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The place of trust in Continuing Professional Learning programmes: supporting authentic reflection in portfolio assessment

Stocks, Claire; Trevitt, Chris

Description

In this paper we consider why academics on Continuing Professional Learning (CPL) programmes often struggle with practice-based learning, and why they can find the reflective portfolio particularly challenging. We first argue that convenors should articulate the differences between 'academic learning' and 'learning in academia' for participants. Furthermore, in an environment where trust has been increasingly replaced by the monitoring of performance, CPL participants can find themselves on...[Show more]

dc.contributor.authorStocks, Claire
dc.contributor.authorTrevitt, Chris
dc.date.accessioned2017-02-14T01:27:23Z
dc.date.available2017-02-14T01:27:23Z
dc.identifier.issn1360-144X
dc.identifier.urihttp://hdl.handle.net/1885/112341
dc.description.abstractIn this paper we consider why academics on Continuing Professional Learning (CPL) programmes often struggle with practice-based learning, and why they can find the reflective portfolio particularly challenging. We first argue that convenors should articulate the differences between 'academic learning' and 'learning in academia' for participants. Furthermore, in an environment where trust has been increasingly replaced by the monitoring of performance, CPL participants can find themselves on unfamiliar learning territory in conditions which are not conducive to risk-taking. We identify how convenors might build the trust required for participants to offer an authentic account of their practice.
dc.format12 pages
dc.format.mimetypeapplication/pdf
dc.publisherTaylor & Francis (Routledge)
dc.rights© 2016 Informa UK Limited, trading as Taylor & Francis Group.
dc.sourceInternational Journal for Academic Development
dc.subjectContinual Professional Learning (CPL)
dc.subjecttrust
dc.subjectreflection
dc.subjectportfolio
dc.subjectassessment
dc.subjectteaching development
dc.titleThe place of trust in Continuing Professional Learning programmes: supporting authentic reflection in portfolio assessment
dc.typeJournal article
local.identifier.citationvolume21
dcterms.dateAccepted2015-05-10
dc.date.issued2016-06-07
local.publisher.urlhttps://www.routledge.com/
local.type.statusAccepted Version
local.contributor.affiliationTrevitt, Chris, ANU Law School, ANU College of Law, The Australian National University
local.identifier.essn1470-1324
local.bibliographicCitation.issue3
local.bibliographicCitation.startpage219
local.bibliographicCitation.lastpage229
local.identifier.doi10.1080/1360144X.2016.1188819
dcterms.accessRightsOpen Access
dc.provenancehttp://www.sherpa.ac.uk/romeo/issn/1360-144X/..."Author can archive post-print (ie final draft post-refereeing). On institutional repository, subject-based repository or academic social network (Mendeley, ResearchGate or Academia.edu) after a 18 months embargo" (Sherpa/Romeo 12/9/2017)
CollectionsANU Research Publications

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