Reflective journals as a developmental tool in PAL

Authors

  • Carolyn Gentle Plymouth University
  • Rachel Shaw Plymouth University
  • Sophie Scott Plymouth University

DOI:

https://doi.org/10.47408/jldhe.v0i0.372

Keywords:

reflection-for-action, confidence, writing cycle.

Abstract

Reflection is frequently used as a means towards evaluating and improving performance.à In the context of peer learning, post-session debriefs are reflective conversations between Peer Assisted Learning (PAL) leaders and their Academic Co-ordinators. Reflection-for-action (Killion and Todnem, 1991) is a good fit with peer learning which is typically action-oriented.

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This case study considers the extent to which a PAL leaderââ¬â¢s professional capability and personal development may be further boosted by keeping a reflective journal. It raises the question whether or not there are tangible benefits to the journal-keeper in terms of their perceptions of their own learning, soft skills and employability.

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A PAL leader at a UK university who kept a reflective PAL journal found the process enriching and it led to some changes in thought in respect of assumptions about what PAL success could look like.

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Published

04-12-2015

How to Cite

Gentle, C., Shaw, R. and Scott, S. (2015) “Reflective journals as a developmental tool in PAL”, Journal of Learning Development in Higher Education. doi: 10.47408/jldhe.v0i0.372.

Issue

Special Edition: Academic Peer Learning

Section

Case Studies

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