Reflective Practice in Higher Education: Reflection- Be a Competent 
Lecturer in SBC-USST

Linjian SUN; Chen SHU

doi:10.47297/wspiedWSP2516-250019.20210501

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Reflective Practice in Higher Education: Reflection- Be a Competent
Lecturer in SBC-USST

Volume 5, Issue 1

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Reflective Practice in Higher Education: Reflection- Be a Competent Lecturer in SBC-USST
Reflective Practice in Higher Education: Reflection- Be a Competent Lecturer in SBC-USST
Sino British College of University of Shanghai for Science and Technology
Vol. 5, Issue 1, Pages: 142-146(2021)
Published： 2021 ，
DOI：10.47297/wspiedWSP2516-250019.20210501
Accepted：

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LINJIAN SUN, CHEN SHU. Reflective Practice in Higher Education: Reflection- Be a Competent Lecturer in SBC-USST. [J]. Journal of international education and development, 2021, 5(1): 142-146.
DOI：

LINJIAN SUN, CHEN SHU. Reflective Practice in Higher Education: Reflection- Be a Competent Lecturer in SBC-USST. [J]. Journal of international education and development, 2021, 5(1): 142-146. DOI： 10.47297/wspiedWSP2516-250019.20210501.

摘要

Abstract

In higher education

reflective practice plays a significant role in promoting students’ deep learning and teachers’ improvement of teaching quality. ‘Reflective Practice’ is widely noted by scholars in their published literature. For example

Dewey (1916) mentions that reflection is an inevitable process for the teaching plan and the improvement of the teaching method. In addition

Brookfield (1995) pointed out that reflective practice is widely realized as an essential process for improving teaching quality and students’ learning.

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Keywords

ReflectionActive learningInclusive teaching

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