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Promoting reflection in professional courses: the challenge of context

Boud,D and Walker,D 1998, Promoting reflection in professional courses: the challenge of context, Studies in higher education, vol. 23, no. 2, pp. 191-206, doi: 10.1080/03075079812331380384.

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Title Promoting reflection in professional courses: the challenge of context
Author(s) Boud,DORCID iD for Boud,D orcid.org/0000-0002-6883-2722
Walker,D
Journal name Studies in higher education
Volume number 23
Issue number 2
Start page 191
End page 206
Total pages 16
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 1998
ISSN 0307-5079
1470-174X
Summary Reflection and the promotion of reflective practice have become popular features of the design of educational programmes. This has often led to learning being more effectively facilitated. However, alongisde these positive initiatives have grown more disturbing developments under the general heading of reflection. They have involved both misconceptions of the nature of reflection which have led to instrumental or rule-following approaches to reflective activities, and the application of reflective strategies in ways which have sought inappropriate levels of disclosure from participants or involved otherwise unethical practices. The article examines the question: what constitutes the effective use of reflective activities? It argues that reflection needs to be flexibly deployed, that it is highly context-specific and that the social and cultural context in which reflection takes place has a powerful influence over what kinds of reflection it is possible to foster and the ways in which this might be done. The article concludes by exploring conditions in which reflective activities might appropriately be used in professional education
Language eng
DOI 10.1080/03075079812331380384
Field of Research 130103 Higher Education
130303 Education Assessment and Evaluation
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©1998, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071888

Document type: Journal Article
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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