Teaching reflection in service-learning: disciplinary differences in conception and practice-Reference-Cited by-同舟云学术

Teaching reflection in service-learning: disciplinary differences in conception and practice

Published:2023-10 Issue:6 Volume:24 Page:766-783
ISSN:1462-3943
Container-title:Reflective Practice
language:en
Short-container-title:Reflective Practice

Author:

Camus Rina Marie¹^ORCID,Ngai Grace²^ORCID,Kwan Kam Por³^ORCID,Lau Ka Hing⁴^ORCID,Chan Stephen⁵^ORCID

Affiliation:

1. Service-Learning & Leadership Office (SLLO), The Hong Kong Polytechnic University (PolyU), Kowloon, Hung Hom, Hong Kong

2. Department of Computing, SLLO, The Hong Kong Polytechnic University, Kowloon, Hung Hom, Hong Kong

3. SLLO, The Hong Kong Polytechnic University, Kowloon, Hung Hom, Hong Kong

4. Service-Learning & Leadership Office, Centre for Innovative Service-Learning and General Education Office, Hong Kong Baptist University, Kowloon, Kowloon Tong, Hong Kong

5. Service-Learning & Leadership Office, SLLO, The Hong Kong Polytechnic University, Kowloon, Hung Hom, Hong Kong

Funder

Service-Learning and Leadership Office of The Hong Kong Polytechnic University

Hong Kong University Grants Committee

Publisher

Informa UK Limited

Subject

Philosophy

Link

https://www.tandfonline.com/doi/pdf/10.1080/14623943.2023.2264204

Reference33 articles.

1. The Articulated Learning: An Approach to Guided Reflection and Assessment

2. Transformative Education through International Service-Learning

3. Reflecting on the process of teaching reflection in higher education

4. Relationships between subject matter characteristics and the structure and output of university departments.

5. Transforming teaching: Service-learning’s impact on faculty;Camus R. M.;Journal of Higher Education Outreach and Engagement,2022

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