Year: 2009
Type: report
Abstract: The aim of this project has been to gain understanding of level 4 (first year) undergraduate Early Childhood students’ perceptions of reflection and reflective practice. The intention behind this was to enable the Early Childhood tutor team to support the development of reflective dispositions within our students. Tutors had recognised from previous cohorts that written reflective accounts were predominantly based upon recollections of experiences. These formed the basis of descriptive accounts demonstrating an ability to recall events but not use the experience to question and make sense of what had happened. This displayed what Knight (1996) and Brookfield (1995) describe as a superficial and tokenistic approach to reflective practice and was devoid of any critical edge. ‘Experience alone does not lead to learning; reflecting on experience is essential’ Loughran (2002:35)
Author: Karen Hanson
Institution: University of Worcester
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2293209514