Article abstract

Journal of Educational Research and Review
Research Article | Published November 2018 | Volume 6, Issue 6, pp. 84-93.
doi: https://doi.org/10.33495/jerr_v6i6.18.136

Implementation of an integrated reflective practice model in higher education pedagogy within the context of a South African tertiary institution

 

 

 

Petronella Jonck*
Riaan De Coning


Email Author

Tel: 071 2995 162.

 

  Research and Innovation, The National School of Government, 70 Meintjies Street, Sunnyside, Pretoria, South Africa.

 

 

 

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 Citation: Jonck P, De Coning R (2018). Implementation of an integrated reflective practice model in higher education pedagogy within the context of a South African tertiary institution. J. Edu. Res. Rev. 6(6): 84-93.
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 Abstract 

 

Reflection as educational tool to improve practice has gained impetus and is deemed critical within the context of culturally relevant pedagogy. This article provides an example of a practitioners’ reflection on applied educational practices within the context of a South African tertiary institution based on the Comprehensive Assessment Method in Psychology (CAMP). A qualitative, phenomenological research design was implemented. The CAMP model was found to be useful ascribed to the ability thereof to distil and integrate the key academic focus areas with student feedback. In addition, the researcher reflected on underlying beliefs and assumptions which guide internalised interest and practice in the field of education. The significance of the study underscores the value of reflection for current or prospective career academics in terms of aligning with institutional strategic intent. Moreover, it gauges the measure of potential misalignment as well as identifying developmental areas for educators.

 

Keywords  Educational policy   higher education   institutional alignment   reflection  

 

 

Copyright © 2018 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0



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