A Genre-Based Study of Professional Reflective Writing in Higher Education
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| Title: | A Genre-Based Study of Professional Reflective Writing in Higher Education |
|---|---|
| Language: | English |
| Authors: | Heron, Marion (ORCID |
| Source: | Teaching in Higher Education. 2023 28(3):504-516. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing (Composition), Reflection, Higher Education, Fellowships, College Faculty, Foreign Countries, Rhetoric, Language Usage, Teacher Empowerment |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1080/13562517.2020.1824178 |
| ISSN: | 1356-2517 1470-1294 |
| Abstract: | There is a growing expectation internationally that teachers in higher education obtain professional recognition through accredited schemes which confer Fellowship status. Such schemes often require a written reflective submission to demonstrate effective teaching and professional experience. Yet despite this burgeoning interest, little is known about the generic features of professional reflective writing, and in particular, the 'case study' as part of a fellowship submission. Through a genre analysis of a corpus of case studies taken from successful texts we illuminate the rhetorical and linguistic features of the case study to inform writing support for teachers in higher education. We suggest how a genre pedagogy approach can both provide scaffolding to teachers engaging in professional reflective writing and empower teachers to manage new writing discourses by developing the tools of genre analysis. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1386376 |
| Database: | ERIC |
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| Abstract: | There is a growing expectation internationally that teachers in higher education obtain professional recognition through accredited schemes which confer Fellowship status. Such schemes often require a written reflective submission to demonstrate effective teaching and professional experience. Yet despite this burgeoning interest, little is known about the generic features of professional reflective writing, and in particular, the 'case study' as part of a fellowship submission. Through a genre analysis of a corpus of case studies taken from successful texts we illuminate the rhetorical and linguistic features of the case study to inform writing support for teachers in higher education. We suggest how a genre pedagogy approach can both provide scaffolding to teachers engaging in professional reflective writing and empower teachers to manage new writing discourses by developing the tools of genre analysis. |
|---|---|
| ISSN: | 1356-2517 1470-1294 |
| DOI: | 10.1080/13562517.2020.1824178 |
