Following Alice: Theories of critical thinking and reflective practice in action at postgraduate level

Ruth Swanwick, Ruth Kitchen, Joy Jarvis, Wendy McCracken, Rachel O'Neill, Steve Powers

Research output: Contribution to journalArticlepeer-review

Abstract

This paper presents a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level. It reports on a collaborative project between four UK institutions providing postgraduate programmes in deaf education. Through a critical review of current theories of critical thinking and reflective practice in higher education, the authors identified and constructed frameworks of principles for relevant skills. They selected a set of learning activities for the institutions to trial to target those skills. Students evaluated how successfully the activities promoted the skills. The investigators evaluate the methodology and provide a critique of the framework of principles. Findings reveal that the framework of principles is a robust model for the development, design and evaluation of bespoke learning activities targeting critical thinking and reflective practice skills.
Original languageEnglish
Pages (from-to)156 - 169
Number of pages13
JournalTeaching in Higher Education
Volume19
Issue number2
Early online date11 Sep 2013
DOIs
Publication statusPublished - 2014

Keywords

  • critical thinking
  • reflective practice
  • postgraduate
  • professional training
  • deaf education

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