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Bridging Theory and Practice: Reflective Learning in Higher Education

Bridging Theory and Practice: Reflective Learning in Higher Education

Eva Cendon
Copyright: © 2016 |Pages: 21
ISBN13: 9781522500247|ISBN10: 1522500243|EISBN13: 9781522500254
DOI: 10.4018/978-1-5225-0024-7.ch012
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MLA

Cendon, Eva. "Bridging Theory and Practice: Reflective Learning in Higher Education." Handbook of Research on Quality Assurance and Value Management in Higher Education, edited by Walter Nuninger and Jean-Marie Châtelet, IGI Global, 2016, pp. 304-324. https://doi.org/10.4018/978-1-5225-0024-7.ch012

APA

Cendon, E. (2016). Bridging Theory and Practice: Reflective Learning in Higher Education. In W. Nuninger & J. Châtelet (Eds.), Handbook of Research on Quality Assurance and Value Management in Higher Education (pp. 304-324). IGI Global. https://doi.org/10.4018/978-1-5225-0024-7.ch012

Chicago

Cendon, Eva. "Bridging Theory and Practice: Reflective Learning in Higher Education." In Handbook of Research on Quality Assurance and Value Management in Higher Education, edited by Walter Nuninger and Jean-Marie Châtelet, 304-324. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0024-7.ch012

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Abstract

This chapter focuses on reflective learning in higher education as central point of reference in answering to the social demands and the ongoing changes in modern societies. Empirical basis is a two and a half year study with a group of students in different master's programs at a University for Professional Studies and interviews with teachers who are teaching in master's programs of professional studies. The chapter presents a concept of reflective learning that values the students' practice and expertise as professionals and provides ways to further develop and transform this practice into new contexts. Hence, the productive linkage between academic ways of knowing and professional ways of knowing and the development of students as reflective practitioners are central elements.

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