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Harvey, Marina; Vlachopoulos, Panos – Journal of Further and Higher Education, 2020
A growing body of research supports the learning and teaching of reflective practice in higher education; however, the application of reflective skills beyond the classroom, and specifically in professional development, is underdeveloped. While the value of reflective practice may not be clearly apparent for academic and professional staff,…
Descriptors: Faculty Development, Reflective Teaching, Program Effectiveness, Foreign Countries
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Lloyd, Claire A. – Journal of Further and Higher Education, 2019
For the past two decades, those involved in teacher training have encouraged teachers to incorporate evidence from research into a process of critical reflection to improve the quality of their decisions. Using research as part of a deliberative reflective process has been thought to enable teachers to learn from their practice. However, teachers'…
Descriptors: Decision Making Skills, Decision Making, Beginning Teachers, Experienced Teachers
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Wood, Phil; Cajkler, Wasyl – Journal of Further and Higher Education, 2018
The Scholarship of Teaching and Learning has become an important field of inquiry, focusing on the development of new and critical pedagogic approaches in higher education. It is a broad field leading to the emergence of a number of contrasting perspectives concerning the development of insights into teaching and learning. In this article, we…
Descriptors: Higher Education, Reflective Teaching, Instructional Innovation, Educational Practices
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Spenceley, Lydia – Journal of Further and Higher Education, 2011
One of the most difficult challenges facing those entering the lifelong learning sector (LLS) as teaching practitioners is for them to discover their identity as educators. Unlike the majority of those entering training to teach in compulsory education, who follow the traditional route of acquiring subject specialism through university training,…
Descriptors: Foreign Countries, Expertise, Lifelong Learning, Specialists
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Canning, Natalie – Journal of Further and Higher Education, 2010
Mature learners often invest a great deal of emotional energy in starting a higher education qualification. They have complex needs which are often less to do with their ability to learn and more to do with aspects of confidence and levels of self-belief about achieving or feeling "good enough" to participate. This article explores the…
Descriptors: Higher Education, Maturity (Individuals), Reflective Teaching, Teaching Methods
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Graves, Susan; Jones, Marion – Journal of Further and Higher Education, 2008
This article explores whether using reflective dialogue in action learning sets on a foundation degree (FD) in educational support can develop the capacity for reflective practice of the students. Developing a reflective stance in relation to professional practice is a central theme of the programme, which is reinforced by the work-based learning…
Descriptors: Experiential Learning, Learning Modules, Professional Development, Reflective Teaching
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Browne, Liz; Kelly, Jean; Sargent, Dennis – Journal of Further and Higher Education, 2008
The ubiquitous use of the word transformation to describe the intentions of government policy poses a number of questions, one of which relates to the uncritical and widespread use of the term. Interested in exploring what a "transformed" sector might look like and being in a privileged position of delivering a major element of the…
Descriptors: Adult Education, Educational Change, Professional Development, Public Policy
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Porto, Melina – Journal of Further and Higher Education, 2008
The aim of this paper is to share my perceptions and reflections on the experience of introducing elements of autonomy in a constrained educational setting in Argentina. I recorded these perceptions in teaching diaries written weekly after each class for the academic year 2005 (over 35 weeks). These teaching diaries are part of a larger,…
Descriptors: Foreign Countries, Language Teachers, Teacher Attitudes, Student Reaction
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Greenbank, Paul – Journal of Further and Higher Education, 2007
This article considers the value of collaborative forms of educational action research in higher education and the difficulties involved in implementing such forms of research. It is argued that educational action research represents an opportunity for improving teaching and learning and developing the knowledge and skills of those participating…
Descriptors: Higher Education, Action Research, Lecture Method, Reflective Teaching
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Hatzipanagos, Stylianos; Lygo-Baker, Simon – Journal of Further and Higher Education, 2006
The teaching observation process in a higher education context can be underpinned by an intention to enhance learning and teaching or used as a managerial tool to ensure standards are met or maintained. In this article we examine the perceptions of observees using a model that engages educational developers as observers. We seek to examine whether…
Descriptors: Higher Education, Teaching Methods, Reflective Teaching, Faculty Development
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Alterio, Maxine – Journal of Further and Higher Education, 2004
Drawing on a research project which focused on the role reflective learning tools have in bringing about change to practice, this paper describes how nine practitioners from four different professions enhanced their professional practice by contributing to a collaborative journal. An analysis of the journal revealed four key themes:…
Descriptors: Journal Writing, Reflective Teaching, Professional Development, Cooperation