02065    a2200301   450000500170000000800420001702000220005903700360008104000070011704100080012407200150013207200150014707200150016207200130017707200130019007200130020307200210021607200210023707200190025810000280027724501000030525000060040526000320041130000100044352012650045370000280171899900170174620250526161925.0250430042024GB        110           eng    a9781032011158qBC  bTaylor & FranciscGBP 36.99fBB  a01  aeng7 aJNA2thema7 aJNM2thema7 aJNF2thema7 aJNA2bic7 aJNM2bic7 aJNF2bic7 aEDU0010302bisac7 aEDU0000002bisac7 a370.1522bisac1 aNamala Tilakaratna930210aDemystifying Critical ReflectionbImproving Pedagogy and Practice with Legitimation Code Theory  a1  aOxfordbRoutledgec20240124  a252 p  bDrawing on Legitimation Code Theory (LCT), this volume reveals the knowledge practices and language of critical reflection in a range of different subjects, making clear how it can be taught and learned. Critical thinking is widely held to be a key attribute required for successfully living, learning and earning in modern societies. Universities now list critical thinking as a key graduate quality and use ‘critical reflection’ as a way of teaching students how to become reflective and ethical professionals. Yet, what ‘critical reflection’ actually involves remains vague in research, teaching practice, and assessment. Studies draw on LCT, a fast-growing framework for revealing the knowledge practices that enable educational success and the individual chapters focus on a diverse range of contexts across the disciplinary map, including education, science, arts, sociology and nursing. The book further connects research and practice by presenting in-depth analyses of critical reflection and providing practical insights into how LCT can be used to design pedagogic interventions. The book offers a rich resource for both scholars and teachers who want to demystify critical reflection and prepare university students for the modern workplace.1 aEszter Szenes4B019303  c10236d10236