Reflection in Higher Education: A Concept Analysis

被引：13

作者：

Rogers R.R. ^{[1
]}

机构：

[1] DePaul University,M.A. Program in Integrated Professional Studies

来源：

Innovative Higher Education | 2001年 / 26卷 / 1期

关键词：

Reflection; Reflective practices; Reflective practitioner;

D O I：

10.1023/A:1010986404527

中图分类号：

学科分类号：

摘要：

Despite the widespread adoption of reflective practices across many fields of study, a critical analysis of the concept of reflection and its application within higher education has been lacking. This article provides an examination of several major theoretical approaches to reflection including those of Dewey; Loughran; Mezirow; Seibert and Daudelin; Langer; Boud, Keogh and Walker; and Schön. Commonalties in terminology, definitions, antecedents, context, process, outcomes, and techniques to foster reflection are addressed. The implications of the findings for higher education are explained. © 2001 Human Sciences Press, Inc.

引用

页码：37 / 57

页数：20

共 30 条

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