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
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