Drawing a line in the sand: Reflective practice using ‘sandboxing’ with HE students

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The ability to reflect in and on practice (Schön, 1983; 1991) is an integral professional skill within the field of education. This metacognitive process develops effective practitioners and promotes a network of self-constructed, interconnected understandings: theory to practice. However, as this process is not always tacit in nature it requires explicit teaching and embedding in the HE curriculum, which can prove challenging. This process has been facilitated by recent changes in HE that have supported a move towards constructivist teaching.

The adoption of dialogic, student-focussed…

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