Developing Competence, Conscience, and Compassion through Reflective Pedagogy
- https://doi.org/10.2991/iselt-17.2017.22How to use a DOI?
- Reflective pedagogy, competence, conscience, compassion
This paper outlines how Reflective Pedagogy contributes to the development of students' holistic learning by developing their competence, conscience, and compassion in Speaking class. The application of Reflective Pedagogy, which sets out a learning cycle from context understanding to evaluation, and the employment of student-focused topics allow a more holistic learning process to take place. Giving students more opportunity to experience a full cycle of learning from planning to performance results in a deeper level of learning. Furthermore, trusting students with the responsibility in the conduct of their learning course, provided with appropriate approach and structured monitoring, leads to a more thorough development. Utilizing self-evaluation and peer-evaluation rubrics is a way to sharpen the students' cognitive awareness, whereas self-reflection and peer-feedback forms enable them to develop their conscience by exercising their empathy towards themselves and others as well as to reinforce their compassion by accepting and giving assistance to their peers. Furthermore, a recorded speech performance enables students to reflect and evaluate themselves and become essential to raise the students' awareness of their strengths and needs. This collaboration allows them to develop their competence, conscience, and compassion in their own pace.
- © 2017, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Fransisca KRISTANTI PY - 2017/05 DA - 2017/05 TI - Developing Competence, Conscience, and Compassion through Reflective Pedagogy BT - Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT 2017) PB - Atlantis Press SP - 121 EP - 125 SN - 2352-5398 UR - https://doi.org/10.2991/iselt-17.2017.22 DO - https://doi.org/10.2991/iselt-17.2017.22 ID - KRISTANTI2017/05 ER -