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008 971202s1998 enka b 001 0 eng
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050 00 $aLB2331$b.B675 1998
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100 1 $aBrockbank, Anne,$d1943-
245 10 $aFacilitating reflective learning in higher education /$cAnne Brockbank and Ian McGill.
260 $aBuckingham ;$aPhiladelphia, PA :$bSociety for Research into Higher Education & Open University Press,$c1998.
300 $aix, 283 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 0 $aSRHE and Open University Press imprint.
504 $aIncludes bibliographical references (pages 268-276) and index.
505 0 $apt. 1. Learning and Reflection. 1. Introduction to our Themes. 2. Learning: Philosophies and Models. 3. What is Learning? -- A Review of Learning Theories. 4. The Requirements for Reflection. 5. Reflection and Reflective Practice -- pt. 2. Facilitating Learning and Reflective Practice. 6. Academic Practice and Learning. 7. Developing Reflective Practice: The Teacher Using Reflective Dialogue with Colleagues. 8. Developing Reflective Practice: The Student Using Reflective Dialogue. 9. Becoming a Facilitator: Facilitation as Enabling Reflective Learning. 10. Facilitation in Practice: Basic Skills. 11. Facilitation in Practice: Further Skills -- pt. 3. Exemplars. 12. Action Learning. 13. Academic Supervision. 14. Mentoring. 15. Conclusion -- The Society for Research into Higher Education.
520 $aThis book offers hope and the practical means for university and college teachers seeking a new experience of learning for their students and themselves. The book deals with learning which is real, genuine, relevant to learners now and for the future, and which is significant for their lives. Such learning embraces their relationships, work and careers, community, society and their world. This book enables teachers to acquire an understanding of facilitation and to enhance their ability to facilitate rather than teach in the traditional way. The authors emphasize the centrality of engaging in reflective dialogue with both colleagues and students. They explore the significance of emotion and action as well as cognition in learning. In addition they examine how teachers can best create the conditions for reflective learning. This is a practical book for university and college teachers which will help them facilitate their students' reflective learning.
650 0 $aCollege teaching.
650 0 $aReflective learning.
650 6 $aPédagogie universitaire.
650 6 $aApprentissage.
650 6 $aEnseignement universitaire.
650 7 $aCollege teaching.$2fast$0(OCoLC)fst00868201
650 7 $aReflective learning.$2fast$0(OCoLC)fst01744211
650 17 $aLeerprocessen.$2gtt
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650 17 $aHoger onderwijs.$2gtt
650 7 $aHochschule$2gnd
650 7 $aSelbstgesteuertes Lernen$2gnd
653 0 $aCollege teaching
653 0 $aLearning
700 1 $aMcGill, Ian.
776 08 $iOnline version:$aBrockbank, Anne, 1943-$tFacilitating reflective learning in higher education.$dBuckingham ; Philadelphia, PA : Society for Research into Higher Education & Open University Press, 1998$w(OCoLC)657301973
856 42 $3The Class of 1932 Fund Home Page$uhttp://hdl.library.upenn.edu/1017.12/366302
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