Teaching mediation as reflective practice: On teaching

Hardy, Samantha (2009) Teaching mediation as reflective practice: On teaching. Negotiation Journal, 25 3: 385-400. doi:10.1111/j.1571-9979.2009.00232.x

Author Hardy, Samantha
Title Teaching mediation as reflective practice: On teaching
Journal name Negotiation Journal   Check publisher's open access policy
ISSN 0748-4526
Publication date 2009-07
Sub-type Article (original research)
DOI 10.1111/j.1571-9979.2009.00232.x
Volume 25
Issue 3
Start page 385
End page 400
Total pages 16
Place of publication Cambridge, MA, United States
Publisher Wiley-Blackwell Publishing
Language eng
Abstract This article contributes to a growing body of research about how to effectively teach mediation by considering how best to use role-plays in the mediation classroom to encourage reflective practice with a particular emphasis on the role of the teacher as a facilitator of reflective learning. The author suggests that the process of teaching mediation as reflective practice starts with teaching as reflective practice and emphasizes the importance of teachers' critical self-reflection. The article provides some examples of how teachers can encourage students to engage in reflective learning and develop their skills as reflective practitioners for their continued professional development.
Keyword Mediation
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: Institute for Social Science Research - Publications
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Citation counts: TR Web of Science Citation Count  Cited 2 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 3 times in Scopus Article | Citations
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Created: Thu, 03 Sep 2009, 07:49:58 EST by Mr Andrew Martlew on behalf of Institute for Social Science Research