This practice focused paper explores layers of reflecting on practice and benefits and challenges of inquiry based approaches to learning. The focus will be placed on various ways of co-creating learning processes with students-practitioners keen to enhance their practice within a Masters of Social Practice programme at Unitec in New Zealand. Academic co-creative inquiry was used as a method of teaching combined with interviews conducted by David Epston, a creator of Narrative therapy in a course called Reflecting on Practice. A class of 12 students enrolled in this innovative class in 2011. Students’ and teachers’ experiences will be critically examined, explored and reflected upon. The process and the content of each student’s inquiry (along with all assessment tasks) were negotiated with each student. All assignments were peer and self assessed. Student evaluations in this context provided a stable platform for further reflection and development of this genre of pedagogy. Many layers of reflection will be explored: students’ reflection on their practice and assignments, reflection on peer assessment and teacher’s assessment of students’ work and class participation, reflections on a co-teaching arrangement and management of power with the aim of providing insightful suggestions and ideas for further research possibilities.
|Keywords:||Academic Co-creative Inquiry, Reflecting on Practice, Inquiry Learning, Self and Peer Assessment|
Senior Lecturer, Department of Social Practice, Faculty of Social and Health Sciences, Unitec, Auckland, New Zealand
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