Reflection on teaching and epistemological structure: Reflective and critically reflective processes in pure/soft and pure/hard

Carolin Kreber, H. Castleden

    Research output: Contribution to journalArticlepeer-review

    Abstract / Description of output

    We empirically explored whether academics from pure/soft and pure/hard
    fields engage in reflective practice on teaching differently and, if so, whether these differences could be partially explained by the epistemological structure of their discipline. Interview data from academics in pure/hard (N = 30) and pure/soft fields (N = 10) were deductively analyzed according to different types and domains of reflection as well as the nature of learning underlying these reflections. The greatest differences between the two groups were found with respect to reflection on core beliefs as well as within the domain of
    educational goals and purposes, both being more common in soft fields. Soft and hard fields engaged in instrumental, communicative as well as emancipatory learning about teaching but to different degrees. We propose that teaching expertise requires a disposition to engage in reflection on core beliefs, particularly but not exclusively within the domain of goals and purposes, the latter involving both communicative and emancipatory learning.
    The theoretical and practical implications of the study are discussed.
    Original languageEnglish
    Pages (from-to)509-531
    Number of pages23
    JournalHigher Education
    Volume57
    Issue number4
    Early online date21 Jun 2008
    DOIs
    Publication statusPublished - 2009

    Fingerprint

    Dive into the research topics of 'Reflection on teaching and epistemological structure: Reflective and critically reflective processes in pure/soft and pure/hard'. Together they form a unique fingerprint.

    Cite this