It was Taylor (1981) who emphasised that “in order to have a sense of who we are, we want to have a notion of who we have become and of where we are going.” In the higher education setting of a teaching community, being self-referential enables lecturers who are new to the profession to make judgements derived from their own interpretations of past experiences. (Soros, 1994) This paper reports upon a collaborative study between the University of the Witwatersrand in South Africa the NottinghamTrent University within the UK, that has considered the extent to which cultures, ethnicity and background contribute to the reflexive-self, as individuals respond to experiences within their first years of teaching. Focusing upon four case studies, the research attempts to illustrate the influence of the reflexive-self in different contexts. In doing so the research attempts to show that reflexivity has become, as Leydesdorff (1994) emphasises, “the operationalisation of reflection as a recursive phenomenon.” Through identifying the stories of individuals as they recount the processes before and during their time in higher education, this research attempts to analyse processes of reflexivity and its impact upon their professional practice.
|Keywords:||Reflexive-Self, Reflexivity, Reflection, Teaching and Learning in Higher Education|
Senior Lecturer, School of Education, Nottingham Trent University, Nottingham, UK
Senior Lecturer, Course Co-ordinator and Lecturer in Business Communications, School of Accountancy, University of Witwatersrand, Johannesburg, South Africa
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