LEADER 05761nam 22007095 450 001 9910483192203321 005 20251117080047.0 010 $a9783319092713 010 $a3319092715 024 7 $a10.1007/978-3-319-09271-3 035 $a(CKB)3710000000277568 035 $a(EBL)1965405 035 $a(SSID)ssj0001386812 035 $a(PQKBManifestationID)11759958 035 $a(PQKBTitleCode)TC0001386812 035 $a(PQKBWorkID)11374986 035 $a(PQKB)10593110 035 $a(DE-He213)978-3-319-09271-3 035 $a(MiAaPQ)EBC1965405 035 $a(PPN)183087720 035 $a(EXLCZ)993710000000277568 100 $a20141105d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching Reflective Learning in Higher Education $eA Systematic Approach Using Pedagogic Patterns /$fedited by Mary Elizabeth Ryan 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (233 p.) 300 $aDescription based upon print version of record. 311 08$a9783319092706 311 08$a3319092707 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aPART I Conceptual Underpinnings of Reflective Learning -- 1. Introduction: Reflective and reflexive approaches in higher education: A warrant for lifelong learning? Mary Ryan -- 2. A model for reflection in the pedagogic field of higher education, Mary Ryan and Michael Ryan -- PART II   Reflective Learning Across Disciplines -- 3. Refining a Teaching Pattern: Reflection Around Artefacts, Dean Brough and Michael Ryan -- 4. The Dancer as Reflective Practitioner, Evan Jones and Mary Ryan -- 5. Reflective Practice in Music: A Collaborative Professional Approach, Georgina Barton -- 6. Using the TARL model in Psychology: Supporting first and final year students to compose reflections, Erin O?Connor, Patricia Obst, Michele Furlong and Julie Hansen -- 7. Teaching and assessing reflective writing in a large undergraduate core substantive law unit, Tina Cockburn and Mary Ryan -- 8. Teaching Peer Review Reflective Processes in Accounting, Sue Taylor and Mary Ryan -- 9. The use of multimodal technologies to enhance reflective writing in teacher education, Lenore Adie and Donna Tangen -- 10. How does the use of a reflective journal enhance students? critical thinking about complexity? Jenny Kaighin -- 11. Teaching Reflection for Service-learning, Jimi Bursaw, Megan Kimber, Louise Mercer and Suzanne Carrington -- PART III Pedagogical Integration of Reflective Learning -- 12. An ePortfolio approach: Supporting critical reflection for pedagogic innovation, Lynn McAllister -- 13. The SocialLife of Reflection: Notes Toward an ePortfolio-Based Model of Reflection, Kathleen Blake Yancey -- 14. Leadership enabling effective pedagogic change in Higher Education, Nan Bahr and Leanne Crosswell -- 15. Sustainable Pedagogical Change for Embedding Reflective Learning Across Higher Education Programs, Michael Ryan and Mary Ryan. 330 $aThis book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. Readers will find this book innovative and new in three key ways. First, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students? stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields.     . 606 $aEducation, Higher 606 $aContinuing education 606 $aLearning, Psychology of 606 $aProfessional education 606 $aVocational education 606 $aHigher Education 606 $aLifelong Learning 606 $aInstructional Psychology 606 $aProfessional and Vocational Education 615 0$aEducation, Higher. 615 0$aContinuing education. 615 0$aLearning, Psychology of. 615 0$aProfessional education. 615 0$aVocational education. 615 14$aHigher Education. 615 24$aLifelong Learning. 615 24$aInstructional Psychology. 615 24$aProfessional and Vocational Education. 676 $a371.3 676 $a378 702 $aRyan$b Mary E.$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910483192203321 996 $aTeaching Reflective Learning in Higher Education$92853196 997 $aUNINA