The reflective practice at university: how to enhance students’ competencies awareness by using ‘reflective breaks’

ABSTRACT

One of the aims of university is to prepare students to meet and behave in a professional field after bachelor or master studies, and to develop professional competencies. Nonetheless, it is observed that after university, students do not have the competencies required to thrive in an economic field. Furthermore, students often cannot name the competencies they acquired or developed at the university. This study aims to understand the use of ‘reflective practice’ and ‘reflective breaks’ in a standard course. We implemented this practice on a ‘professional didactic’ course. Students’ competencies awareness was tracked by collecting their reflective text, and a semantic analysis was performed. Results showed that students gradually develop their competencies awareness especially for the ones targeted by the course, and leave behind their ‘generic’, or academic, competencies.

KEYWORDS:

• Reflective practice
• competencies awareness
• professionalisation

Disclosure statement

No potential conflict of interest was reported by the authors.

Statements and Declarations

Students’ participation in the study was voluntary and their identities anonymous (not collected/not required). A peer researcher commission was consulted to evaluate the nature of the data in relation to ethical issues according to the policy of IRB named [the institution anonymized for review].

Additional information

Notes on contributors

Maria Denami

Maria Denami is an Associate Professor in Education Sciences. Interested in Higher Education Pedagogy, her main research topic is the process of professionalisation of students and their support to the development of professional skills. In this sense, her research objective is to understand how experiential learning combined with reflexivity support leads to the awareness/development of students’ professional competencies. She is a member of the Learning, Teaching and Education practices team at LISEC. Maria Denami has worked for three years in the Student Success Unit and has designed and managed various projects to support integration and success. During the winter semester 2021-2022, she was a visiting professor at the University of Dresden to participate in the training of future teachers in pedagogical engineering and training.

Dina Adinda

Dina Adinda holds a Ph.D. in Education Sciences. Associate professor of Education, she is also manager of an undergraduate online training program at the University Paris Nanterre. Her research interests include digital technology for teaching and learning, mentoring strategies, learners’ self-direction, higher education and adult learning.