Reflection and SoTL : putting reflection (back) on faculty radar

Zizka, Laura (Ecole hôtelière de Lausanne, HES-SO // University of Applied Sciences Western Switzerland)

Reflection was introduced into educational institutions to encourage students to seek beyond the descriptive and simple response toward critical, deep thinking, and effectively make better choices. It is also an integral part of the structured inquiry of one's teaching through the Scholarship of Teaching and Learning (SoTL). Based on Dewey and Schön's foundation of reflection as linked to actions undertaken in apprentices' daily tasks, this chapter attempts to dispel common misconceptions related to reflection to show that reflection can and should be encouraged by all stakeholders in educational programs regardless of the discipline, level, or type of study. A Reflection Radar has been created to identify reflective practices in teaching and learning. The chapter concludes with how reflection through SoTL can and should be implemented as a solid, formative pedagogical tool at all levels of education and contribute to the scholarship of teaching and learning for all educators.


Keywords:
Faculty:
Economie et Services
School:
EHL
Institute:
Aucun institut
Subject(s):
Economie/gestion
Publisher:
[S. l.], IGI Global
Date:
2020-01
[S. l.]
IGI Global
Pagination:
Pp. 96-120
Published in:
Evidence-based faculty development through the scholarship of teaching and learning (SoTL)
Author of the book:
Plews, Rachel C. ; ed. ; Haute école pédagogique du canton de Vaud, Switzerland
Amos, Michelle L. ; ed. ; University of Central Missouri, USA
DOI:
ISSN:
2326-9022
ISBN:
9781799822127
External resources:
Appears in Collection:

Note: The status of this file is: restricted


 Record created 2020-06-18, last modified 2020-06-19

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