Reflection for Learning, Learning for Reflection: Developing Indigenous Competencies in Higher Education.-猫眼课题宝

反思学习，学习反思：发展高等教育的本土能力。

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2016

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作者：

D. Bennett;Anne M. Power;C. Thomson;Bonita Mason;B. Bartleet

反思是学生在体验式学习环境中批判性反思发展的重要组成部分;在跨文化工作中，它可以说更加重要。本文报道了一个全国性的，以艺术为基础的服务学习项目，在该项目中，创意艺术，媒体和新闻学的学生，以及兼职教师与澳大利亚城乡地区的土著人民一起工作。本文使用Ryan和Ryan（2010）的反思性学习和评估反思性思维的4 Rs模型，以确定项目工作对产生反思性思维的有效性。本文讨论了学生如何学会从事批判性的自我监控，因为他们参加了他们的学习经验，它描述了他们如何“写”他们的经验，并塑造他们的职业身份，因为他们开发和完善的哲学，与他们的职业发展。从学生、社区伙伴和学术团队成员的叙述中选取的例子说明了主要的发现，即通过指导性反思过程，学生学会了分三个阶段进行反思：初步总结现有的态度和期望;中期侧重于从过去的经验中学习和联系过去的经验;最后侧重于相互学习、改变和未来的实践。这三个阶段是明显的，无论程序的持续时间。因此，在设计促进和支撑反思的支持时，项目阶段而不是学年水平成为最重要的考虑因素。这篇期刊文章可在大学教学与学习实践杂志：http://ro.uow.edu.au/jutlp/vol13/iss2/7反思学习，学习反思：在高等教育中培养本土能力Dawn班尼特，科廷大学，Dawn. curtin.edu.au Anne Power，西悉尼大学Chris Thomson，科廷大学Bonita Mason，科廷大学Brydie-Leigh Bartleet，格里菲斯大学

Reflection is an essential part of students’ critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and preservice teachers worked with Aboriginal people in urban and rural areas of Australia. The paper uses Ryan and Ryan’s (2010) 4Rs model of reflective thinking for reflective learning and assessment in higher education to ascertain the effectiveness of the project work toward engendering a reflective mindset. The paper discusses how students learned to engage in critical self-monitoring as they attended to their learning experiences, and it describes how they “wrote” their experiences and shaped their professional identities as they developed and refined the philosophy that related to their developing careers. Examples taken from the narratives of students, community partners and academic team members illustrate the principal finding, which is that through a process of guided reflection, students learned to reflect in three stages: a preliminary drawing out of existing attitudes and expectations; a midway focus on learning from and relating to past experiences; and a final focus on reciprocal learning, change and future practice. The three stages were apparent regardless of program duration. Thus, program phase rather than academic year level emerged as the most important consideration when designing the supports that promote and scaffold reflection. This journal article is available in Journal of University Teaching & Learning Practice: http://ro.uow.edu.au/jutlp/vol13/iss2/7 Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education Dawn Bennett, Curtin University, dawn.bennett@curtin.edu.au Anne Power, Western Sydney University Chris Thomson, Curtin University Bonita Mason, Curtin University Brydie-Leigh Bartleet, Griffith University

Reflection for Learning, Learning for Reflection: Developing Indigenous Competencies in Higher Education.

反思学习，学习反思：发展高等教育的本土能力。

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