Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff

Kahn, Peter; Young, Richard E.; Grace, Sue; Pilkington, Ruth; Rush, Linda; Tomkinson, Bland; Willis, Ian

doi:10.1080/13601440802242440

Cited by 24 publications

(25 citation statements)

References 20 publications

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“…Courses with a strong reflective practice ethos draw criticism from some quarters. There are those who are confused about requirements, as the character of the course does not seem to have a clear view of the role of reflection (Kahn et al, 2008). Others, as probationers, experience reduced teaching responsibilities, such as a limited amount of 'guest' lecturing, which does not lend itself to adequate opportunities for reflection.…”

Section: Congruencementioning

confidence: 99%

“…Highly variable workload allocation has an impact on completing PGCert tasks. Those courses taking a strong reflective practice element (Kahn et al, 2008) for instance, may not take adequate account of the sometimes more limited range of participants' circumstances. As an example, in one faculty, contact time varied between 20 hours' 'guest' lecturing and 240 hours' teaching per annum for probationers.…”

mentioning

confidence: 99%

“…Other work, such as Kahn et al (2008), investigates the nature of the PGCert, problematising how common concepts -such as reflective practice -are employed. The utility of this work lies in helping academic developers refine courses.…”

mentioning

confidence: 99%

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Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK

Smith

2011

International Journal for Academic Development

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Section: Congruencementioning

confidence: 99%

mentioning

confidence: 99%

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Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK

Smith

2011

International Journal for Academic Development

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“…Instead, collaborative activities were regarded by academics as highly professionally enriching (Ferman 2002). The importance of the social aspect of reflective processes was also identified in literature review by Kahn et al (2006). Similarly, Boud (1999a, 3) argues that formal academic development activities 'must take careful account of …the influence of learning among peers' in recognition of the collegial nature of academic work.…”

Section: Reflection As Part Of Academic Developmentmentioning

confidence: 99%

“…The exercise enhanced tutors' awareness of the teaching community and common issues, which is particularly important for tutors, who are often isolated in the academic community (Marginson 2000). The importance of importance of sharing and discussing experiences -a social model of reflection (Schön 1983;Raelin 2001) -is particularly effective for academic development (Kahn et al 2006). The exercise provided students with a model of reflective practice: both learners and academics need to be reflective and evaluative, and employers value these attributes in graduates (Macfarlane and Ottewill 2001).…”

Section: Shared Nature Of the Experiencementioning

confidence: 99%

Supporting the reflective practice of tutors: what do tutors reflect on?

Bell

Mladenovic

Segara

2010

Teaching in Higher Education

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Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection identified in tutors' reflective statements following a peer observation of teaching exercise. We used an adapted version of the categories developed by Grushka et al. (2005) to code text from 20 written statements as technical (26% of comments), practical (36% of comments) and critical (33% of comments). Tutors also wrote about the affective aspects of the exercise and the majority of such comments were positive. Most tutors reflected in a holistic way about their teaching, noting the importance of getting the technical aspects right while also being concerned about pedagogical matters and issues beyond the classroom. The exercise was an effective way to prompt tutors to reflect on their teaching and helped tutors articulate and formalise their learning from the peer observation activity.Suggestions for further exploration of the reflective practice of tutors are provided.

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Theorising student engagement in higher education

Kahn

2013

British Educational Res J

146

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Student engagement has become problematic following the rise of mass and universal forms of higher education. Significant attention has been devoted to identifying factors that are associated with higher levels of engagement, but it remains the case that the underlying reasons for student engagement and, indeed, the notion itself of 'student engagement' remain weakly theorised. In this article, we seek to develop the theoretical basis for student engagement in a way that highlights the student's own contribution. We explore how learning involves students taking responsibility for action in the face of uncertainty, whether in pursuit of personal or communal concerns. Drawing on perspectives primarily from realist social theory, we suggest that student engagement may be shaped by extended, restricted and fractured modes of reflexivity and co-reflexivity. In this way student engagement in higher education is theorised as a form of distributed agency, with the impact of a learning environment on this agency mediated by reflexivity. Reflexivity itself is further influenced by the tasks and social relations encountered by students in a given learning environment. The role that social relations play in students' responses to learning specifically offers a means to strengthen the moral basis for education. Our account provides an explanation as to why specific educational practices, such as those termed 'high impact', might lead to higher levels of student engagement within the wider context of a knowledge society. We thus offer insights towards new forms of educational practice and relations that have the potential to engage students more fully. education institutions evidently stand to gain a good deal from any capacity to foster an engaged student body.Research has also begun to identify specific educational practices that are particularly effective in engaging students. Studies using data from the National Survey of Student Engagement (NSSE) in the US, for instance, have been able to establish a set of practices that have a high impact on student engagement (Kuh & Schneider, 2008). While such an approach may assist in selecting educational practices, though, it leaves the underlying concept 'student engagement' relatively weakly theorised. Kuh and Schneider (2008), for instance, identified ways in which the level of academic challenge, the presence of active and collaborative learning, student-faculty interaction and a supportive campus environment contribute to student engagement, but without seeking to theorise how these elements work together to effect gains of various kinds. Such studies tend to emphasise the way in which student engagement is linked to given institutional or student characteristics, but Carini et al. (2006, p. 23) emphasises that only a relatively modest proportion of the variation in learning outcomes can be accounted for through measures of student engagement based on survey instruments. Coates (2006, p. 57) has argued that this framework from Kuh and Schneider (2008) is the most advanced exi...

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Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff

Cited by 24 publications

References 20 publications

Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK

Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK

Supporting the reflective practice of tutors: what do tutors reflect on?

Theorising student engagement in higher education

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