@inbook{7a35147d4687417480cd3128d533e6de,
title = "Teachers' Reflective Practice in Lifelong Learning Programs",
abstract = "This chapter explores teachers' reflective practice in lifelong learning programs based on a qualitative study of five teachers representing three part-time Master's programs. The theoretical framework for analysis of the interview data is Ellstr{\"o}m's (1996) model for categorizing levels of action, knowledge and learning, activity theory (Engestr{\"o}m, 1987) and expansive learning (Engestr{\"o}m & Sannino, 2010). The results show a divergence between what the teachers perceive as the Master students' learning goals and the teachers' goals and objectives. This is highlighted through the teachers' experience with the students' understandings of the theories they are introduced to and how they apply them in relation to their practice context. The insights and the issues raised by the study are relevant for teachers in Higher Education.",
keywords = "Reflective practice, Longlife Learning, Master Education, Problem-Based Learning",
author = "Jensen, {Annie Aarup} and Thomassen, {Anja Overgaard}",
year = "2018",
doi = "10.4018/978-1-5225-2963-7.ch002",
language = "English",
isbn = "9781522529637",
series = "The Advances in Higher Education and Professional Development (AHEPD) Book Series ",
publisher = "IGI global",
pages = "25--45",
editor = "Zineb Djoub",
booktitle = "Fostering Reflective Teaching Practice in Pre-Service Education",
edition = "1",
}