ABSTRACT

The importance of reflective pedagogy is widely acknowledged in HE and is a cornerstone of the helping professions curricula, enhancing students’ self-awareness and reflective skills. The literature emphasizes the virtues of reflection for the students’ personal and professional growth but insufficiently addresses the emotional pain entailed. To contribute to filling this gap, we examined how 103 students of social work and educational counseling experienced growth and emotional difficulty during a three-stage Life Story Reflection (LSR). Content analysis of the students’ written reflections upon completing the LSR and interviews conducted a year later revealed a strong sense of personal and professional growth, coupled with emotional difficulties. These two were perceived as intertwined components of the LSR, where feeling pain is necessary to develop personal and professional identity and skills. We discuss the implications for understanding students’ autobiographical reflection and offer practical recommendations for implementing LSR in HE.

摘要

反思教学法的重要性在高等教育中得到广泛认可，是帮助专业课程的基石，可提高学生的自我意识和反思技能。文献强调反思对于学生个人和职业成长的好处，但没有充分解决随之而来的情感痛苦。为了帮助填补这一空白，我们研究了 103 名社会工作和教育咨询专业的学生在人生故事反思 (LSR) 的三个阶段中经历的成长和情感困难。对学生完成 LSR 后的书面反思和一年后进行的访谈进行的内容分析显示出强烈的个人和职业成长意识，以及情感上的困难。这两个被认为是 LSR 中相互交织的组成部分，感受痛苦对于发展个人和职业身份和技能是必要的。我们讨论了理解学生自传反思的意义，并为在高等教育中实施 LSR 提供​​了实用建议。