From reflective learning to reflective practice

Assessing Transfer

Dados Bibliográficos

ID4098097
AutoresVivienne Griggs (,, autor correspondente), Richard Holden (0000-0003-1199-340X, ,), Aileen Lawle, Aileen Lawless (0000-0001-9975-4176, ,), Jan Raes, Jan Rae (,)
Ano2018
Volume43
Fascículo7
Páginas1172-1183
Data de publicação2018-07-03
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2016.1232382
OpenAlexW2530751758
IdiomaEN
Citações recebidas14
Referências citadas27

A key attribute of reflective practice is its capacity for on-going purposeful learning in relation to changing and demanding professional work. The teaching of reflective learning techniques in management education is intended to promote deep-level learning and the application of critical thinking to oneself, personal experience and the work environment. However, we lack empirical evidence that the teaching of reflective learning leads to enhanced reflective practice in professional work. This study provides an examination of reflection in work post formal education. It reports on interviews with 18 Human Resource professionals. Reflection does not get ‘left behind’ on completion of formal teaching but there is not an even or simple process of transfer to a work context. Likewise, there was not a slavish adherence to reflective techniques but rather some evidence that students were able to translate their learning into something meaningful for their practice

Experiential learning · Pedagogy · Professional development · Professional learning community · Reflective Practice · Transfer of learning · Transfer of training · Computer Science · Higher Education and Employability · Higher Education Learning Practices · Psychology · Reflective Practices in Education