Facilitating Reflective Learning in Higher Education

By Anne Brockbank; Ian McGill | Go to book overview

Part 3
Exemplars

In this part we introduce exemplars to promote reflective dialogue and learning which can be used in higher education. The exemplars in the following chapters adopt approaches to facilitation that embrace dialogue and reflective practice, potentially leading to reflective learning. The three exemplars - group learning in the form of action learning, supervision and mentoring - are chosen because they also represent specific relationships as facilitator, supervisor or mentor.

Underlying each of these roles (which in many respects are synonymous) is the idea of transition from dependence to independence in learning. The facilitator in action learning enables participants to use reflective dialogue to take ownership and responsibility for their learning with other learners as colleagues; the supervisor seeks to 'launch' his student as an independent reflective researcher; the mentor aims to foster autonomous learning and reflective practice through facilitative methods of reflective dialogue.

However, this independence of learning is not our only aim. While moving from dependence we highlight another attribute of the emerging relationship between teachers as facilitators, supervisors, mentors and learners as well as between learners as colleagues - that of an interdependence that derives from the nature of reflective dialogue that lies at the heart of these relationships. Interdependence implies collaboration in learning and development.

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