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Special Issue
Reflective Learning in Higher Education
Dear Colleagues,

This Special Issue will comprise a selection of papers addressing ″Reflective Learning in Higher Education″. The Sustainability journal seeks papers addressing the development of both reflective teaching and learning in higher education to promote sustainable education. Papers from all disciplines, (i.e., not only education, psychology, social sciences, sciences, nursing, and engineering disciplines, but also from multidisciplinary studies) where reflection is at the core sustainable development, are welcome.

Papers may explore reflection within higher education and/or on practice in higher education, not only as in-house and external individuals and collective initiatives and activities, that focus on reflection and the generation of knowledge, but also on the transformation outputs of the learning communities. Emphasis on both reflective practices and communities and linking reflective learning and the development of professional identity through reflection are also welcome.

Papers may also address the connections between theoretical and applied research on reflective practices, knowledge generation in all areas, professional practice and identity, through theoretical definition, situated and grounded practice, and transformative knowledge.

Prof. Jordi Colomer Feliu
Guest Editor
Inhaltsverzeichnis :

Bubnys, R. A Journey of Self-Reflection in Students′ Perception of Practice and Roles in the Profession. Sustainability 2019, 11(1), 194;

Alsina, Á.; Mulà, I. Advancing towards a Transformational Professional Competence Model through Reflective Learning and Sustainability: The Case of Mathematics Teacher Education. Sustainability 2019, 11(15), 4039;

Rodrigo-González, A.; Caballer-Tarazona, M.; García-Gallego, A. Active Learning on Trust and Reciprocity for Undergraduates. Sustainability 2019, 11(16), 4399;

Díaz-Iso, A.; Eizaguirre, A.; García-Olalla, A. Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability. Sustainability 2019, 11(17), 4521;

Grant, M.; Gilgen, A.; Buchmann, N. The Rich Picture Method: A Simple Tool for Reflective Teaching and Learning about Sustainable Food Systems. Sustainability 2019, 11(18), 4815;

Beranic, T.; Hericko, M. Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection. Sustainability 2019, 11(18), 4992;

Cañabate, D.; Serra, T.; Bubnys, R.; Colomer, J. Pre-Service Teachers′ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction. Sustainability 2019, 11(21), 5970;

Gómez-Barreto, I.; Merino-Tejedor, E.; Sánchez-Santamaría, J. University Students′ Perspectives on Reflective Learning: Psychometric Properties of the Eight-Cultural-Forces Scale. Sustainability 2020, 12(2), 729;

Calvo, S.; Celini, L.; Morales, A.; Martínez, J.; Núñez-Cacho Utrilla, P. Academic Literacy and Student Diversity: Evaluating a Curriculum-Integrated Inclusive Practice Intervention in the United Kingdom. Sustainability 2020, 12(3), 1155;

Colomer, J.; Serra, T.; Cañabate, D.; Bubnys, R. Reflective Learning in Higher Education: Active Methodologies for Transformative Practices. Sustainability 2020, 12(9), 3827;
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