Reflective Journals as a Tool for Auto-Ethnographic Learning: A Case Study of Student Experiences with Individualized Sustainability

Autor/in	Anderson, Jon
Titel	Reflective Journals as a Tool for Auto-Ethnographic Learning: A Case Study of Student Experiences with Individualized Sustainability
Quelle	In: Journal of Geography in Higher Education, 36 (2012) 4, S.613-623 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2012.692157
Schlagwörter	Sustainable Development; Focus Groups; Case Studies; Diaries; Metacognition; Teaching Methods; Critical Thinking; Graduate Students; Foreign Countries; Reflection; Ethnography; Student Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Nachhaltige Entwicklung; Case study; Fallstudie; Case Study; Diary; Tagebuch; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Ethnografie; Schülerverhalten; Großbritannien
Abstract	This paper critically evaluates the use of journals as a pedagogic tool to encourage reflection, critique and self-analysis by students. Based within a postgraduate teaching module that has operated annually since 2008 and was awarded the Royal Town Planning Institute's Award for Teaching Excellence in 2009, reflexive journals were employed as a method of assessment which, supplemented by conventional lectures and student focus groups, sought to explore the relations, opportunities and obstacles for sustainable development at the individual level. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10