0
  • DE
  • EN
  • FR
  • Base de données et galerie internationale d'ouvrages d'art et du génie civil

Publicité

Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

Auteur(s):
Médium: article de revue
Langue(s): anglais
Publié dans: Construction Economics and Building, , n. 4, v. 15
Page(s): 63-75
DOI: 10.5130/ajceb.v15i4.4607
Abstrait:

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.

Structurae ne peut pas vous offrir cette publication en texte intégral pour l'instant. Le texte intégral est accessible chez l'éditeur. DOI: 10.5130/ajceb.v15i4.4607.
  • Informations
    sur cette fiche
  • Reference-ID
    10338553
  • Publié(e) le:
    05.08.2019
  • Modifié(e) le:
    05.08.2019
 
Structurae coopère avec
International Association for Bridge and Structural Engineering (IABSE)
e-mosty Magazine
e-BrIM Magazine