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Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice
journal contributionposted on 17.05.2017 by Basil Khalifa Costas Derek Cahusac de Caux, Cho Kwong Charlie Lam, Ricky Lau, Cuong Huu Hoang, Lynette Pretorius
Any type of content formally published in an academic journal, usually following a peer-review process.
This literature review highlights the benefits of participating in a doctoral writing group, with specific emphasis on how these learning communities foster reflective practice skills development. In particular, this review proposes that the process of continuous peer feedback and discussion benefits students by helping them verbalise their internal reflective thinking, fostering reflective practice skills development through various authentic learning experiences. Consequently, this review highlights the importance of establishing and supporting doctoral writing groups to further develop doctoral students’ personal epistemology, growth and professional practice.