approaches to reflection in higher education.

Original languageEnglish
Title of host publicationTeaching Reflective Learning in Higher Education
Subtitle of host publicationA Systematic Approach Using Pedagogic Patterns
EditorsMary Elizabeth Ryan
Place of PublicationCham, Switzerland
PublisherSpringer, Springer Nature
Pages15-27
Number of pages13
ISBN (Electronic)9783319092713
ISBN (Print)9783319092706
DOIs
Publication statusPublished - 1 Jan 2015
Externally publishedYes

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