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|Title:||Promoting academic development through situated critical reflection|
|Keywords:||Higher education;Assessment;Feedback;Critical thinking|
|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).|
|Appears in Collections:||Dept of Education Research Papers|
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