Considering Reflection From the Student Perspective in Higher Education

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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Main Author: Arch Chee Keen Wong
Format: Article
Language:English
Published: SAGE Publishing 2016-03-01
Series:SAGE Open
Online Access:https://doi.org/10.1177/2158244016638706
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spelling doaj-90b8dbea33bf4e72a72c2a055d51b7812020-11-25T02:53:12ZengSAGE PublishingSAGE Open2158-24402016-03-01610.1177/215824401663870610.1177_2158244016638706Considering Reflection From the Student Perspective in Higher EducationArch Chee Keen Wong0Ambrose University, Calgary, Alberta, CanadaThis 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.https://doi.org/10.1177/2158244016638706
collection DOAJ
language English
format Article
sources DOAJ
author Arch Chee Keen Wong
spellingShingle Arch Chee Keen Wong
Considering Reflection From the Student Perspective in Higher Education
SAGE Open
author_facet Arch Chee Keen Wong
author_sort Arch Chee Keen Wong
title Considering Reflection From the Student Perspective in Higher Education
title_short Considering Reflection From the Student Perspective in Higher Education
title_full Considering Reflection From the Student Perspective in Higher Education
title_fullStr Considering Reflection From the Student Perspective in Higher Education
title_full_unstemmed Considering Reflection From the Student Perspective in Higher Education
title_sort considering reflection from the student perspective in higher education
publisher SAGE Publishing
series SAGE Open
issn 2158-2440
publishDate 2016-03-01
description 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.
url https://doi.org/10.1177/2158244016638706
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