The pedagogical balancing act: teaching reflection in higher education

  title={The pedagogical balancing act: teaching reflection in higher education},
  author={Mary Ryan},
  journal={Teaching in Higher Education},
  pages={144 - 155}
  • M. Ryan
  • Published 1 February 2013
  • Education
  • Teaching in Higher Education
Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught how to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing act of attending to different levels of reflection as a way to stimulate focused, thoughtful and reasoned reflections that show evidence of new ways of thinking… 
Considering Reflection From the Student Perspective in Higher Education
This article reports the findings of a project to reexamine reflection from the student perspective that took place after a major curriculum revision. The project used a hermeneutically inspired
Reflection and Reflective Practice for International Students and Their Supervisors in Context
Reflection and reflective thinking are critical for personal and professional growth, particularly within the higher education sector. Assessment, for example, can often expect students to reflect on
Reflection and Self-Assessment in Smart Education
  • Education
    Virtual and Mobile Learning Activities in Higher Education
  • 2020
Higher education is increasingly adopting blended and mobile learning strategies for reflection and self-assessment to better meet the demands and expectations of students' challenges. This chapter
Analyzing service-learning reflections through Fink's taxonomy
ABSTRACT Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and
Reflection on peer reviewing as a pedagogical tool in higher education
Previous research has emphasized both the importance of giving and receiving peer feedback for the purpose of active learning, as well as of university students’ engagement in reflection to improve
Student perceptions of reflection and the acquisition of higher-order thinking skills in a university sustainability course
ABSTRACT Sustainability challenges are complex and call for the effective development of knowledge, skills, and abilities in current and new leaders. New offerings in higher education provide
Reflection: A Renewed and Practical Focus for an Existing Problem in Teacher Education
Reflection has been a component of teacher education programs for many years. The introduction of the Early Years Learning Framework (EYLF) and the National Quality Standard (NQS) into Western
Reflection in Language Teaching: A Comparison between Preservice and Experienced Teachers of English.
Teachers’ ability to reflect on their performances or reflective teaching has been commonly used and accepted in the educational contexts. However, it has not become a content item or a course in
What Does Reflection Look and Feel Like for International Students?
Reflection, reflective thinking and reflexivity have received significant attention in the scholarly literature on higher education yet there is limited research that explores these concepts in


Improving reflective writing in higher education: a social semiotic perspective
Reflective skills are widely regarded as a means of improving students' lifelong learning and professional practice in higher education (Rogers 2001). While the value of reflective practice is widely
Avoiding the traps: seeking good practice in the use of self assessment and reflection in professional courses
Abstract Ideas about self assessment and reflection are widespread in professional courses. These terms are often used uncritically, with the assumption that they are necessarily worthwhile additions
Reflecting on practice : student teachers' perspectives
Student teachers face many challenges when they plan and practice teaching in another teacher's classroom. They soon discover that there are no sure-fire procedures for successful teaching, and that
Beyond Generic Knowledge in Pedagogy and Disciplinarity: The Case of Science Textbooks
This article addresses relations among curricular material, pedagogy, and disciplinarity. This article promotes the view that disciplines provide the bases for systematic variations in reasoning
The Reflective Practitioner
The reflection that accompanies the evidence a candidate presents in the performance-based product is a critical part of the candidate's development. Through reflection the candidate begins the
A four‐category scheme for coding and assessing the level of reflection in written work
Where courses have as an aim the promotion of reflective practice, it will enhance the achievement of the goal if the level of reflective thinking is assessed. To do this in a satisfactory way
Learning Journals: A Handbook for Reflective Practice and Professional Development
This book discusses how students Learn From Learning Journals: Journal Writing as a Process that Accentuates Favourable Conditions for Learning and activities to Enhance Learning from Journals.
Action research and reflective practice
This is a great leap backwards in the student learning experience. But these negatives are drowned out by the value the book will bring to the vast majority of readers. In any event, it is always the