Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines
Author(s): |
Imriyas Kamardeen
|
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Medium: | journal article |
Language(s): | English |
Published in: | Construction Economics and Building, November 2015, n. 4, v. 15 |
Page(s): | 63-75 |
DOI: | 10.5130/ajceb.v15i4.4607 |
Abstract: |
University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students. |
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10338553 - Published on:
05/08/2019 - Last updated on:
05/08/2019