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Considering Reflection From the Student Perspective in Higher Education

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  • Arch Chee Keen Wong

Abstract

This article reports the findings of a project to reexamine reflection from the student perspective that took place after a major curriculum revision. The project used a hermeneutically inspired action research method that involved interviewing 17 undergraduate theology students after a two-semester practicum to ascertain the ways in which students understand and use reflection in practice and as a means of establishing identity. The data revealed key themes that surround students’ understanding of reflection: (a) Students think and write about reflection in detached ways, (b) there is a connection between reflection and self-understanding and self-definition, and (c) crisis plays a role in reflection. The article concludes with further discussions of these themes and with recommendations for pedagogical practice.

Suggested Citation

  • Arch Chee Keen Wong, 2016. "Considering Reflection From the Student Perspective in Higher Education," SAGE Open, , vol. 6(1), pages 21582440166, March.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:1:p:2158244016638706
    DOI: 10.1177/2158244016638706
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