Considering Reflection From the Student Perspective in Higher Education
This article reports the findings of a project to reexamine reflection from the student perspective that took place after a major curriculum revision. The project used a hermeneutically inspired action research method that involved interviewing 17 undergraduate theology students after a two-semester...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2016-03-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244016638706 |
| Summary: | This article reports the findings of a project to reexamine reflection from the student perspective that took place after a major curriculum revision. The project used a hermeneutically inspired action research method that involved interviewing 17 undergraduate theology students after a two-semester practicum to ascertain the ways in which students understand and use reflection in practice and as a means of establishing identity. The data revealed key themes that surround students’ understanding of reflection: (a) Students think and write about reflection in detached ways, (b) there is a connection between reflection and self-understanding and self-definition, and (c) crisis plays a role in reflection. The article concludes with further discussions of these themes and with recommendations for pedagogical practice. |
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| ISSN: | 2158-2440 |