Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
<mark>Journal publication date</mark> | 31/05/2024 |
---|---|
<mark>Journal</mark> | European Journal of Higher Education |
Issue number | 2 |
Volume | 14 |
Number of pages | 19 |
Pages (from-to) | 324-342 |
Publication Status | Published |
Early online date | 30/03/23 |
<mark>Original language</mark> | English |
The idea of reflection has become more and more pervasive in higher education in recent decades, particularly–but not only–in teaching and learning and in the professional disciplines. But what does it mean, how has it been applied and what does it add? This article explores the history and development of the idea and assesses its place in contemporary higher education. The critiques of its increasingly prominent place are reviewed, and it is concluded that it may be time to re-assess the use of reflection in higher education.