Presenter: Lisa Speedie
Co-presenter(s): none
Faculty / Division: Faculty of Science and Health
School / Unit: SNPHS
Session Type: Quick Talk
Session Number: 8
When: Thursday 17th November at 11:15 am
Zoom link: https://charlessturt.zoom.us/j/68700750649?pwd=b1RIa3JTcGxCU3Rtemx5d3owcUF0Zz09 Passcode: 124754
Abstract: Within academia reflection is required in many areas, CRO, QUASAR and within curriculum content and assessments. Schon (1983) defines reflection as the artistic process that allows the professional to response to unfamiliar situations rather than react and does so with critical thinking and emotional intelligence (Bass et al, 2020). Reflective practice provides the opportunity for both student and academic to reflect and grow for their professional practice and teaching practice (Biggs & Tang, 2011; Smit & Tremethick, 2017). Bass (2020) and Barbagallo (2019) discuss that many academics are under prepared and often time poor and unsure of what resources to use to teach reflective practice to undergraduate students. Parrish and Crooke (2016) state many academics lack the skills themselves to teach someone else how to reflect; with Donohoe (2019) and Legare & Armstrong (2017) supporting this statement. What is the impact of this on students but also academics?
