Teachers' Reflective Practice in Lifelong Learning Programs

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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 Ellström's (1996) model for categorizing levels of action, knowledge and learning, activity theory (Engeström, 1987) and expansive learning (Engeström & 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.
Original languageEnglish
Title of host publicationFostering Reflective Teaching Practice in Pre-Service Education
EditorsZineb Djoub
Number of pages20
Place of PublicationUSA
PublisherIGI global
Publication date2018
ISBN (Print)9781522529637
ISBN (Electronic)9781522529644
Publication statusPublished - 2018
SeriesThe Advances in Higher Education and Professional Development (AHEPD) Book Series


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