Meredith, Margaret 
ORCID: https://orcid.org/0000-0003-4541-3821, Raymond, Jo, Anderson, Kirsty, Ellis, Paul, Englefield, Ceri, Needham, Ian, Rudman, Rachel, Stephenson, Megan, Woolridge, John and Yeoman, Aimee
(2025)
Developing a pedagogy of critical reflection and reflexivity on a professional doctorate towards equity, ethics and social justice.
London Review of Education, 23 (1).
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Abstract
The Professional Doctorate in Education (EdD) is designed for researching practitioners to address problems of practice and to develop theoretically informed practice-based knowledge, based on equity, ethics and social justice, according to the Carnegie Project on the Education Doctorate. Within the EdD programmes, practitioner reflection is a key characteristic. While extensive literature on reflection in educational programmes exists, there is little literature on how critically reflective approaches might be developed in practice at the beginning of a EdD programme. The article takes the example of the first module on a EdD programme and shows how such approaches can develop and deepen researching practitioners’ (EdD students) understandings of problems of practice. This article contributes to understandings of EdD pedagogy. Co-written with EdD students who have completed their first module of the programme, it includes their first-person responses to the approaches taken to foster critical reflection and reflexivity and offers a model for this form of collaborative writing. The article highlights the importance of considering students’ standpoint and positionality as researching practitioners and the value of a critically reflective and reflexive approach which is guided by the challenge of theory.
| Item Type: | Article |
|---|---|
| Status: | Published |
| DOI: | 10.14324/LRE.23.1.23 |
| School/Department: | School of Education, Language and Psychology |
| URI: | https://ray.yorksj.ac.uk/id/eprint/13066 |
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