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From Reflective Practice to Critical Thinking: The Reflective Practitioner in Higher Education

From Reflective Practice to Critical Thinking: The Reflective Practitioner in Higher Education

Eva Cendon
Copyright: © 2020 |Pages: 23
ISBN13: 9781799812388|ISBN10: 1799812383|EISBN13: 9781799812395
DOI: 10.4018/978-1-7998-1238-8.ch008
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MLA

Cendon, Eva. "From Reflective Practice to Critical Thinking: The Reflective Practitioner in Higher Education." Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning, edited by Walter Nuninger and Jean-Marie Châtelet, IGI Global, 2020, pp. 189-211. https://doi.org/10.4018/978-1-7998-1238-8.ch008

APA

Cendon, E. (2020). From Reflective Practice to Critical Thinking: The Reflective Practitioner in Higher Education. In W. Nuninger & J. Châtelet (Eds.), Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning (pp. 189-211). IGI Global. https://doi.org/10.4018/978-1-7998-1238-8.ch008

Chicago

Cendon, Eva. "From Reflective Practice to Critical Thinking: The Reflective Practitioner in Higher Education." In Handbook of Research on Operational Quality Assurance in Higher Education for Life-Long Learning, edited by Walter Nuninger and Jean-Marie Châtelet, 189-211. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1238-8.ch008

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Abstract

This chapter explores the role of reflection and the development of reflexivity in programs of professional studies in higher education. Serving as empirical basis is a qualitative explorative longitudinal study with students in different master's programs at a University for Professional Studies, considering the students' perspective and their changing understanding and practice of reflection both at the workplace and in their studies. The students' perspective is complemented by an analysis of interviews with teachers in professional master's programs about their teaching strategies supporting students' learning. Linking these two perspectives leads to a developmental model of reflection over the course of studies that allows new ways of interpreting the reflective practitioner in higher education.

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