An Evaluation of the Teaching and Learning of Reflective Practice at the Centre for Textile Conservation, University of Glasgow

The value of reflective practice in both professional education and lifelong learning is well established. In conservation the concept is fundamental to our ability to make informed decisions: to develop the cognitive and affective skills necessary to implement appropriate conservation strategies confidently, competently and ethically in wide ranging and dynamic contexts. Beyond the broad understanding of reflective practice as a process of learning through and from experience in order to gain new insights, it can have a considerable diversity of meanings. Its complexity can make it intimidating and, for conservation students, it has been found to be a challenging task. Through an evaluation of the learning, teaching and assessment of reflective practice at the Centre for Textile Conservation and Technical Art History (CTCTAH), University of Glasgow (UoG), this paper aims to peel back the layers of complexity to consider why it is challenging for students and how learning can be developed and assessed effectively