Becoming A More Critical, Autonomous, Reflective Learner

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PRILHE Project - Lecturer’s Toolkit Chapter 4: Implementing Critical Autonomous Reflective Learning 4.1 Staff Development Universities across Europe are changing institutions. With new and diverse groups of students entering higher education and the requirement for new skills in the knowledge economy there is a need for teaching staff to reflect upon and change their teaching methods to take into account the new demands upon higher education. It is important that staff development programmes try to raise awareness of Critical Autonomous Reflective Learning in order to develop a new level of consciousness within higher education and to help staff to become ‘reflective educators’ and institutions to become ‘reflective institutions’. Staff development is essential ‘to initiate and sustain change’ (Bilham et al, 1989: 4). Similarly Marriott stresses the importance of staff development: In a community such as a university, and in a community that wishes to remain identifiably a university, staff development broadly and flexibly conceived has to be one of the key responses to the imperatives of surviving, adapting and evolving (1988: 101). Staff development events are important for raising awareness of issues, reflecting upon and improving practice and looking at new ways of working. It is important to offer staff development to not only full-time lecturers but all teaching staff such as part-time lecturers, and teaching assistants such as PhD students. It is also important to ensure that staff development events are not only attended by those who are sympathetic towards teaching adult students. Ideas and practices identified at staff development events also need to be embedded within departmental and institutional cultures and structures. Examples for staff development to promote the Critical Autonomous Reflective learning of non-traditional adult students. Awareness of learning theories on adults Research on non-traditional adults in HE The Adult Learner in HE Why adults return to learn and problems and issues Promoting awareness of institutional, national and European policies on lifelong learning 46 Becoming A More Critical, Autonomous, Reflective Learner
PRILHE Project - Lecturer’s Toolkit Examples for staff development to promote the Critical Autonomous Reflective learning of non-traditional adult students. Enabling a learning environment that supports and values their learning Incorporating life and work experiences in the curriculum content and teaching approaches The Learning Environment and Pedagogical Practice Teaching approaches for promoting critical autonomous and reflective learning Developing an innovative curriculum Assessment processes for critical, autonomous and reflective learning Becoming A More Critical, Autonomous, Reflective Learner 47
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Becoming A More Critical, Autonomous, Reflective Learner

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