How students think. Critical reflection in studies of professional development at universities.

Abstract

In this contribution, the authors focus on professionals who return to university to study and develop their reflective attitude. Using the concept of the reflective act of thought by John Dewey, one of the founding fathers of experiential education, as a point of reference, the authors analyze students’ reflective thinking based on descriptions of their working practice at the outset of university studies, and question to what extent the five steps of the reflective act of thought can be found. The authors critically discuss the results and formulate implications for the further development of studies of professional development at universities. Finally, they address various ways in which teachers can advance students’ critical reflection.

Zitation

Cendon, Eva & Turner, Agnes (2015). How students think. Critical reflection in studies of professional development at universities. Educational Reflective Practices (1), 33‐50. DOI: 10.3280/ERP2015-001003. Abgerufen von: doi:10.3280/ERP2015-001003.