A reflection on critical reflection in professional education research
The roots of universities of technology can be traced back to technical colleges, which required compliance with industry standards, and the rule of labour markets. Universities of technology thus entered the university space, largely without an established critical tradition in teaching, lea...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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University of the Western Cape
2023-03-01
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| Series: | Critical Studies in Teaching and Learning |
| Online Access: | https://www.cristal.ac.za/index.php/cristal/article/view/626 |
| _version_ | 1797854821949112320 |
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| author | Chris Winberg James Garraway Penelope Engel-Hills |
| author_facet | Chris Winberg James Garraway Penelope Engel-Hills |
| author_sort | Chris Winberg |
| collection | DOAJ |
| description |
The roots of universities of technology can be traced back to technical colleges, which required compliance with industry standards, and the rule of labour markets. Universities of technology thus entered the university space, largely without an established critical tradition in teaching, learning, and research. This is the issue that we address in this paper, which is intended to inform potential authors in technical, vocational, and professional higher education who would like to publish their educational research studies in Critical Studies in Teaching and Learning (CriSTaL). The issue is important as universities of technology in South Africa are increasingly taking on the mantle of professional education, particularly in the fields of health, engineering, and applied sciences. In this paper, we discuss examples of published educational research that critique some of the ‘taken-for-granted’ ideas that have shaped the practices and aspirations of universities of technologies. The examples show that by judiciously drawing on traditions of critical reflective practice, and by bringing new ideas, concepts, and theories into educational research studies, further critical concepts can evolve. These new critical concepts will be of interest to the readers (and reviewers) of CRiSTaL, but more importantly could inspire universities of technology to reaffirm their connection to practice and begin to create a critical space for their own scholarly – and critical – identities.
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| first_indexed | 2024-04-09T20:13:33Z |
| format | Article |
| id | doaj.art-ba86fed41f3745528b73ad1ecc6d651b |
| institution | Directory Open Access Journal |
| issn | 2310-7103 |
| language | English |
| last_indexed | 2024-04-09T20:13:33Z |
| publishDate | 2023-03-01 |
| publisher | University of the Western Cape |
| record_format | Article |
| series | Critical Studies in Teaching and Learning |
| spelling | doaj.art-ba86fed41f3745528b73ad1ecc6d651b2023-03-31T15:05:01ZengUniversity of the Western CapeCritical Studies in Teaching and Learning2310-71032023-03-0111SI10.14426/cristal.v11iSI.626A reflection on critical reflection in professional education researchChris Winberg0James Garraway1Penelope Engel-Hills2Cape Peninsula University of TechnologyCape Peninsula University of TechnologyCape Peninsula University of Technology The roots of universities of technology can be traced back to technical colleges, which required compliance with industry standards, and the rule of labour markets. Universities of technology thus entered the university space, largely without an established critical tradition in teaching, learning, and research. This is the issue that we address in this paper, which is intended to inform potential authors in technical, vocational, and professional higher education who would like to publish their educational research studies in Critical Studies in Teaching and Learning (CriSTaL). The issue is important as universities of technology in South Africa are increasingly taking on the mantle of professional education, particularly in the fields of health, engineering, and applied sciences. In this paper, we discuss examples of published educational research that critique some of the ‘taken-for-granted’ ideas that have shaped the practices and aspirations of universities of technologies. The examples show that by judiciously drawing on traditions of critical reflective practice, and by bringing new ideas, concepts, and theories into educational research studies, further critical concepts can evolve. These new critical concepts will be of interest to the readers (and reviewers) of CRiSTaL, but more importantly could inspire universities of technology to reaffirm their connection to practice and begin to create a critical space for their own scholarly – and critical – identities. https://www.cristal.ac.za/index.php/cristal/article/view/626 |
| spellingShingle | Chris Winberg James Garraway Penelope Engel-Hills A reflection on critical reflection in professional education research Critical Studies in Teaching and Learning |
| title | A reflection on critical reflection in professional education research |
| title_full | A reflection on critical reflection in professional education research |
| title_fullStr | A reflection on critical reflection in professional education research |
| title_full_unstemmed | A reflection on critical reflection in professional education research |
| title_short | A reflection on critical reflection in professional education research |
| title_sort | reflection on critical reflection in professional education research |
| url | https://www.cristal.ac.za/index.php/cristal/article/view/626 |
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