Reflective practice in conservation education

Higher education should develop the core blueprint for the critical and reflective thinking that conservation professionals will employ and further develop during the remainder of their career. This paper defines and discusses reflective practice in conservation education using examples drawn from teaching and assessment methods in place at Cardiff University. Feedback reveals the challenges that students face in developing reflective thinking and the difficulty of offering evidence for this. The complex role of tutors in developing reflective thinking is identified. Reflective learning can significantly contribute to developing reflective and critical conservation practitioners