Skip to main content

Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff

Buy Article:

$53.17 plus tax (Refund Policy)

Abstract:

The authors review research literature on coherent theoretically based approaches to the use of reflective processes within programmes of initial professional education for new academic staff. Employing a novel methodology that incorporates practitioner perspectives, they establish a framework that highlights the role of personal and social factors, and also pedagogic and theoretical considerations, in shaping reflective processes. The included studies identified participants who had engaged in certain categories of reflection. Certain fundamental outcomes, however, such as changes in professional commitment, were never seen across an entire cohort. The article thus discusses the intended learning outcomes that programmes might legitimately seek to meet. Dans cet article, nous examinons la litterature de recherche portant sur les approches theoriques coherentes sur l'usage des processus reflexifs dans le cadre de programmes d'education professionnelle initiale pour le personnel academique novice. A l'aide d'une nouvelle methodologie incorporant les perspectives du praticien, nous etablissons un cadre qui met en lumiere le role des facteurs sociaux et personnels, de meme que les considerations theoriques et pedagogiques, mettant en forme les processus reflexifs. Les etudes visees par l'article ont permis d'identifier des participants s'etant engages dans certaines categories de reflexion. Des consequences fondamentales, telles que le changement au niveau de l'engagement professionnel, n'ont cependant pas ete observes pour l'ensemble de la cohorte. Nous discutons donc des objectifs d'apprentissage que les programmes pourraient, de facon legitime, chercher a atteindre.

Keywords: new academics; pedagogy; practitioner research; professional education; reflective practice

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/13601440802242440

Affiliations: 1: Centre for Lifelong Learning, The University of Liverpool, UK 2: Staff Development Unit, Newcastle University, UK 3: Professional and Organisational Development, The University of York, UK 4: Department of Education and Social Science, University of Central Lancashire, UK 5: Teaching and Learning Development Unit, Edge Hill University, UK 6: Pedagogic Development Office, The University of Manchester, UK

Publication date: September 1, 2008

More about this publication?
routledg/rija/2008/00000013/00000003/art00003
dcterms_title,dcterms_description,pub_keyword
6
5
20
40
5

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more