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Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff

The authors review research literature on coherent theoretically based approaches to the use of reflective processes within programmes of initial professional education for new academic staff. Employing a novel methodology that incorporates practitioner perspectives, they establish a framework that highlights the role of personal and social factors, and also pedagogic and theoretical considerations, in shaping reflective processes. The included studies identified participants who had engaged in certain categories of reflection. Certain fundamental outcomes, however, such as changes in professional commitment, were never seen across an entire cohort. The article thus discusses the intended learning outcomes that programmes might legitimately seek to meet. Dans cet article, nous examinons la litt rature de recherche portant sur les approches th oriques coh rentes sur l'usage des processus r flexifs dans le cadre de programmes d' ducation professionnelle initiale pour le personnel acad mique novice. A l'aide d'une nouvelle m thodologie incorporant les perspectives du praticien, nous tablissons un cadre qui met en lumi re le r le des facteurs sociaux et personnels, de m me que les consid rations th oriques et p dagogiques, mettant en forme les processus r flexifs. Les tudes vis es par l'article ont permis d'identifier des participants s' tant engag s dans certaines cat gories de r flexion. Des cons quences fondamentales, telles que le changement au niveau de l'engagement professionnel, n'ont cependant pas t observ s pour l'ensemble de la cohorte. Nous discutons donc des objectifs d'apprentissage que les programmes pourraient, de fa on l gitime, chercher atteindre. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal for Academic Development Informa Healthcare

Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff

Abstract

The authors review research literature on coherent theoretically based approaches to the use of reflective processes within programmes of initial professional education for new academic staff. Employing a novel methodology that incorporates practitioner perspectives, they establish a framework that highlights the role of personal and social factors, and also pedagogic and theoretical considerations, in shaping reflective processes. The included studies identified participants who had engaged in certain categories of reflection. Certain fundamental outcomes, however, such as changes in professional commitment, were never seen across an entire cohort. The article thus discusses the intended learning outcomes that programmes might legitimately seek to meet. Dans cet article, nous examinons la litt rature de recherche portant sur les approches th oriques coh rentes sur l'usage des processus r flexifs dans le cadre de programmes d' ducation professionnelle initiale pour le personnel acad mique novice. A l'aide d'une nouvelle m thodologie incorporant les perspectives du praticien, nous tablissons un cadre qui met en lumi re le r le des facteurs sociaux et personnels, de m me que les consid rations th oriques et p dagogiques, mettant en forme les processus r flexifs. Les tudes vis es par l'article ont permis d'identifier des participants s' tant engag s dans certaines cat gories de r flexion. Des cons quences fondamentales, telles que le changement au niveau de l'engagement professionnel, n'ont cependant pas t observ s pour l'ensemble de la cohorte. Nous discutons donc des objectifs d'apprentissage que les programmes pourraient, de fa on l gitime, chercher atteindre.
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