Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning

Trede, F; Jackson, D

Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning

Trede, F

Jackson, D

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Publication Type:: Journal Article
Citation:: Active Learning in Higher Education, 2019
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Trede, F https://orcid.org/0000-0002-6638-2609	en_US
dc.contributor.author	Jackson, D https://orcid.org/0000-0002-7821-3394	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Active Learning in Higher Education, 2019	en_US
dc.identifier.issn	1469-7874	en_US
dc.identifier.uri	http://hdl.handle.net/10453/139049
dc.description.abstract	© The Author(s) 2019. Educating reflexive, socially responsible and action-oriented future professionals who can contribute to a better future remains a core task of higher education. These graduate characteristics describe the deliberate professional. Within this article, we examine the value of a post-work-integrated learning peer reflection activity to foster professional agency and develop the deliberate professional in our students. Students participated in a post-work-integrated learning peer reflection activity, termed a huddle to signpost its informal yet respectful nature, and then completed a written reflection on the nature and value of this reflective experience. Findings demonstrate participants’ engagement with as well as limitations towards becoming deliberate professionals. Implications for future use and further research of this peer reflection activity are offered. This study contributes new evidence that suggests that purposefully structured, dialogic and written post-work-integrated learning peer reflections are an effective approach towards developing professional agency and educating the deliberate professional.	en_US
dc.relation.ispartof	Active Learning in Higher Education	en_US
dc.relation.isbasedon	10.1177/1469787419869125	en_US
dc.subject.classification	Education	en_US
dc.title	Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning	en_US
dc.type	Journal Article
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US

Abstract:

© The Author(s) 2019. Educating reflexive, socially responsible and action-oriented future professionals who can contribute to a better future remains a core task of higher education. These graduate characteristics describe the deliberate professional. Within this article, we examine the value of a post-work-integrated learning peer reflection activity to foster professional agency and develop the deliberate professional in our students. Students participated in a post-work-integrated learning peer reflection activity, termed a huddle to signpost its informal yet respectful nature, and then completed a written reflection on the nature and value of this reflective experience. Findings demonstrate participants’ engagement with as well as limitations towards becoming deliberate professionals. Implications for future use and further research of this peer reflection activity are offered. This study contributes new evidence that suggests that purposefully structured, dialogic and written post-work-integrated learning peer reflections are an effective approach towards developing professional agency and educating the deliberate professional.

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http://hdl.handle.net/10453/139049