Reflective journals as a developmental tool in PAL
Reflection is frequently used as a means towards evaluating and improving performance.ÃÂ In the context of peer learning, post-session debriefs are reflective conversations between Peer Assisted Learning (PAL) leaders and their Academic Co-ordinators. Reflection-for-action (Killion and Todnem, 199...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | EN |
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Association for Learning Development in Higher Education (ALDinHE)
2015
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/00a9d0868f0d427199db55188fdb9210 |
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| Sumario: | Reflection is frequently used as a means towards evaluating and improving performance.ÃÂ In the context of peer learning, post-session debriefs are reflective conversations between Peer Assisted Learning (PAL) leaders and their Academic Co-ordinators. Reflection-for-action (Killion and Todnem, 1991) is a good fit with peer learning which is typically action-oriented.
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This case study considers the extent to which a PAL leaderââ¬â¢s professional capability and personal development may be further boosted by keeping a reflective journal. It raises the question whether or not there are tangible benefits to the journal-keeper in terms of their perceptions of their own learning, soft skills and employability.
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A PAL leader at a UK university who kept a reflective PAL journal found the process enriching and it led to some changes in thought in respect of assumptions about what PAL success could look like.
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