Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff

Kahn, Peter ORCID: 0000-0003-1609-7540, Young, Richard, Grace, Sue, Pilkington, Ruth, Rush, Linda, Tomkinson, Bland and Willis, Ian ORCID: 0000-0001-8663-6752 (2008) Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff. International Journal for Academic Development, 13 (3). pp. 161-173.

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Abstract

The authors review research literature on coherent theoretically based approaches to the use of reflective processes within programmes of initial professional education for new academic staff. Employing a novel methodology that incorporates practitioner perspectives, they establish a framework that highlights the role of personal and social factors, and also pedagogic and theoretical considerations, in shaping reflective processes. The included studies identified participants who had engaged in certain categories of reflection. Certain fundamental outcomes, however, such as changes in professional commitment, were never seen across an entire cohort. The article thus discusses the intended learning outcomes that programmes might legitimately seek to meet.

Item Type:	Article
Additional Information:	Published online 5th September 2008.
Uncontrolled Keywords:	reflective practice, professional education, practitioner research, new academics, pedagogy
Subjects:	?? LB2300 ??
Divisions:	Faculty of Health and Life Sciences > Tech, Infrastructure and Environmental Directorate
Depositing User:	Symplectic Admin
Date Deposited:	28 Nov 2013 17:33
Last Modified:	16 Dec 2022 04:40
DOI:	10.1080/13601440802242440
Publisher's Statement :	This is an Author's Accepted Manuscript of an article published in Peter Kahn , Richard Young , Sue Grace , Ruth Pilkington , Linda Rush , Bland Tomkinson & Ian Willis (2008) Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff, International Journal for Academic Development, 13:3, 161-173, DOI: 10.1080/13601440802242440 as published in the International Journal for Academic Development 05 September 2008 © Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/13601440802242440
Related URLs:	Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/14539