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The use of public reflection circles and the promotion of metacognition: Teaching for autonomy and good practice.

Title:

The use of public reflection circles and the promotion of metacognition: Teaching for autonomy and good practice.

Reilly, Rosemary C. ORCID: https://orcid.org/0000-0001-7274-4488 and Bramwell, Gillian (2007) The use of public reflection circles and the promotion of metacognition: Teaching for autonomy and good practice. Journal of Educational Enquiry, 7 (1). pp. 44-63. ISSN 1444-5530

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Abstract

The purposes for this study range from the professional to the personal. We are university instructors who teach undergraduate and graduate courses about classroom processes, group development and facilitation, educational psychology, and change processes to pre-service teachers or individuals who use groups as vehicles for classroom, personal, community, or organizational learning and transformation. We are interested in how individuals in groups can co-develop expertise in practice. We are also committed to creating social environments in which individuals can learn, release their creativity, and become competent. Sometimes we are successful in this undertaking, and sometimes we are not. We would like to better elucidate and understand the powerful elements of this process, so we can implement them mindfully in the future.

Divisions:Concordia University > Faculty of Arts and Science > Applied Human Sciences
Item Type:Article
Refereed:Yes
Authors:Reilly, Rosemary C. and Bramwell, Gillian
Journal or Publication:Journal of Educational Enquiry
Date:2007
Keywords:group learning; reflection circles; shared expertise; social creativity; metacognition
ID Code:982291
Deposited By: ROSEMARY REILLY
Deposited On:27 Apr 2017 13:15
Last Modified:18 Jan 2018 17:54

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