Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/81800
Title: Teachers’ conception of reflection in service-learning
Authors: Chung, SCY 
Keywords: Teachers’ conception
Reflection
Service-learning
Issue Date: 2020
Publisher: ICSL 2019
Source: Proceedings of the 3rd International Conference on Service-Learning, 10-12 January, 2019, Hong Kong Polytechnic University, p. 48-54 How to cite?
Abstract: In service-learning pedagogy, reflection is important in enhancing students’ learning and attaining some expected learning outcomes. Different studies highlight that teachers have a critical role to facilitate students to have their reflection in their service-learning courses. Yet, scarce studies investigate how teachers understand reflection in terms of its meaning and roles in service-learning. This study examined teachers’ conception of reflection in service-learning by adopting a qualitative approach and employing semi- structured interviews with 24 teachers who developed service-learning subjects and/or have been teaching service-learning subjects in one of the large public universities in Hong Kong. The findings supported that teachers shared the similar concepts of reflections in service-learning literatures, while it showed some emerging insights on how teachers perceived reflection. It also suggested that some teachers have relatively narrow understanding of reflection based on their teaching experiences and professional expertise. Implication of the findings for teachers’ practices of reflection in service- learning and future research directions were also discussed.
URI: http://hdl.handle.net/10397/81800
Rights: ©2019 The 3rd International Conference on Service-Learning (ICSL)
Posted with permission of the publisher.
Appears in Collections:Conference Paper

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