Enabling Reflective Thinking: Reflective Practices in Learning and Teaching

Kathryn Coleman and Adele Flood (eds)

Published by The Learner, a book imprint by Common Ground Publishing

Format Price
Book: Electronic $US15.00
Paperback $US40.00
Hardback $US60.00

DOI: 10.18848/978-1-61229-869-6/CGP

This book provides a comprehensive look at all levels of teaching and learning, especially for those interested in discovering how to provide activities that will enhance reflective practices in teaching and enable students' learning. This collection investigates PhD supervision, an intervention program in writing practices, developing mindfulness in diverse student cohorts, and the application of online practices.

The value of this collection is not only the specific content of each study but also the willingness of all contributors to share their outstanding practice in ways that others may replicate within their own future teaching experiences. The mandala designed for the cover of this collection is by Australian artist Belinda Allen, who depicts this cyclic metacognitive action as a metaphor for reflection practice and critical reflection. The authors hope this collection provides the reader with the motivation to develop self-efficacy not only within their students, but also within themselves and their learning communities.

The editors, Kathryn Coleman and Adele Flood, have gathered writers from across disciplines who employ reflective practice strategies in their teaching. Academics and teachers provide readers not only with a variety of approaches but they also interweave theory with examples of learning opportunities, as well as personal and/or collaborative activities that can be adapted to any learning space.

Book: Electronic (PDF File; 12.398MB). Paperback (Book: Print (Paperback)). Hardback (Book: Print (Hardback)). Published by The Learner, a book imprint by Common Ground Publishing, Champaign, Illinois.

Kathryn Coleman

Lecturer, Visual Arts & Design Teacher Education, Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia

Kathryn Coleman is an a/r/tographer from Melbourne, Australia. She has twenty years of experience teaching secondary and higher education art and design and is currently an art education lecturer at Melbourne Graduate School of Education, University of Melbourne. Kate’s research focuses on increasing the integration of digital technologies into the art world and educational settings through digital badges, portfolios, and digital identity formation. Kate is Vice President of Art Education in Victoria, Australia and is an active member of the Board of Directors for the Association for Authentic, Experiential, and Evidence-based Learning (AAEEBL).

Dr. Adele Flood

Arts Educator, Faculty of Education, Royal Melbourne Institute of Technology (RMIT), Sydney/Melbourne, Australia

Dr. Adele Flood has taught all levels of education, with a particular interest in visual arts education. She is currently an arts educator at the Royal Melbourne Institute of Technology, RMIT. In the tertiary sector she has worked in teacher education and academic development. Adele has expertise in curriculum development, assessment strategies, and the alignment of graduate attributes with assessment and practice. She is the former president of the Australian Institute of Art Education, was on the research board of The International Society of Education through Art, and was the executive of Art Education Australia. She has written extensively on creativity, and her most recent research is concerned with ideas of identity.

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