Teaching reflection in service-learning: disciplinary differences in conception and practice

被引:0
|
作者
Camus, Rina Marie [1 ]
Ngai, Grace [2 ]
Kwan, Kam Por [3 ]
Lau, Ka Hing [4 ]
Chan, Stephen [5 ]
机构
[1] Hong Kong Polytech Univ PolyU, Serv Learning & Leadership Off SLLO, Kowloon, Hong Kong, Peoples R China
[2] Hong Kong Polytech Univ, SLLO, Dept Comp, Kowloon, Hong Kong, Peoples R China
[3] Hong Kong Polytech Univ, SLLO, Kowloon, Hong Kong, Peoples R China
[4] Serv Learning & Leadership Off, Ctr Innovat Serv Learning & Gen Educ Off, Kowloon, Hong Kong, Peoples R China
[5] Hong Kong Polytech Univ, Serv Learning & Leadership Off, SLLO, Kowloon, Hong Kong, Peoples R China
关键词
Reflection; disciplinary differences; service-learning; health & social care; business & humanities; applied sciences & engineering; MATTER;
D O I
10.1080/14623943.2023.2264204
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Faculty from diverse disciplines are involved in teaching service-learning where reflection is an essential component. This qualitative study explores disciplinary differences in understanding reflection and use of reflective pedagogy. We interviewed faculty (N = 24) from 18 departments to examine differences in how they conceive and practice reflective pedagogy in service-learning courses. We found that disciplinary differences are a factor in how faculty conceive and practice reflection. Faculty from health and social care disciplines demonstrated an advantage compared to colleagues from other fields. Further, we found that how faculty conceive reflection is a factor in reflective practice. Conceptualizations of reflection, which are more student-referent or learner-focused, correlate with the more intense and effective practice of reflective pedagogy.
引用
收藏
页码:766 / 783
页数:18
相关论文
共 50 条
  • [1] Service-Learning and Teaching Practice: A Relationship for Change in Education
    Mayor Paredes, Domingo
    Rodriguez Martinez, Dolores
    RIE-REVISTA DE INVESTIGACION EDUCATIVA, 2016, 34 (02): : 535 - 552
  • [2] Knowing where we Stand: Mapping Teachers' Conception of Reflection in Service-Learning
    Camus, Rina Marie
    Ngai, Grace
    Kwan, Kam Por
    Yau, Jessie Ho-Yin
    Chan, Stephen
    INNOVATIVE HIGHER EDUCATION, 2021, 46 (03) : 285 - 302
  • [3] Knowing where we Stand: Mapping Teachers’ Conception of Reflection in Service-Learning
    Rina Marie Camus
    Grace Ngai
    Kam Por Kwan
    Jessie Ho-Yin Yau
    Stephen Chan
    Innovative Higher Education, 2021, 46 : 285 - 302
  • [4] Reflecting on Reflection: Capitalizing on the Learning in Intergenerational Service-Learning
    Karasik, Rona
    GERONTOLOGY & GERIATRICS EDUCATION, 2013, 34 (01) : 78 - 98
  • [5] Service-Learning Project: Different Stages of Reflection and Learning
    Lin, Ting-Hua
    2021 10TH INTERNATIONAL CONFERENCE ON EDUCATIONAL AND INFORMATION TECHNOLOGY (ICEIT 2021), 2021, : 214 - 218
  • [6] Service-learning in teacher education: reflection as a catalyst for learning
    Castellan, Catherine M.
    REFLECTIVE PRACTICE, 2012, 13 (06) : 843 - 855
  • [7] Service-learning, Writing and Reflection: A Bakhtinian Analysis
    Hallman, Heidi L.
    Burdick, Melanie N.
    CHANGING ENGLISH-STUDIES IN CULTURE AND EDUCATION, 2018, 25 (04): : 331 - 350
  • [8] Reflection during the intergenerational Service-Learning at the University
    Gonzalez Alonso, Maria Yolanda
    Bustamante Diez, Maria Lourdes
    VIII CONGRESO DE INNOVACION EDUCATIVA Y DOCENCIA EN RED, IN-RED 2022, 2022, : 26 - 33
  • [9] Teaching Research and Evidence-Based Practice Using a Service-Learning Approach
    Balakas, Karen
    Sparks, Laurie
    JOURNAL OF NURSING EDUCATION, 2010, 49 (12) : 691 - 695
  • [10] Comparing the differences and commonalities between service-learning in the USA and social practice in China
    Xu, Ruifang
    EDUCATION CITIZENSHIP AND SOCIAL JUSTICE, 2010, 5 (03) : 235 - 247