大葉大學圖書館 |

Teaching reflective learning in higher education[electronic resource] :a systematic approach using pedagogic patterns /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	378.125
書名/作者:	Teaching reflective learning in higher education : a systematic approach using pedagogic patterns // edited by Mary Elizabeth Ryan.
其他作者:	Ryan, Mary Elizabeth.
出版者:	Cham : : Springer International Publishing :, 2015.
面頁冊數:	x, 234 p. : : ill., digital ;; 24 cm.
Contained By:	Springer eBooks
標題:	College teaching.
標題:	Reflective learning.
標題:	Education.
標題:	Higher Education.
標題:	Lifelong Learning/Adult Education.
標題:	Learning & Instruction.
標題:	Professional & Vocational Education.
ISBN:	9783319092713 (electronic bk.)
ISBN:	9783319092706 (paper)
摘要、提要註:	This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. Readers will find this book innovative and new in three key ways. First, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields.
電子資源:	http://dx.doi.org/10.1007/978-3-319-09271-3

Teaching reflective learning in higher education[electronic resource] :a systematic approach using pedagogic patterns /
Teaching reflective learning in higher educationa systematic approach using pedagogic patterns /[electronic resource] :edited by Mary Elizabeth Ryan. - Cham :Springer International Publishing :2015. - x, 234 p. :ill., digital ;24 cm.

This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. Readers will find this book innovative and new in three key ways. First, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields.

ISBN: 9783319092713 (electronic bk.)

Standard No.: 10.1007/978-3-319-09271-3doiSubjects--Topical Terms:

381759
College teaching.

LC Class. No.: LB2331

Dewey Class. No.: 378.125

Teaching reflective learning in higher education[electronic resource] :a systematic approach using pedagogic patterns /
LDR:02603nam a2200301 a 4500 001 425502
003 DE-He213
005 20150715150851.0
006 m d
007 cr nn 008maaau
008 151119s2015 gw s 0 eng d
020 $a 9783319092713 (electronic bk.)
020 $a 9783319092706 (paper)
024 7 $a 10.1007/978-3-319-09271-3 $2 doi
035 $a 978-3-319-09271-3
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2331
072 7 $a JNM $2 bicssc
072 7 $a EDU015000 $2 bisacsh
082 0 4 $a 378.125 $2 23
090 $a LB2331 $b .T253 2015
245 0 0 $a Teaching reflective learning in higher education $h [electronic resource] : $b a systematic approach using pedagogic patterns / $c edited by Mary Elizabeth Ryan.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2015.
300 $a x, 234 p. : $b ill., digital ; $c 24 cm.
520 $a This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. Readers will find this book innovative and new in three key ways. First, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields.
650 0 $a College teaching. $3 381759
650 0 $a Reflective learning. $3 519262
650 1 4 $a Education. $3 343011
650 2 4 $a Higher Education. $3 465604
650 2 4 $a Lifelong Learning/Adult Education. $3 464038
650 2 4 $a Learning & Instruction. $3 463999
650 2 4 $a Professional & Vocational Education. $3 463951
700 1 $a Ryan, Mary Elizabeth. $3 604472
710 2 $a SpringerLink (Online service) $3 463450
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-09271-3
950 $a Humanities, Social Sciences and Law (Springer-11648)