Reflection in Learning and Professional Development: Theory and PracticeRoutledge, 5 sept. 2013 - 240 pagini Reflection is a technique for aiding and reinforcing learning, used in education and professional development. This volume offers practitioners and students guidance that cuts across theoretical approaches, enabling them to understand and use reflection to enhance learning in practice. |
Cuprins
Part II Reflection and learning
| 89 |
Part III Using reflection to improve learning and practice
| 162 |
| 215 | |
| 227 | |
Alte ediții - Afișează-le pe toate
Reflection in Learning and Professional Development: Theory and Practice Jennifer A. Moon Previzualizare limitată - 2013 |
Reflection in Learning and Professional Development: Theory and Practice Jennifer A. Moon Previzualizare limitată - 2000 |
Reflection in Learning and Professional Development: Theory and Practice Jennifer A. Moon Nu există previzualizare disponibilă - 2000 |
Termeni și expresii frecvente
action Action learning action research approach to learning assessment Boud Chapter cognitive structure concept Concept maps constructivist context critical cycle of experiential deep approach defined definition described Dewey difi'erent difl'erent difliculties efl'ect emancipation emotional enable encourage reflection espoused theory evaluation example facilitate field fiirther find first form of reflection Habermas ideas identified implies influence initial interpretation involved issues journal writing King and Kitchener knowledge Kolb cycle learner learning environment Manen manner map of learning material of learning meaning mental process notion nursing outcome of reflection problem process of learning process of reflection professional development purpose questions reflection in learning reflection-in-action reflective activity reflective judgement reflective practice reflective practitioner reflective processes representation of learning role of reflection Schon self—development sense significant situations SOLO taxonomy specific stages of learning Steinaker suggests surface approaches surface learning task teachers teaching transformative learning understanding