Teaching reflection for service-learning

Book chapter


Bursaw, Jimi, Kimber, Megan Paige, Mercer, Louise and Carrington, Suzanne. (2015). Teaching reflection for service-learning. In In Ryan, Mary (Ed.). Teaching Reflective Learning in Higher Education : A Systematic Approach Using Pedagogic Patterns pp. 153 Springer International Publishing.
AuthorsBursaw, Jimi, Kimber, Megan Paige, Mercer, Louise and Carrington, Suzanne
EditorsRyan, Mary
Abstract

In this chapter, we discuss an approach for teaching pre-service teachers how to critically reflect on their experiences in a Service-learning program in an advanced subject about inclusive education. The approach was informed by critical social theory, with the expectation that students would engage in transformational learning. By explicitly teaching the students to engage in critical reflective thinking (Fishbowl discussions) and examine the depth of their critical reflection against a heuristic (the 4Rs reflection framework), the final-year Bachelor of Education students were able to gain a deeper understanding of the subject and experience transformational learning. We provide contextual information about the Service-learning program and discuss critical social theory for transformational learning, as well as how the teaching team taught critical reflection. Based on the evidence gathered from the students, we consider lessons learned by the teaching team and provide recommendations for teaching reflection in Service-learning programs.

KeywordsTeacher Education ; Critical Reflection ; Reflective Practice ; Inclusive Education ; Critical Social Theory
Page range153
169
Year01 Jan 2015
Book titleTeaching Reflective Learning in Higher Education : A Systematic Approach Using Pedagogic Patterns
PublisherSpringer International Publishing
Place of publicationSwitzerland
Edition1
ISBN9783319092706
Web address (URL)https://link.springer.com/book/10.1007/978-3-319-09271-3
Research or scholarlyResearch
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Print2015
Online05 Nov 2014
Publication process dates
Deposited22 May 2024
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© Springer International Publishing Switzerland 2015

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