Open AccessTeaching and learning eff eaching and learning effective reflectiv eflective practice for learning at work: actice for learning at work: Evaluating deliv aluating delivery and application of the ST y and application of the STOP tool
Author(s) -
Matthew Muscat-Inglott
Publication year - 2020
Publication title -
journal of university teaching and learning practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.258
H-Index - 8
ISSN - 1449-9789
DOI - 10.53761/1.17.3.11
Subject(s) - bespoke , context (archaeology) , reflective practice , reflection (computer programming) , computer science , psychological intervention , psychology , medical education , pedagogy , medicine , paleontology , psychiatry , political science , law , biology , programming language
This paper explores the design, delivery and evaluation of a new bespoke reflection tool for enhancing informal learning in the workplace via reflection in and on action, as part of an undergraduate reflective practice course component. The rationale underlying the tool is presented first, followed by the results of a mixed-methods study evaluating its delivery and application in practice. Although consistently overestimating their ability to do so, participants ultimately demonstrated only a moderate degree of success in their application of the tool, and experienced greater challenges applying it specifically for reflection in, as opposed to on, action. Favourable reports on the general usefulness of the tool, and various suggestions for improving it were made. The tool is finally presented as a promising resource in the context of longer-term scaffolded interventions for more effective teaching and learning of reflective practice in a wide range of higher education settings.