DescriptionIn the present paper, we share a journey of understanding the intricate interplay between students’ reflections in a pedagogical activity, and our own entanglements with them, both as teachers facilitating these reflections, and as researchers struggling to interpret them. The context of this study was a project at a university built on the pedagogical foundations of Problem-based Learning (PBL). Despite of the well-elaborated benefits of PBL for learning and competence development, students struggle to reflect on their own professional identity, and to communicate their competences on the labor market. Under this focus, we explored new pedagogical approaches to reflections by engaging a group of 12 students in a series of reflective activities, and collected data while simultaneously revising our own pedagogy in a series of micro action-research cycles (Mills, 2014).
|24 Aug 2023
|European Conference on Educational Research
|Glasgow, United Kingdom
|Degree of Recognition