Developing and Embedding Reflective Portfolios in Geography

Bibliographic Data

ID11955401
AuthorsPauline Kneale, Pauline E Kneale (0000-0002-3945-0469, corresponding author)
Year2002
Volume26
Issue1
Pages81-94
Publication date2002-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Geography in Higher Education (JOURNAL)
Journal identifiersISSN: 0309-8265 • E-ISSN: 1466-1845
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03098260120110386
OpenAlexW2076562194
LanguageEN
Citations received9
References cited3

The School of Geography at the University of Leeds, UK, led the development of a faculty-wide Personal Reflective Portfolio as part of a university project--A Strategic Model for Developing Methods and Materials for Recording Achievement in Traditional Universities (Jackson et al., 2000). This paper describes the materials and their usage, the value of bottom-up design, and the issues of embedding this type of material within faculty programmes. The reflections of both students and tutors are considered. Overall the materials are viewed positively and considered to have long-term and workplace relevance. Whether they meet the original aim of helping students to become more reflective and evaluative learners is impossible to measure and not thought to be successful as yet. Reflection on action is more evident than action planning

Action (physics · Action research · Business · Higher education · Mathematics education · Pedagogy · Political science · Portfolio · Reflection (computer programming · Relevance (law · Sociology · Value (mathematics · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback

Tools

Open DOISci-Hub