A Model for Reflective Pedagogy

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Abstract
This article argues that quality business requires rediscovering pedagogy as a professional calling and studied activity. The authors chronicle forces driving reform in business and higher education. They then explore both the growing importance of reflective learning in professional education and a model that they have developed and implemented for encouraging such practice. The results of their training program are discussed in terms of interventions that promote reflective pedagogy by capitalizing on the competencies that faculty professionals already possess as researchers.

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