Abstract
Reflection, in a classroom setting, presents educators with
a method for narrowing the theory–practice gap. Material from the
practice environment can be brought into the classroom and used as
the substance of learning from experience. Enabling students to understand and value reflection is an essential part of this process. It is also
a process which should be a carefully considered and managed part of
the curriculum. This article reports on a small-scale participatory action
research project that examines the development of reflection from the
perspective of the student.
a method for narrowing the theory–practice gap. Material from the
practice environment can be brought into the classroom and used as
the substance of learning from experience. Enabling students to understand and value reflection is an essential part of this process. It is also
a process which should be a carefully considered and managed part of
the curriculum. This article reports on a small-scale participatory action
research project that examines the development of reflection from the
perspective of the student.
| Original language | English |
|---|---|
| Pages (from-to) | 207-217 |
| Number of pages | 11 |
| Journal | Active Learning in Higher Education |
| Volume | 6 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 1 Nov 2005 |
| Externally published | Yes |