Teaching Reflective Learning in Higher Education

This book provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The main theme of the book elaborates our research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice. Scholarly pedagogy is considered central to this process, so the book provides: a. A conceptual model to guide the application of reflection across professional disciplines in a variety of contexts; b. Empirical examples of different modes and pedagogic patterns for reflection enacted across higher education professional disciplines; and c. Conceptual guidance and support for embedding systemic pedagogical and curriculum change across international higher education institutions. The book is organised to foreground the pedagogic field of higher education as a theoretical construct, arguing that reflection should be consciously situated within this field, rather than as a smorgasbord of teaching strategies across individual subjects. Thus, it begins with the conceptual underpinnings (Section 1), followed by empirical chapters (Section 2) which showcase evidence-based practice based on the theoretical model and conceptualisations introduced in Section 1. The final section provides a theorised and qualitatively validated model for implementing curriculum and pedagogical change in the field of higher education (Section 3). Each of the empirical chapters in Section 2 begins with an explanation of where the practical application sits within the conceptual model introduced in Chapter 1. A visual metaphor for reflection will be used as an integrating device.