Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/11591
Title: Promoting academic development through situated critical reflection
Authors: Watts, DM
Guerra, C
Pedrosa-de-Jesus, H
Cunha, A
Almeida, A
Keywords: Higher education;Assessment;Feedback;Critical thinking
Issue Date: 2014
Citation: Proceedings of 2014 ATEE Annual Conference - Transitions in Teacher Education and Professional Identities, Braga, Portugal, (25 - 27 August 2014)
Abstract: Many changes in higher education derived from Europe-wide initiatives such as the Bologna process have given increasing attention to student-centred teaching approaches, allied to growth in teachers’ academic development (Clarke & Reid, 2013; HE Academy, 2011). Our study is one component of a long-standing project focused on ways to promote academic development in the context of higher education. Work since 2001 has provided a strong understanding of the dynamics of student-generated questioning, inquiry-based learning and academic practices (Pedrosa de Jesus, Lopes, Moreira & Watts, 2012).
URI: https://repositorium.sdum.uminho.pt/handle/1822/36281?locale=en
http://bura.brunel.ac.uk/handle/2438/11591
ISBN: 9789081563987
Appears in Collections:Dept of Education Research Papers

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