REFLECTIVE LEARNING

Reflective Learning

Reflective Learning

Introduction

The context of teaching has changed over the past two decades, and it is going to continue to change even more so in the coming century. Our democratic society is being transformed as we rapidly move toward an information society and a global economy. The changes are taking place more quickly than schools seem able to accommodate. From cognitive theorists to political leaders, individuals outside schools are pressuring educators to teach students how to frame and solve problems, to think critically, to develop a multicultural awareness, and to demonstrate mastery of basic skills. All of these demands have significant implications for teaching.

The incidence of part-time term time employment

Market & Opinion Research International (MORI) and UNITE (UNITE Group 2004) identified that 4 in 10 students work during term time in order to fund their studies; Universities UK (2005) set this figure slightly higher, at 53%. What is clear is a steady rise in the numbers of students undertaking paid work in term time. The Trade Union Congress's (TUC/NUS 2006) All Work and Low Pay report suggested an increase of 50% between 1996 and 2006 of students who support themselves via employment, indicating a possible link between the higher incidence of student work and the reduction of funding and support mechanisms from the state. From the universities surveyed by Universities UK, the numbers of students working within term time ranged from 42% to 78% and was linked to a number of factors, such as subject of study, personal factors, and living and financial situation. There also tended to be a decrease in the engagement of term-time work by final-year students, the result in part of the desire to focus upon final-year exams and assessments.

Research by Universities UK (2005) showed that almost half of all students who worked in term time found juggling work and study a problem. These difficulties could result in missing lectures or being tired. This may be particularly true of students working unsociable hours and late nights, which is prevalent in the service sector in which many are employed. In some instances employers may be flexible and allow negotiation of hours (Watts and Pickering 2000), although some evidence points to little empathy and understanding from employers, with students feeling in some cases pressurised to take on more hours than originally agreed (Curtis 2002).

The reasons students undertake term-time employment

Students work during term time primarily for financial reasons; economic survival is cited as a major reason for working, using money to buy the essentials. Broadbridge and Swanson (2005) were concerned of the interpretation by students of the word 'essential', stating that it is open to interpretation as students may view running a car as essential, which perhaps ten years ago would be regarded as a luxury, but nowadays cars are viewed by students as essential for lifestyle maintenance and part of 'youth consumption' (Broadbridge and Swanson 2006). Acording to MORI, one in seven students receive no financial support from family or friends (UNITE Group 2004) and the cash is ...