Kamardeen, I (2015) Critically reflective pedagogical model: A pragmatic blueprint for enhancing learning and teaching in construction disciplines. Construction Economics and Building, 15(4), pp. 63-75. ISSN 2204-9029
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.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | higher education; critically reflective practice; learning experience; pedagogy; teaching quality |
| Index terms: | strategy, learning experience, case study, higher education, action research, becoming, pedagogy, career, reflective practice, validation, teaching quality |
| Subjects: | management, professional development, learning methods, data collection methods, educational institutions, educational management, teaching methods, philosophical process |
| Topics: | Research Practice, Business Strategy, Information Management, Education |
| Descriptive scope: | 3 PCE |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here