Exploring Reflective Statements: what mid-career professionals choose to reveal about their learning and its effects

Eileen Carnell, Anne Gold

Abstract


Participants on the Doctorate in Education (International) at the Institute of Education, University of London are required to write a reflective statement to accompany the portfolio of their taught course assignments.

One set of reflective statements was analysed and revealed differences in what participants chose to reveal about their learning. A high level of emotional descriptors was found and participants provide a rich account of what they learned from an international perspective. Their statements suggest three main responses in describing their learning experiences: one, the development of academic and professional skills; two, surprising but welcome significant personal challenge leading to the transformation of themselves as learners; three, expected challenges leading to new ways of thinking and personal transformation.

From the analysis important issues about learning are highlighted and recommendations made for changing the reflective statements?ǨѢ task to ensure more effective learning.

Full Text: PDF

Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082

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