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Reflection and Reflective Practice i...

Saxena, Anoop.

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Reflection and Reflective Practice in Higher Education Educators.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reflection and Reflective Practice in Higher Education Educators./
Author:	Saxena, Anoop.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	351 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Pedagogy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30718273
ISBN:	9798380708463

Reflection and Reflective Practice in Higher Education Educators.
Saxena, Anoop.

Reflection and Reflective Practice in Higher Education Educators. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 351 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--McGill University (Canada), 2023.

Decades of research have established reflection and reflective practice as vital to a multitude of vocational fields including education. To improve pedagogy, educators expose their practice to examination in a way that is non-judgemental and secure. Reflective practice is a beneficial strategy to cognize, comprehend and regulate pedagogical performance. Experts concur that reflection has pedagogical benefits for higher education, but it has been well noted that there is limited uptake of reflection in the Higher Education Educator (HEE) domain. The limitations stem from the fact that substantial ambiguity remains regarding the components of reflection and which path should be chosen to scaffold reflection and the lack of a universal framework for facilitating and assessing reflection. Since there exists a paucity of research in the field, it is essential to understand factors influencing reflection in HEEs, such as teaching experience. To address these gaps in the literature, this dissertation is composed of four manuscripts - an overview of the literature, two qualitative studies and a resulting framework. The two qualitative studies examine the key dimensions that influence reflection in HEEs by further subcategorizing them and then empirically studying reflection in medical HEEs. Both studies further address fundamental issues like the influence of teaching experience and the value of being scaffolded by a framework. The dissertation then progresses to present a framework for reflection in HEEs, including a discussion of the implications of a teacher assuming the role of a learner in the reflective process. This research contributes to the literature by bringing some clarity to reflection in HEEs by expanding the understanding of the key aspects of reflection in Higher Education (HE) and the opportunity to scaffold their pedagogical reflection leading to opportunities positively influencing their professional pedagogical practice. The dissertation ends with a discussion of the practical implications as well as potential avenues for future research in the field.

ISBN: 9798380708463Subjects--Topical Terms:

2122828
Pedagogy.

Reflection and Reflective Practice in Higher Education Educators.
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245 1 0 $a Reflection and Reflective Practice in Higher Education Educators.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 351 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: Hall, Nathan.
502 $a Thesis (Ph.D.)--McGill University (Canada), 2023.
520 $a Decades of research have established reflection and reflective practice as vital to a multitude of vocational fields including education. To improve pedagogy, educators expose their practice to examination in a way that is non-judgemental and secure. Reflective practice is a beneficial strategy to cognize, comprehend and regulate pedagogical performance. Experts concur that reflection has pedagogical benefits for higher education, but it has been well noted that there is limited uptake of reflection in the Higher Education Educator (HEE) domain. The limitations stem from the fact that substantial ambiguity remains regarding the components of reflection and which path should be chosen to scaffold reflection and the lack of a universal framework for facilitating and assessing reflection. Since there exists a paucity of research in the field, it is essential to understand factors influencing reflection in HEEs, such as teaching experience. To address these gaps in the literature, this dissertation is composed of four manuscripts - an overview of the literature, two qualitative studies and a resulting framework. The two qualitative studies examine the key dimensions that influence reflection in HEEs by further subcategorizing them and then empirically studying reflection in medical HEEs. Both studies further address fundamental issues like the influence of teaching experience and the value of being scaffolded by a framework. The dissertation then progresses to present a framework for reflection in HEEs, including a discussion of the implications of a teacher assuming the role of a learner in the reflective process. This research contributes to the literature by bringing some clarity to reflection in HEEs by expanding the understanding of the key aspects of reflection in Higher Education (HE) and the opportunity to scaffold their pedagogical reflection leading to opportunities positively influencing their professional pedagogical practice. The dissertation ends with a discussion of the practical implications as well as potential avenues for future research in the field.
520 $a Des decennies de recherche ont etabli que la reflexion et la pratique reflexive sont au coeur d'une multitude de domaines professionnels, y compris l'education. Afin d'ameliorer la pedagogie, les educateurs exposent leur pratique a l'examination d'une maniere qui ne porte pas de jugement et qui est sure de provoquer un changement. La reflexion sur la pratique pedagogique est une strategie benefique pour connaitre, comprendre et reguler ce changement. Les experts s'accordent a dire que la reflexion presente des avantages pedagogiques pour l'enseignement superieur, mais il a ete note que l'adoption de la reflexion dans le domaine des enseignants de l'enseignement superieur (EES) est limitee. Cette situation est due au fait qu'une ambiguite substantielle demeure quant aux composantes de la reflexion et a la voie a choisir pour etayer la reflexion. Comme il existe peu de recherches dans ce domaine, il est essentiel de comprendre les facteurs qui influencent la reflexion chez les enseignants de l'enseignement superieur et la relation qu'elle entretient avec d'autres facteurs comme l'experience. Pour combler ces lacunes dans la litterature, cette these est composee de quatre manuscrits: un apercu de la litterature, deux etudes qualitatives et une structure pour soutenir la reflexion de l'enseignant. Les deux etudes qualitatives examinent les dimensions cles qui influencent la reflexion dans les EES en les sous-categorisant davantage, puis en etudiant empiriquement la reflexion dans les EES medicaux. Les deux etudes abordent egalement des questions cles telles que l'influence de l'experience d'enseignement et la valeur d'etre soutenu par une structure. La dissertation presente ensuite un structure de reflexion pour les EES. Cette recherche contribue a la litterature en apportant une certaine clarte a la reflexion dans les EESs en elargissant la comprehension des aspects cles de la reflexion dans l'enseignement superieur (ES) et l'opportunite d'echafauder leur reflexion pedagogique menant a des opportunites influencant positivement leur pratique pedagogique professionnelle. La dissertation se termine par une discussion des implications pratiques ainsi que des pistes potentielles pour de futures recherches dans ce domaine.
590 $a School code: 0781.
650 4 $a Pedagogy. $3 2122828
650 4 $a Higher education. $3 641065
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650 4 $a Teaching methods. $3 595505
650 4 $a Experiential learning. $3 532317
650 4 $a School environment. $3 541935
650 4 $a Teacher education. $3 3172312
650 4 $a Metacognition. $3 521861
650 4 $a Research & development--R&D. $3 3554335
650 4 $a Feedback. $3 677181
650 4 $a Reflective practice. $3 3680697
650 4 $a Continuing education. $3 527504
650 4 $a Education. $3 516579
650 4 $a Educational administration. $3 2122799
650 4 $a Health education. $3 559086
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710 2 $a McGill University (Canada). $3 1018122
773 0 $t Dissertations Abstracts International $g 85-05A.
790 $a 0781
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30718273