Fostering an action‐reflection dynamic amongst student practitioners

Francis, Helen; Cowan, John

doi:10.1108/03090590810877067

Cited by 38 publications

(20 citation statements)

References 14 publications

(17 reference statements)

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“…For teachers learning in this specialist field the potential for such gains via peer review may outweigh perceived time constraints. There is emerging evidence which shows that where a participatory approach to assessment of placement learning is established (Cooper & Ord, 2014) students are well placed to see themselves as active partners in the assessment process and this has been found to genuinely engage students and supervisors who found it developmentally valuable for students to own their own work, speak for it and value it through the 'grading' process (Cooper & Ord, 2014) Beyond teacher education, there is increasing prominence within the tertiary sector for learners to develop their reflective skills (Francis & Cowan, 2008) and acknowledgement of the importance of self assessment in professional programmes within tertiary institutions (Boud & Falchikov, 2006;Bourke, 2014). Considering the highly specialised work of a ToD it may be suggested that this deep self-evaluation and appraisal should be a core skill meaning that opportunities to develop such skills need to be catered for both within the design and implementation of the pedagogical process.…”

Section: Impact On Reflection and Ability To Support Development Of Smentioning

confidence: 99%

New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision

Chilton

McCracken

2017

Higher Education Pedagogies

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education of deaf children, Manchester centre for audiology and deafness, the university of Manchester, Manchester, uK ABSTRACTMobile technologies continue to have a growing influence on contemporary society, are becoming more commonplace within tertiary educational settings and hold the potential to impact on the learning process. This project evaluation considers the perspectives of participants who trialled the use of new technology to enable remote supervision and assessment of situated learning on teaching placement in schools in the UK. The discussion focuses on the impact that the use of new technology may have on established practices for assessment and models of supervision. Consideration is given to how the use of such technology may enable new pedagogical pathways with particular reference to reflective practice and self-assessment. The findings from a specialist Teacher Education programme (Deaf Education) within this study have direct implications for practicebased learning, both within teacher preparation programmes and in the wider field of professional practice.

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Section: Impact On Reflection and Ability To Support Development Of Smentioning

confidence: 99%

New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision

Chilton

McCracken

2017

Higher Education Pedagogies

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“…Such learning through reflection is said to help support students professional development and disciplinary competence, and transition from the classroom to workplace (Patrick et al 2008;Doel 2009;Howard 2009). In addition, by focusing student attention on contextual and tacit areas of workplace practice, it may also contribute to the development of employability skills (Francis and Cowan 2008;Heel, Sparrow and Ashford 2006). Despite the widespread use of reflection in WIL, and the strong claims for its contribution to students' learning workplace practices, questions remain in the identification of the most beneficial ways for students to do WIL workplace reflection.…”

Section: Introductionmentioning

confidence: 99%

“…Reflection is also a way of structuring thinking (Hackett 2001) and writing (Ryan 2011a) that leads to the acquisition of higher-order cognitive skills (Francis and Cowan 2008). This emphasis on individual, cognitive processes of recall, description and analysis, is in accord with what Beckett and Hagar (2002) term 'the standard paradigm of learning', in which knowledge is construed as a possession of the individual knower, held 'in the mind' in representations detached from the spatial-temporal context of its enactment (Dohn 2011).…”

Section: Introductionmentioning

confidence: 99%

A practice-based approach to student reflection in the workplace during a Work-Integrated Learning placement

Sykes

Dean

2013

Studies in Continuing Education

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In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on workplace practices, emphasising the 'embedded (social), engaged (practice) and embodied (material) aspects' of students' reflective practices in the workplace. We argue that reflection-in-themidst-of-action includes an often-overlooked phenomenological contribution that shifts attention from cognition to action. This study uses a case study of one typical WIL student to illustrate the importance of reflection-in-the-midst-of-action and the limitations of pedagogical structure using an e-log and reflective journal to capture reflection-in-the-midst-of-action. We argue that the move to consider reflection as a practice, and the move to refocus reflection to reflection-in-the-midst-of-action, supports a learning approach that is more congruent with workplace action and context. In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on workplaces practices, emphasising the 'embedded (social), engaged (practice) and embodied (material) aspects ' (Yanow and Tsoukas 2009, 1342) of students' reflective practices in the workplace. We argue that reflection-in-the-midst-of-action includes an often-overlooked phenomenological contribution that shifts attention from cognition to action. This study uses a case study of one typical WIL student to illustrate the importance of reflection-in-the-midst-of-action and the limitations of pedagogical structure using an e-log and reflective journal to capture reflection-in-the-midst-ofaction. We argue that the move to consider reflection as a practice, and the move to refocus reflection to reflection-in-the-midst-of-action, supports a learning approach that is more congruent with workplace action and context.

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“…They therefore co-ordinate with universities in the provision of supplementary activities, external to degree programmes -for example, in human resources management. The Institute specifies the coverage, standard and assessment of such provision -and remits it, in partnership, to a collaborating university's QA procedures to cover the additional professional provision, as well as the academic degree programme (Francis and Cowan 2008) .…”

Section: Challenge 5: Integrating Conflicting Demandsmentioning

confidence: 99%

Quality Assurance in European Engineering Education: Present and Future Challenges

Cowan

2009

Engineering Education Quality Assurance

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This chapter focuses on the quality assurance (QA) of higher engineering education in the United Kingdom and Europe, by considering eight challenges which are predicted by the writer to be of increasing importance in the years ahead. QA in higher education is taken here as a process that sets out to assure society, and responsible bodies within it, about the quality of educational provision for students. The purpose of the chapter is to identify the present and forthcoming challenges and changes in QA in engineering education in the United Kingdom and Europe, in the light of present circumstances as well as of the historical context. Abstract This chapter focuses on the quality assurance (QA) of higher engineering education in UK and Europe, by considering eight challenges which are predicted by the writer to be of increasing importance in the years ahead. QA in higher education is taken here as a process that sets out to assure society, and responsible bodies within it, about the quality of educational provision for students. The purpose of the chapter is to identify the present and forthcoming challenges and changes in QA in engineering education in UK and Europe, in the light of present circumstances as well as of the historical context. IntroductionThere are many challenges which will become increasingly important in the years ahead for those in engineering education in Europe. This chapter is organised around the following topics, for each of which is advanced a constructive suggestion for action or a prediction of forthcoming change. All of these topics involve significant challenges as follows:1. Responding in our quality assurance (QA) to political decisions seeking a unifi ed European approach to higher education. 2. Developing the rigour of the practice of QA in engineering education. 3. Confronting the long-established practice of concentrating on relatively lowerlevel outcomes and aims in much of engineering education. 4. Finding effective ways to develop higher-level abilities, both cognitive and interpersonal, and evaluate how well that is being done. 5. Arranging QA to cope with the sometimes confl icting demands of professional bodies and educational authorities. 6. Ensuring that the oversight of quality is informed, independent and objective. 7. Enabling change in some of the outmoded, but enduring, teaching practices of yesteryear. 8. Extending our QA to cover self-managed and self-directed continuing professional development (CPD).While readers in North America and elsewhere will no doubt see striking contrasts between values, practices and trends on both sides of the Atlantic (Heywood 2005) , many of the above topics relate equally to education and accreditation in other nations and professional areas. This certainly applies within Europe, as the amplification of Challenge 1 should make clear.In considering the QA of higher engineering education, it is important to distinguish between academic awards that testify to a certain level and scope of learning and development on the part of ...

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Fostering an action‐reflection dynamic amongst student practitioners

Cited by 38 publications

References 14 publications

New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision

New technology, changing pedagogies? Exploring the concept of remote teaching placement supervision

A practice-based approach to student reflection in the workplace during a Work-Integrated Learning placement

Quality Assurance in European Engineering Education: Present and Future Challenges

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