Abstract
AbstractThis chapter draws on current literature to theorise a new, transferable and customisable model for teaching and assessing reflective learning across higher education, which foregrounds and explains the pedagogic field of higher education as a multi-dimensional space. Reflection is commonly embedded into assessment requirements in higher education subjects, often without clear expectations or the necessary scaffolding provided to students. Given that professional or academic reflection is not intuitive, and requires specific pedagogic intervention to do well, a program/course-wide approach is essential. We argue that explicit and strategic pedagogic intervention, supported by dynamic resources, is necessary for successful, broad-scale approaches to reflection in higher education.KeywordsHigh EducationProfessional PracticeProfessional StandardReflective ThinkingReflective ActivityThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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