Document Type

Journal Article

Publication Title

Active Learning in Higher Education

Publisher

SAGE

School

School of Business and Law / Centre for Innovative Practice

RAS ID

29746

Funders

Office for Learning and Teaching

Comments

Trede, F., & Jackson, D. (2019). Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning. Active Learning in Higher Education. Advance online publication. SAGE. https://doi.org/10.1177/1469787419869125

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.

DOI

10.1177/1469787419869125

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Research Themes

Society and Culture

Priority Areas

Individual, economic, organisational, political and social transformation

Share

 
COinS