NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1128398
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1470-3297
Poetic Transcription with a Twist: An Approach to Reflective Practice through Connection, Collaboration and Community
Smart, Fiona
Innovations in Education and Teaching International, v54 n2 p152-161 2017
Learning from experience is integral to professional development, with the processes by which it is expected and enabled, varying depending on context and discipline. There is general consensus that it does not just happen. Rather learning from experience is a deliberate act. In higher education, much attention is given to reflective practice and the use of reflective models designed for individuals to use. However, even with a high level of commitment, an individual's review of their own practice is likely to be limited because it is a sole endeavour with inevitably constrained perspective. This paper features an alternative, innovative approach identified as "poetic transcription with a twist" which situates reflective practice in a group context. As such, it enables learning for the individual and for the group members. The paper offers an example drawn from work with a group of early career academics which illustrates both the approach and the potential of "poetic transcription with a twist" to facilitate development with and beyond the immediate participants in the learning experience. It presents "poetic transcription with a twist" to the community of academic developers for consideration in their own practice, understanding that the nature and purpose of the role is complex and contested.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A