(Re)learning as Reflective Practitioners

Linley Cornish, Adjunct Associate Professor (University of New England, Australia), has won multiple teaching awards during her career as teacher educator. She has always promoted active learning through creative workshop activities and assessment tasks requiring application of theories and strategies and incorporating elements of reflective practice to make learning personal and relevant. Reflective activities were incorporated into these tasks via pedagogical frameworks that can be adapted for use in other professions.

• Part 1: Thinking about reflection.- Chapter 1 Introduction to the major influences on development of the concept ‘reflection’.- Chapter 2 The importance of reflection, Marguerite Jones.- Chapter 3 A general model for developing skills in reflection: Understanding the zone of proximal reflection.- Part 2: Learning to reflect.- Chapter 4: Embedding reflection in coursework (workshop activities, assessment tasks).- Chapter 5: Using action research and structured feedback to develop reflection.- Part 3: Becoming a reflective practitioner.- Chapter 6: Embedding reflection in professional practice.- Chapter 7: Reflective practice and professional development.- Chapter 8: Reflection and its role in relearning.