Enhancing Learning at Doctoral Level through the Use of Reflection?

Autor/inn/en	Klenowski, Val; Lunt, Ingrid
Titel	Enhancing Learning at Doctoral Level through the Use of Reflection?
Quelle	In: Assessment & Evaluation in Higher Education, 33 (2008) 2, S.203-217 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Foreign Countries; Examiners; Reflective Teaching; Doctoral Degrees; Educational Improvement; Self Evaluation (Individuals); Professional Development; Metacognition; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Examiner; Prüfer; Doctoral degree; Doktorgrad; Teaching improvement; Unterrichtsentwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Großbritannien
Abstract	The EdD (Doctor in Education) is a professional doctorate that provides a framework for experienced professionals to examine and develop their practice through research and engagement with relevant theoretical perspectives and professional academic literature. This type of doctorate provides the opportunity for professionals to develop their capacity for critical, professional agency, often achieved through the use of reflection for the integration of academic and professional knowledge. This paper explores doctoral students' perspectives on the nature and value of reflective statements in terms of a product of learning and a process of reflection. The analysis of EdD students' responses from one university in the UK reveals a connection between the process of reflection and the development of professional knowledge and contribution to practice--major goals of professional doctorate programmes. This small-scale study has highlighted implications for the role of reflection in EdD programmes for the development of critical, professional agency. At the metacognitive level of the EdD student clarity is lacking regarding the process of reflection--the nature, scope, object, purpose, value and development-- which raises the very important question of "what counts as adequate reflection and on what grounds". This study has identified the need to build capacity, first, in the reflective practice of EdD students and second, in the pedagogic demands of the tutors and supervisors and, third, the assessment demands required of examiners. (Contains 1 figure.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10