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Teaching Mediation as Reflective Practice
Author(s) -
Hardy Samantha
Publication year - 2009
Publication title -
negotiation journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.238
H-Index - 32
eISSN - 1571-9979
pISSN - 0748-4526
DOI - 10.1111/j.1571-9979.2009.00232.x
Subject(s) - facilitator , mediation , reflective practice , reflection (computer programming) , psychology , pedagogy , process (computing) , critical reflection , engineering ethics , sociology , computer science , social psychology , engineering , social science , programming language , operating system
This article contributes to a growing body of research about how to effectively teach mediation by considering how best to use role‐plays in the mediation classroom to encourage reflective practice with a particular emphasis on the role of the teacher as a facilitator of reflective learning. The author suggests that the process of teaching mediation as reflective practice starts with teaching as reflective practice and emphasizes the importance of teachers' critical self‐reflection. The article provides some examples of how teachers can encourage students to engage in reflective learning and develop their skills as reflective practitioners for their continued professional development.