Teachers' Reflective Practice in Lifelong Learning Programs

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Author(s): Annie Aarup Jensen (Aalborg University, Denmark)and Anja Overgaard Thomassen (Aalborg University, Denmark)
Copyright: 2018
Pages: 21
Source title: Fostering Reflective Teaching Practice in Pre-Service Education
Source Author(s)/Editor(s): Zineb Djoub (Abdelhamid Ibn Badis University of Mostaganem, Algeria)
DOI: 10.4018/978-1-5225-2963-7.ch002

Keywords: Education / Information Science Reference / Teacher Education

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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 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.

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