How tutors understand and engage with reflective practices

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Open Access

Field	Value	Language
dc.contributor.author	Bell, Amani
dc.contributor.author	Mladenovic, Rosina
dc.date.accessioned	2016-01-19
dc.date.available	2016-01-19
dc.date.issued	2013-01-01
dc.identifier.citation	Bell, A., & Mladenovic, R. (2013). How tutors understand and engage with reflective practices. Reflective Practice, 14(1), 1-11.	en_AU
dc.identifier.uri	http://hdl.handle.net/2123/14251
dc.description.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.	en_AU
dc.language.iso	en_AU	en_AU
dc.publisher	Taylor & Francis	en_AU
dc.subject	reflection-in-action, reflection-on-action, reflection-for-action, novice teachers, sessional staff, academic development	en_AU
dc.title	How tutors understand and engage with reflective practices	en_AU
dc.type	Article	en_AU
dc.type.pubtype	Pre-print	en_AU