Supporting systemic change through critical reflection in higher education in kenya

Session Time and Location

Date:
Fri, 8 Jun 2018
Time:
Time:
8:00am to 9:30am
Room: Room:
Advance HE Pre-function Area
Session Track
Session Format

Higher Education in Kenya faces numerous challenges. Here, Universities have proliferated from one in 1970 to 73 in 2017. Such an increase raises pedagogical quality concerns. The Association for Faculty Enrichnment in Learning and Teaching endevours to nurture deeply reflective and transformative student learning experiences. Here we explore how the use of critical reflections facilitated 12 AFELT members learning during a two- week online curriculum design course. Through the reflction process participants examined and challenged their implict beliefs and values about their teaching. We used content analysis to investigate member's reflections. For systemic change in higher education, faculty need to become reflective practitioners.

 

  • Session References +

    Brookfield D.S (1995). Becoming a crically reflective teacher, 1st ed., The Jossey- Bass higher education series. San Francisco; Jossey- Bass.

    Fink L. D (2013). Creating Significant Learning Experience; An integrated approach to Designing college course 2nd ed., San Francisco, Jossey- Bass

    Mezirow, J (1990) Fostering Critical Reflection in Adulthood; A guide to transformative and emancipatory learning, 1st ed., San Francisco, Jossey- Bass.

    Mezirow, J (1991) Transformative Dimensions of Adult Learning, 1st ed, The Jossey- Bass higher and adult education series. San Francisco; Jossey- Bass

    Schon D. A (2008). Educating the Reflective Practitioner; Toward a New Design for Teaching and learning in the professions; San Francisco; Jossey- Bass.