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  • Pretending to be authentic: challenges for students when reflective writing about their childhood for assessment

    Author(s)
    Newcomb, Michelle
    Burton, Judith
    Edwards, Niki
    Griffith University Author(s)
    Newcomb, Michelle
    Year published
    2018
    Metadata
    Show full item record
    Abstract
    Critical reflection potentially allows social work and human service (SWHS) students to understand how past experiences can shape their future practice. This study of 20 Australian undergraduate SWHS students with a history of childhood adversity found reflective writing for this purpose was not a useful pedagogical practice. Rather than developing skills in critical reflection students found the task performative, linked to academic requirements, where they needed to display emotional containment. Consequently, SWHS academics need to examine reflective writing about childhood adversity for assessment as this process may not ...
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    Critical reflection potentially allows social work and human service (SWHS) students to understand how past experiences can shape their future practice. This study of 20 Australian undergraduate SWHS students with a history of childhood adversity found reflective writing for this purpose was not a useful pedagogical practice. Rather than developing skills in critical reflection students found the task performative, linked to academic requirements, where they needed to display emotional containment. Consequently, SWHS academics need to examine reflective writing about childhood adversity for assessment as this process may not enable students to build skills in critical reflection that drive professional development.
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    Journal Title
    Reflective Practice
    Volume
    19
    Issue
    3
    DOI
    https://doi.org/10.1080/14623943.2018.1479684
    Subject
    Education
    Philosophy and religious studies
    Publication URI
    http://hdl.handle.net/10072/384195
    Collection
    • Journal articles

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