Please use this identifier to cite or link to this item:
|Title: ||How tutors understand and engage with reflective practices|
|Authors: ||Bell, Amani|
|Keywords: ||reflection-in-action, reflection-on-action, reflection-for-action, novice teachers, sessional staff, academic development|
|Issue Date: ||2013|
|Publisher: ||Taylor & Francis|
|Citation: ||Bell, A., & Mladenovic, R. (2013). How tutors understand and engage with reflective practices. Reflective Practice, 14(1), 1-11.|
|Abstract: ||Interviews with six tutors revealed the ways in which they thought about reflection, and what forms of reflective practice were part of their teaching. The tutors saw a variety of benefits of reflection, including improving their teaching. There was a focus on reflecting before and after teaching, but few examples of reflection while teaching. Reflection was triggered by negative events and by positive feedback. Reflection on teaching was mainly an individual process; however some tutors engaged in proximal, informal discussions about their teaching. Implications for practice, such as how to support reflection-in-action, are considered.|
|Type of Work: ||Article|
|Type of Publication: ||Pre-print|
|Appears in Collections:||Research papers and publications. Educational Innovation Team|
This work is protected by Copyright. All rights reserved. Access to this work is provided for the purposes of personal research and study. Except where permitted under the Copyright Act 1968, this work must not be copied or communicated to others without the express permission of the copyright owner. Use the persistent URI in this record to enable others to access this work.
Items in Sydney eScholarship Repository are protected by copyright, with all rights reserved, unless otherwise indicated.