Learning through reflection: the critical role of reflection in work-based learning (WBL)

Hdl Handle:
http://hdl.handle.net/10149/583605
Title:
Learning through reflection: the critical role of reflection in work-based learning (WBL)
Authors:
Helyer, R. (Ruth)
Affiliation:
Teesside University. Social Futures Institute
Citation:
Helyer, R. (2015) 'Learning through reflection: the critical role of reflection in work-based learning (WBL)' Journal of Work-Applied Management; 7 (1): 15 - 27
Publisher:
Emerald
Issue Date:
3-Oct-2015
URI:
http://hdl.handle.net/10149/583605
Additional Links:
http://www.emeraldinsight.com/doi/full/10.1108/JWAM-10-2015-003
Abstract:
Purpose – The purpose of this paper is to analyse the critical role reflection plays in work-based learning (WBL). Design/methodology/approach – This paper presents an contextualist examination of reflection in the WBL environment. Findings – People consciously reflect in order to understand events in their lives and as a consequence hopefully add and enhance meaning. Research limitations/implications – Reflection is associated therefore with “looking back” and examining the past in order to learn from what happened and perhaps not repeat mistakes. However, it is also increasingly associated with reflecting on action (Schon, 1983) and encourages an exploring of thoughts and feelings; looking for insights; and maximizing on self-awareness which all tie the process closely to identity formation (Lacan, 1977). Practical implications – If used effectively and purposefully reflection facilitates ongoing personal and professional learning, and creates and develops practitioners capable of demonstrating their progression towards learning outcomes and required standards. Reflection can also provide a structure in which to make sense of learning, so that concepts and theories become embedded in practice, and constant thought and innovation are simultaneously fostered. Social implications – By actively considering the thoughts and actions one becomes aware of the power of reflective thinking as a tool for continuous improvement, and one that has implications beyond the personal. Originality/value – This paper represents the first study which examines the role reflection plays in WBL.
Type:
Article
Language:
en
ISSN:
2205-2062
Rights:
Following 24 month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://www.emeraldgrouppublishing.com/openaccess.htm#a1 [Accessed: 10/12/2015]

Full metadata record

DC FieldValue Language
dc.contributor.authorHelyer, R. (Ruth)en
dc.date.accessioned2015-12-10T18:34:35Zen
dc.date.available2015-12-10T18:34:35Zen
dc.date.issued2015-10-03en
dc.identifier.citationJournal of Work-Applied Management; 7 (1): 15 - 27en
dc.identifier.issn2205-2062en
dc.identifier.urihttp://hdl.handle.net/10149/583605en
dc.description.abstractPurpose – The purpose of this paper is to analyse the critical role reflection plays in work-based learning (WBL). Design/methodology/approach – This paper presents an contextualist examination of reflection in the WBL environment. Findings – People consciously reflect in order to understand events in their lives and as a consequence hopefully add and enhance meaning. Research limitations/implications – Reflection is associated therefore with “looking back” and examining the past in order to learn from what happened and perhaps not repeat mistakes. However, it is also increasingly associated with reflecting on action (Schon, 1983) and encourages an exploring of thoughts and feelings; looking for insights; and maximizing on self-awareness which all tie the process closely to identity formation (Lacan, 1977). Practical implications – If used effectively and purposefully reflection facilitates ongoing personal and professional learning, and creates and develops practitioners capable of demonstrating their progression towards learning outcomes and required standards. Reflection can also provide a structure in which to make sense of learning, so that concepts and theories become embedded in practice, and constant thought and innovation are simultaneously fostered. Social implications – By actively considering the thoughts and actions one becomes aware of the power of reflective thinking as a tool for continuous improvement, and one that has implications beyond the personal. Originality/value – This paper represents the first study which examines the role reflection plays in WBL.en
dc.language.isoenen
dc.publisherEmeralden
dc.relation.urlhttp://www.emeraldinsight.com/doi/full/10.1108/JWAM-10-2015-003en
dc.rightsFollowing 24 month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://www.emeraldgrouppublishing.com/openaccess.htm#a1 [Accessed: 10/12/2015]en
dc.titleLearning through reflection: the critical role of reflection in work-based learning (WBL)en
dc.typeArticleen
dc.contributor.departmentTeesside University. Social Futures Instituteen
or.citation.harvardHelyer, R. (2015) 'Learning through reflection: the critical role of reflection in work-based learning (WBL)' Journal of Work-Applied Management; 7 (1): 15 - 27en
dc.eprint.versionFull text not available through this repositoryen
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