Year: 2009
Type: conference-paper
Abstract: The poster presents a case study on the way students on the newly accredited Professional Doctorate (DProf) programme at the University of Chester are engaged in a deeper, more critical approach to reflective learning. The programme, which draws upon over a decade of experience with the use of reflective models, examines the issue of progression in respect of reflective learning and contains a critique of existing models, where ‘reflection’ is regarded as rational and hence unproblematic.
Author: Jon Talbot
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2106347617