Teachers’ conception of reflection in service-learning (original) (raw)

In service-learning pedagogy, reflection is important in enhancing students’ learning and attaining some expected learning outcomes. Different studies highlight that teachers have a critical role to facilitate students to have their reflection in their service-learning courses. Yet, scarce studies investigate how teachers understand reflection in terms of its meaning and roles in servicelearning. This study examined teachers’ conception of reflection in servicelearning by adopting a qualitative approach and employing semistructured interviews with 24 teachers who developed service-learning subjects and/or have been teaching service-learning subjects in one of the large public universities in Hong Kong. The findings supported that teachers shared the similar concepts of reflections in service-learning literatures, while it showed some emerging insights on how teachers perceived reflection. It also suggested that some teachers have relatively narrow understanding of reflection based o...