Swanwick, R, Kitchen, R, Jarvis, J et al. (3 more authors) (2014) Following Alice: theories of critical thinking and reflective practice in action at postgraduate level. Teaching in Higher Education, 19 (2). pp. 156-169. ISSN 1356-2517
Abstract
This paper presents a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level. It reports on a collaborative project between four UK institutions providing postgraduate programmes in deaf education. Through a critical review of current theories of critical thinking and reflective practice in higher education, the authors identified and constructed frameworks of principles for relevant skills. They selected a set of learning activities for the institutions to trial to target those skills. Students evaluated how successfully the activities promoted the skills. The investigators evaluate the methodology and provide a critique of the framework of principles. Findings reveal that the framework of principles is a robust model for the development, design and evaluation of bespoke learning activities targeting critical thinking and reflective practice skills.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Keywords: | critical thinking; reflective practice; postgraduate; professional training; deaf education |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 11 Aug 2016 15:43 |
Last Modified: | 30 Jun 2020 14:59 |
Published Version: | https://dx.doi.org/10.1080/13562517.2013.836099 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/13562517.2013.836099 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:96879 |