Toggle Main Menu Toggle Search

Open Access padlockePrints

Theory and legitimacy in professional education: a practitioner review of reflective processes within programmes for new academic staff

Lookup NU author(s): Dr Richard Young


Full text for this publication is not currently held within this repository. Alternative links are provided below where available.


The authors review research literature on coherent theoretically based approaches to the use of reflective processes within programmes of initial professional education for new academic staff. Employing a novel methodology that incorporates practitioner perspectives, they establish a framework that highlights the role of personal and social factors, and also pedagogic and theoretical considerations, in shaping reflective processes. The included studies identified participants who had engaged in certain categories of reflection. Certain fundamental outcomes, however, such as changes in professional commitment, were never seen across an entire cohort. The article thus discusses the intended learning outcomes that programmes might legitimately seek to meet.

Publication metadata

Author(s): Kahn P, Young RG, Grace S, Pilkington R, Rush L, Tomkinson B, Willis I

Publication type: Article

Publication status: Published

Journal: International Journal for Academic Development

Year: 2008

Volume: 13

Issue: 3

Pages: 161-173

ISSN (print): 1360-144X

ISSN (electronic): 1470-1324

Publisher: Routledge


DOI: 10.1080/13601440802242440

Notes: Based on a commissioned literature review by the same authors (2006)


Altmetrics provided by Altmetric


Find at Newcastle University icon    Link to this publication