Abstract
Educating reflexive, socially responsible and action-oriented future professionals who can contribute to a better future remains a core task of higher education. These graduate characteristics describe the deliberate professional. Within this article, we examine the value of a post-work-integrated learning peer reflection activity to foster professional agency and develop the deliberate professional in our students. Students participated in a post-work-integrated learning peer reflection activity, termed a huddle to signpost its informal yet respectful nature, and then completed a written reflection on the nature and value of this reflective experience. Findings demonstrate participants’ engagement with as well as limitations towards becoming deliberate professionals. Implications for future use and further research of this peer reflection activity are offered. This study contributes new evidence that suggests that purposefully structured, dialogic and written post-work-integrated learning peer reflections are an effective approach towards developing professional agency and educating the deliberate professional.
RAS ID
29746
Document Type
Journal Article
Date of Publication
2021
Funding Information
Office for Learning and Teaching
School
School of Business and Law / Centre for Innovative Practice
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Publisher
SAGE
Recommended Citation
Trede, F., & Jackson, D. (2021). Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning. DOI: https://doi.org/10.1177/1469787419869125
Comments
This is an author's accepted manuscript of: Trede, F., & Jackson, D. (2021). Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning. Active Learning in Higher Education, 22(3), 171-187. SAGE. https://doi.org/10.1177/1469787419869125