Facilitating reflective learning in higher education
著者
書誌事項
Facilitating reflective learning in higher education
Society for Research into Higher Education & Open University Press, 1998
- : hard
- : pbk
大学図書館所蔵 件 / 全9件
-
該当する所蔵館はありません
- すべての絞り込み条件を解除する
注記
Bibliography: p. [268]-276
Includes index
内容説明・目次
- 巻冊次
-
: pbk ISBN 9780335196852
内容説明
"A book that puts new forms of relationship and dialogue at the core of teaching and learning. It is likely to give courage to those who are daring to reflect differently on their teaching and learning practice, and to those who recognise the limitations of technology as some 'panacea solution' to challenges of mass higher education."
- Professor Susan Weil"A passionate and practical book...I would recommend highly to teachers, students, staff developers and anyone else with a concern for higher education." - Sarah MannThis book offers hope and the practical means for university and college teachers seeking a new experience of learning, for their students and themselves. The book deals with learning which is real, genuine, relevant to learners now and for the future which is significant for their lives. Such learning embraces their relationships, work and careers, community, society and their world.
Anne Brockbank and Ian McGill provide direct support for teachers who wish to move from teaching toward facilitating learning, thereby transforming the relationship between teacher and learner and between learners. Information technology, whilst useful, is not a substitute for the learning advocated here; facilitation enables learners to use technology productively and complementarily as a part of the learning process.
This book enables teachers to acquire an understanding of facilitation and to enhance their ability to facilitate rather than teach in the traditional way. The authors emphasize the centrality of engaging in reflective dialogue with both colleagues and students. They explore the significance of emotion and action as well as cognition in learning. In addition they examine how teachers can best create the conditions for reflective learning.
This is a practical book for university and college teachers which will help them facilitate their students' reflective learning.
目次
AcknowledgementsPart one: Learning and reflection
Introduction
Learning: Philosophies and models
What is learning? - A review of learning theories
The requirements for reflection
Reflection and reflective practice
Part two: Facilitating learning and reflective practice
Academic practice and learning
Developing reflective practice: The teacher using reflective dialogue
Developing reflective practice: The student using reflective dialogue
Becoming a facilitator:Facilitation as enabling reflective learning
Facilitation in practice: Basic skills
Facilitation in practice: Further skills
Part three: Exemplars
Action learning
Academic supervision
Mentoring
Conclusion
Bibliography
Index
- 巻冊次
-
: hard ISBN 9780335196869
内容説明
This book offers hope and the practical means for university and college teachers seeking a new experience of learning, for their students and themselves. The text deals with learning which is real, genuine, relevant to learners now and for the future which is significant for their lives. Such learning embraces their relationships, work and careers, community, society and their world. The two authors of this book provide direct support for teachers who wish to move teaching toward facilitating learning, thereby transforming the relationship between teacher and learner and between learners. Information technology, whilst useful, is not a substitute for the learning advocated here; facilitation enables learners to use technology productively and as a complementary part of the learning process. This book enables teachers to acquire an understanding of facilitation and to enhance their ability to facilitate rather than teach in the traditional way. The authors emphasize the centrality of engaging in reflective dialogue with both colleagues and students. They explore the significance of emotion and action as well as cognition in learning.
Additionally, the text examines how teachers can best create the conditions for reflective learning.
目次
- Part 1 Learning and reflection: introduction
- learning - philosophies and models
- what is learning? - a review of learning theories
- the requirements for reflection
- reflection and reflective practice. Part 2 Facilitating learning and reflective practice: academic practice and learning
- developing reflective practice - the teacher using reflective dialogue
- developing reflective practice - the student using reflective dialogue
- becoming a facilitator - facilitation as enabling reflective learning
- facilitation in practice - further skills. Part 3 Exemplars: action learning
- academic supervision
- mentoring. Conclusion.
「Nielsen BookData」 より