Reflection for learning in doctoral training: writing groups, academic writing proficiency and reflective practice
Open accessAbstract
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.
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The benefits of experiencing a sense of belonging to a community include increases in students' skill development, perceived self-efficacy, motivation, engagement, involvement, persistence, and academic success.
“The benefits of experiencing a sense of belonging to a community have been extensively demonstrated in a variety of contexts, and include increases in students' skill development, perceived self-efficacy, motivation, engagement, involvement, persistence, and academic success”
From Building a sense of belonging among tertiary commuter students: The Monash Non-Residential Colleges program (2017) · cites this paper as Cahusac de Caux, Lam, Lau, Hoang, & Pretorius, 2017
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- Authors
- Cahusac de Caux, B. K. C. D., Lam, C. K. C., Lau, R., Hoang, C. H., & Pretorius, L.
- Affiliations
- School of Philosophical, Historical and International Studies, Faculty of Arts, Monash University , Melbourne, Australia
- Monash University (AU)
- Corresponding author
- Pretorius, Lynette
- Venue
- Reflective Practice
- Publisher
- Informa UK Limited
- Published
- 2017-05-12
- Volume
- 18
- Issue
- 4
- Pages
- 463-473
- ISSN
- 1462-3943 (ISSN-L)
- 1470-1103
- OpenAlex
- W2613148263
- Cited by
- 64
- References
- 59
- Citations by year
- 2026: 4 · 2025: 1 · 2024: 6 · 2023: 7 · 2022: 14 · 2021: 15 · 2020: 4 · 2019: 9 · 2018: 3 · 2017: 1
- FWCI
- 16.59
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Licence
- cc-by
- Locations
- Reflective Practice (publishedVersion)
- Figshare (submittedVersion, cc-by)
- Monash University (cc-by)
- Monash University
- Funders
- Monash International Postgraduate Research Scholarship
- MBio Discovery Scholarship
- Topics
- Social Sciences › Education › Reflective Practices in Education
- Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Academic Writing and Publishing
- Keywords
- academic writing proficiency, peer feedback, learning communities, doctoral students, personal epistemology, professional development, reflective thinking
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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