000			02065 a2200301 4500
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008			250430042024GB 110 eng
020			_a9781032011158 _qBC
037			_bTaylor & Francis _cGBP 36.99 _fBB
040			_a01
041			_aeng
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100	1		_aNamala Tilakaratna _9302
245	1	0	_aDemystifying Critical Reflection _bImproving Pedagogy and Practice with Legitimation Code Theory
250			_a1
260			_aOxford _bRoutledge _c20240124
300			_a252 p
520			_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.
700	1		_aEszter Szenes _4B01 _9303
999			_c10236 _d10236