Building a Risky-Safe-Space: Using Reflective Pedagogies and Values to Support Writing Development in Work Based Learning

Autor/inn/en	Boyd, Vic; Wilson, Colin; Smith, Christopher
Titel	Building a Risky-Safe-Space: Using Reflective Pedagogies and Values to Support Writing Development in Work Based Learning
Quelle	In: Journal of University Teaching and Learning Practice, 20 (2023) 4, Artikel 6 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Reflection; Workplace Learning; Scaffolding (Teaching Technique); Metacognition; Professional Education; Academic Language; Writing Instruction; Higher Education; Self Esteem; Writing Processes; Academic Support Services; Student Attitudes; Foreign Countries; Risk; Safety; Business Communication; Business Administration Education; Undergraduate Students; Partnerships in Education; Program Descriptions; Writing Improvement; Educational Change; Pandemics; COVID-19; Student Mobility; Foreign Students; Travel; Distance Education; Synchronous Communication; United Kingdom (Glasgow); South Africa + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Berufsausbildung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Ausland; Risiko; Sicherheit; Unternehmenskommunikation; Hochschulpartnerschaft; Bildungsreform; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Travelling; Reisen; Reise; Distance study; Distance learning; Fernunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The concepts of 'graduateness' and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of 'skills' acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01