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A collaborative autoethnography study to inform the teaching of reflective practice in STEM

Hains-Wesson, Rachael and Young, Karen 2016, A collaborative autoethnography study to inform the teaching of reflective practice in STEM, Higher education research and development, In Press, pp. 1-14, doi: 10.1080/07294360.2016.1196653.

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Title A collaborative autoethnography study to inform the teaching of reflective practice in STEM
Author(s) Hains-Wesson, Rachael
Young, Karen
Journal name Higher education research and development
Season In Press
Start page 1
End page 14
Total pages 14
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2016
ISSN 0729-4360
1469-8366
Summary The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning.
Language eng
DOI 10.1080/07294360.2016.1196653
Field of Research 130103 Higher Education
13 Education
Socio Economic Objective 930299 Teaching and Instruction not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, HERDSA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30084947

Document type: Journal Article
Collection: Faculty of Science, Engineering and Built Environment
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Created: Thu, 13 Oct 2016, 07:59:45 EST

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