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Following Alice: theories of critical thinking and reflective practice in action at postgraduate level

Swanwick, Ruth, Kitchen, Ruth, Jarvis, Joy, McCracken, Wendy, O'Neil, Rachel and Powers, Steve 2014. Following Alice: theories of critical thinking and reflective practice in action at postgraduate level. Teaching in Higher Education 19 (2) , pp. 156-169. 10.1080/13562517.2013.836099

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Abstract

This paper presents a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level. It reports on a collaborative project between four UK institutions providing postgraduate programmes in deaf education. Through a critical review of current theories of critical thinking and reflective practice in higher education, the authors identified and constructed frameworks of principles for relevant skills. They selected a set of learning activities for the institutions to trial to target those skills. Students evaluated how successfully the activities promoted the skills. The investigators evaluate the methodology and provide a critique of the framework of principles. Findings reveal that the framework of principles is a robust model for the development, design and evaluation of bespoke learning activities targeting critical thinking and reflective practice skills.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Modern Languages
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Uncontrolled Keywords: critical thinking, reflective practice, postgraduate, professional training, deaf education
Publisher: Taylor & Francis
ISSN: 1356-2517
Date of Acceptance: 23 July 2013
Last Modified: 25 Feb 2019 14:14
URI: http://orca-mwe.cf.ac.uk/id/eprint/51680

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