Spring 2024 - EDUC 352W E100

Building on Reflective Practice (4)

Class Number: 6496

Delivery Method: In Person


  • Course Times + Location:

    Jan 8 – Apr 12, 2024: Thu, 4:30–8:20 p.m.

  • Prerequisites:

    EDUC 252.



Building on the experience of EDUC 252, prospective educators will continue to develop their reflective practice. Various educational issues related to the caring for learners and the creation of learning communities will be explored. Students will spend time in educational settings exploring the importance of connected educational experiences for learners. Students with credit for EDUC 401 or holding a teaching certificate may not take this course for credit Writing.


This course offers students the opportunity to learn and practice writing as a vehicle for both reflective practice and place-based fieldwork. Under this aim, students explore different practices and forms of reflective writing/fieldwork, contributing to the crafting of a personal pedagogical creed and living curriculum resources. This course aims at discovering the vital and essential connection between being a reflective person and being a critically reflective educator through encountering and cultivating world-centered pedagogical practices and curricular orientations.


While our approach to assessment is not one of 'ticking boxes', it is still useful to have 'big picture' learning/educational goals in mind to orient all involved along the journey through the course and the assignments.

  • Becoming a deeply reflective person, thereby being capable of creating not only a reflective life for oneself but also reflective moments, practices, contexts, settings, and institutions that can contribute to establishing and sustaining a culture of civility, care, compassion, creativity, integrity, and healing.
  • Exploring and discovering what matters—what is meaningful—in one’s life as student, educator, professional, parent, sibling, partner, friend, etc., and most of all, as a human being. As well, integrating what is meaningful in all these various dimensions of our lives so that one lives and acts as a whole person.
  • Crafting a pedagogical creed as well as living curriculum resources, articulating what you value about life, learning, teaching, and education.
  • Integrating one’s personal ‘life creed’ with their pedagogical creed – the aim being a move toward holistic integration of the personal, professional, and academic in one’s life and reflective practice.
  • Exploring and cultivating a diversity of reflective writing and field-work practices that support your work as a reflective person, educator and researcher, including creative, arts-based and multimodal forms of communication.
  • Becoming practiced at working with one’s consciousness, emotions, and embodied states in a way that supports reflection.
  • Caring about and understanding the importance of place, land and environment as sites of reflective practice and pedagogy.
  • Understanding and appreciating the interconnections and continuities between teaching, research and place-based fieldwork practices.


  • Reflection/fieldwork Journal 30%
  • Positioning statement, land/self/ecology 20%
  • "My pedagogical creed" 30%
  • Seminar facilitation & engagement mark 20%


No final exam



Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:


SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html