Formazione & insegnamento
ISSN: 2279-7505 | Published: 2017-03-31
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/2178
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/2178/1987
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/2178/1987
Alternate URL (this mirror): https://formazione-insegnamento.eu/2017-15/1/2178-adult-learning-and-reflection-assumptions-and-practices
Title: Adult learning and reflection: assumptions and practices in higher education and training
Abstract: Adult learning theories attribute to reflection a key role in the learning process, in order to enhance the previous experience and to guide the future one, or to encourage awareness about implicit assumptions. The role of reflection in adult learning has recently been investigated as focus of the project Strategic Partnership Erasmus + REFLECT – Reflection as Transferable Core Competence in Higher and Adult Education which involved faculty and trainers of the non-formal sector.The contribution will recall briefly, in its first part, some of the best known reflective learning models: the Reflective Practice defined by Schön (1983, 1987), the Experiential Learning model according with Boud, Keogh and Walker (1985) and Critical Reflection as part of Transformative Learning Theory developed by Mezirow (1991, 1998). In the second part, the results of two focusgroups, drawn from the literature analyzed and conducted with 14 among faculty and trainers involved in the REFLECT project will be presented. Considerations about the role of reflection in the learning process, strategies and proposals to encourage it as well as critical issues and ways for development will be traced.
Keywords:
Title: Il ruolo della riflessione nell'apprendimento degli adulti: rappresentazioni e pratiche nella didattica universitaria e nella formazione
Abstract: Il contributo richiamerà brevemente, nella sua prima parte, alcuni tra i più noti modelli di apprendimento riflessivo: la Reflective Practice definita da Schön (1983, 1987), il modello di Experiential Learning di Boud, Keogh e Walker (1985) e la Critical Reflection, nel quadro della TransformativeLearning Theory elaborata da Mezirow (1991, 1998). Nella seconda parte, verranno presentanti i risultati di due focus group, elaborati a partire dalla letteratura analizzata e condotti con 14 tra docenti universitari e formatori coinvolti nel progetto REFLECT con l'obiettivo di raccogliere le rappresentazioni degli stessi in merito al ruolo della riflessione nei processi di apprendimento,le strategie adottate e proposte per incoraggiarla oltre che le criticità incontrate e le prospettive di sviluppo. Le teorie dell'apprendimento degli adulti attribuiscono alla riflessione un ruolo chiave nel processo di apprendimento, riconoscendola talvolta come snodo che valorizza l'esperienza pregressa ene orienta quella futura, talaltra eleggendola strumento che favorisce la consapevolezza delle proprie premesse implicite. Il ruolo della riflessione nell'apprendimento adulto è stato recentemente indagato nell'ambito del progetto Strategic Partnership Erasmus+ REFLECT – Reflection as CoreTransferable Competence in Higher and Adult Education che ha visto coinvolti docenti universitari e formatori del settore non-formale, entrambi promotori, nella loro pratica didattica e formativa, di spazi e strategie di riflessione.
Keywords:
Title: Le rôle de la réflexion dans l'apprentissage des adultes: représentations et pratiques dans l'enseignement et la formation universitaires
Abstract: La contribution rappellera brièvement, dans sa première partie, certains des modèles d'apprentissage réflexive les plus connus: la pratique réflexive définie par Schön (1983, 1987), le modèle d'apprentissage expérientiel du Boud, Keogh et Walker (1985) et la réflexion critique, dans le cadre de la théorie transformative développée par Mezirow (1991, 1998).Dans la deuxième partie, les résultats de deux groupes de discussion seront présentés, développés à partir de la littérature analysée et menée avec 14 entre les enseignants de l'université et les formateurs impliqués dans le projet de réflexion dans le but de collecter les représentations de la même chose concernant le rôle de la réflexion dans les processus d'apprentissage, les stratégies adoptées et les propositions pour l'encourager ainsi que les questions critiques et les perspectives de développement.Les théories de l'apprentissage des adultes attribuent à la réflexion un rôle clé dans le processus d'apprentissage, le reconnaissant parfois comme une jonction qui améliore l'expérience précédente ENERENT le futur, Talaltra l'élitant un outil qui favorise la conscience de ses prémisses implicites.Le rôle de la réflexion dans l'apprentissage des adultes a récemment été étudié dans le cadre du partenariat stratégique Erasmus + Reflect-Reflection en tant que projet de compétence crétransfable dans une éducation supérieure et adulte qui impliquait des enseignants universitaires et des formateurs du secteur non formel, les deux promoteurs, dans leur pratique d'enseignement et de formation, des espaces et des stratégies de réflexion. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: El papel de la reflexión en el aprendizaje de adultos: representaciones y prácticas en la enseñanza y capacitación universitaria
Abstract: La contribución recordará brevemente, en su primera parte, algunos de los modelos de aprendizaje reflexivo más conocidos: la práctica reflexiva definida por Schön (1983, 1987), el modelo de aprendizaje experimental del Boud, Keogh y Walker (1985) y la reflexión crítica, en el marco de la teoría transformadora, desarrollado por Mezirow (1991, 1998).En la segunda parte, se presentarán los resultados de dos grupos focales, desarrollados a partir de la literatura analizada y realizada con 14 entre maestros universitarios y entrenadores involucrados en el proyecto Reflect con el objetivo de recopilar las representaciones de la misma con respecto al papel de reflexión en los procesos de aprendizaje, las estrategias adoptadas y las propuestas para alentarlo así como las cuestiones críticas y las perspectivas de desarrollo.Las teorías del aprendizaje de adultos atribuyen a la reflexión un papel clave en el proceso de aprendizaje, a veces reconociéndolo como una unión que mejora la experiencia previa que orienta al futuro, Talaltra elige una herramienta que favorece la conciencia de sus premisas implícitas.El papel de la reflexión en el aprendizaje de adultos se ha investigado recientemente como parte de la asociación estratégica Erasmus+ refleja la reflexión como un proyecto de competencia Creretransfable en educación superior y de adultos que involucró a maestros universitarios y entrenadores del sector no formal, ambos promotores, en su práctica de enseñanza y capacitación, de espacios y estrategias para reflexión. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: O papel da reflexão na aprendizagem de adultos: representações e práticas no ensino e treinamento universitários
Abstract: A contribuição se lembrará brevemente, em sua primeira parte, alguns dos modelos de aprendizado reflexivo mais conhecidos: a prática reflexiva definida por Schön (1983, 1987), o modelo de aprendizado experimental do Boud, Keogh e Walker (1985) e a reflexão crítica, na estrutura da teoria transformadora desenvolvida por Mezirow (1991, 1998).Na segunda parte, serão apresentados os resultados de dois grupos focais, desenvolvidos a partir da literatura analisada e conduzida com 14 entre professores universitários e treinadores envolvidos no projeto Refletir com o objetivo de coletar as representações da mesma em relação ao papel da reflexão nos processos de aprendizagem, as estratégias adotadas e propostas para incentivá -lo, bem como as questões críticas e as perspectivas de desenvolvimento.As teorias da aprendizagem de adultos atribuem à reflexão um papel fundamental no processo de aprendizagem, às vezes reconhecendo -o como uma junção que aprimora a experiência anterior e os futuros, o Talaltra o elegendo uma ferramenta que favorece a conscientização de suas premissas implícitas.O papel da reflexão na aprendizagem de adultos foi recentemente investigado como parte da parceria estratégica Erasmus+ reflete-reflexão como projeto de competência creretransfeável em educação superior e adulta, que envolveu professores universitários e treinadores do setor não formal, ambos promotores, em suas práticas de ensino e treinamento, de espaços e estratégias para reflexão. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Al-karasneh, S. M. (2014). Reflective Journal Writing as a Tool to Teach Aspects of Social Studies. European Journal of Education, 1-14
Altimier, L., & Lasater, K. (2014). Utilizing Reflective Practice to Obtain Competency in Neonatal Nursing. Newborn & Infant Nursing Reviews, 14, 34–38
Aronson, L. (2011). Twelve tips for teaching reflection at all levels of medical education. Medical Teacher, 33(3), 200-205
Blanchard-Laville, C., & Fablet, D. (2003). (Eds.). Écrire les pratiques professionnelles. Dispositifs d’analyse de pratiques et écriture. Paris: L’Harmattan.
Boud, D., Keogh, R., & Walker, D. (1985) Reflection: Turning experience into learning. London: Kogan Page.
Boud, D. (1994). Conceptualising learning from experience: Developing a model for facilitation. Proceedings of the 35th Adult Education Research Conference, 20-22 May 1994, Knoxville, Tennessee: College of Education, University of Tennessee, 49-54. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.113.7691&rep=rep1&type=pdf
Brochbank, A., & McGill, I. (1998). Facilitating reflective learning in Higher Education. Maidenhead: McGraw Hill.
Crinon, J., & Guigue, M. (2002). Etre sujet de son écriture : une analyse de momoires professionnels. SPIRALE – Revue de Recherches en Éducation, 29, 201-219
De La Genardière, C. (1994). Ce qui les fait parler, ce qui me fait écrire. Education permanente, 120, 117-124
Dejemeppe, X., & Dezutter, O. (2001). Quels écrits réflexifs autour des stages professionnels? Recherche et formation, 36, 89-111
Fabbri, L. (1999). Formazione degli insegnanti e pratiche riflessive. Roma: Armando.
Fabbri, L. (2007). Comunità di pratiche e apprendimento riflessivo. Roma: Carocci.
Fabbri, L., Striano, M., & Melacarne, C. (2008). L’insegnante riflessivo. Coltivazione e trasformazione delle pratiche professionali. Milano: Franco Angeli.
Falcinelli, F. (2015). Categorie e funzioni della valutazione. In L. Galliani (A cura di) L’agire valutativo (pp. 69-80). Brescia: La Scuola.
Fedeli, M. & Taylor, E. W. (2015). The reflective questionnaire. Project REFLECT – Reflection as a core transferable competence in higher education and adult education. Unpublished document.
Frison, D. (2014). Contributi per una formazione riflessiva. In C., Ferranti, V., Friso, & D., Frison (a cura di) Apprendere per agire nelle organizzazioni (pp. 77-100). Padova: Cleup.
Frison, D., Fedeli, M., Tino, C., & Minnoni, E. (2016). Exploring the landscape of reflection. In A. Jakube, G. Jasiene, M. E. Taylor, & B. Vandenbussche (eds) Holding the Space. Facilitating reflection and inner readiness for learning (pp. 61-70). Ghent: LUCA School of Arts Grafische Cel.
Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24, 1884–1892
Iwaoka, W. T., & Crosetti, L. M. (2007). Using Academic Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning Skills, and Reflect on Personal Values in Food Science and Human Nutrition Classes. Food Science Education Research, 7, 19-29
Kitchenham, A., & Chasteauneuf, C. (2009). An Application of Mezirow’s Critical Reflection Daniela Frison, Monica Fedeli, Erika Minnoni 266 Theory to Electronic Portfolios. Journal of Transformative Education, 7(3), 230-244. doi: 10.1177/1541344610383287
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Korthagen, F. A., & Vasalos, A. (2009). From reflection to presence and mindfulness: 30 years of developments concerning the concept of reflection in teacher education. EARLI Conference, Amsterdam, 1-17
Korthagen, F. A. J. (2013). The core reflection approach. In F. A. J. Korthagen, M. K. Younghee, & W. L. Green (Eds.). Teaching and learning from within: A core reflection approach to quality and inspiration in education (pp. 669- 675). New York/London: Routledge.
Lim, L. A. (2011). A comparison of students’ reflective thinking across different years in a problem-based learning environment. Instructional Science, 39(2), 171–188. doi 10.1007/s11251-009-9123-8
Lorrain, M. J., & Nicolas, C. (2013). Intégrer l’approche «mise en récit des expériences d’apprentissage » dans le choix du métier. Education permanente, 196, 111-128
Malapert, C. (1994). Le nécessaire recours à l’écrit. A propos d’une expérimentation d’analyse des pratiques de l’ANPE. Education permanente, 120, 107-116
Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: a systematic review. Advances in Health Sciences Education. Theory and Practice, 14(4), 595-621
Martinez, C. (1995). Du fair eau dire: écricre sa pratique. Grex, 8, 1-4
Merriam, S. B., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: a comprehensive guide. San Francisco: Jossey-Bass.
Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering Critical Reflection in Adulthood, 1, 20
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Mezirow, J. (1997). Transformative learning: Theory to practice. In P. Cranton (Ed.), Transformative learning in action: Insights from practice – New directions for adult and continuing education, 74 (pp. 5-12). San Francisco: Jossey-Bass.
Mezirow, J. (1998). On critical reflection. Adult Learning Quarterly, 48, 185-198
Montalbetti, K. (2005). La pratica riflessiva come ricerca educativa dell’insegnante. Milano: V&P.
Moon, J. (1999). A handbook of reflective and experiential learning. London: Routledge.
Moon, J. (2003). Learning journals and logs, reflective diary. Centre for Teaching and Learning, University of Exeter. Retrieved online: https://www.deakin.edu.au/itl/assets/resources/pd/tl-modules/teaching-approach/group-assignments/learning-journals.pdf
Mortari, L. (2003). Apprendere dall’esperienza. Il pensiero riflessivo nella formazione. Roma: Carocci.
Muller, C. (2013). De l’influence de l’expérience sur l’agir enseignant. Education Permanent, 196, 129-138
Pineau, G. (2013). Les réflexions sur les pratiques au cœur du tournant réflexif. Education Permenente, 196, 9-24
Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education & Development, 32(2), pp. 244-257
Schön, D. A. (1983). The reflective practitioner. San Francisco: Jossey-Bass.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Schön, D. A. (1993). Il professionista riflessivo. Bari: Dedalo.
Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211-223
Striano, M. (2001). La razionalità riflessiva nell’agire educativo. Napoli: Liguori.
Taylor, W. E. (2017). Critical Reflection and Transformative Learning: a Critical Review. PAACE Journal of Lifelong Learning, 26, 77-95
Trinchero, R. (2004). I metodi della ricerca educativa. Bari: Laterza.
Vardanega, A. (2008). L’analisi dei dati qualitativi con atlas. it. fare ricerca sociale con i dati testuali. Roma: Aracne.
Wald, H. S., Borkan, J. M., Taylor, J. S., Anthony, D., & Reis, S. P. (2012). Fostering and evaluIl ruolo della riflessione nell’apprendimento degli adulti 267 ating reflective capacity in medical education: Developing the REFLECT rubric for assessing reflective writing. Academic Medicine : Journal of the Association of American Medical Colleges, 87(1), 41-50. doi:10.1097/ACM.0b013e31823b55fa.
Wacks, L. (1999). Reflective practice in the design studio and teacher education. Journal of Curriculum Studies, 31(3), 303-316. Daniela Frison, Monica Fedeli, Erika Minnoni 268