Volume 3: Reflective Teaching
Although approaches to reflective teaching vary, reflective teachers generally accept that their teaching practices, and the motives for those practices, should be critically questioned and continually improved. Critical reflection is not limited to teaching techniques, but includes our attitudes, beliefs, behaviors, and perceptions. A few of the many strategies for reflection include the following:
Self Analysis Through:
- Use of teaching portfolios (Seldin, 1991) in which ongoing efforts to update course content as well as course delivery can be documented.
- Viewing a video recording of ones own teaching can be an eye-opening experience. The University Teaching Center (UTC) provides this service to University of Arizona faculty.
- Use of self-assessment forms such as those provided by the UTC.
- Self-assessment through filling out the same student questionnaire used to evaluate teaching at the end of each semester by students.
- Shared Analysis Through:
- Forming a reflective partnership or a cooperative effort between two faculty members who observe each other teach and discuss their interpretations of each other’s actions and intentions (Killen, 1995).
- Participating in a process of collegial coaching which centers on the two primary activities of observation of classroom teaching and instructional consultation (Keig and Waggoner, 1994).
- Utilizing your department chair as a resource. The role of the department chair in the implementation of the annual review process is critical. Department chairs will have increased responsibilities for assisting in the creation and implementation of improvement plans for those faculty who rate unsatisfactory in any category. Efforts are being made to increase resources for department chairs in learning how to assist faculty successfully in this process.
References
Keig, L. & Waggoner, M. (1994). Collaborative Peer Review: The Role of Faculty in Improving College Teaching. ASHE-ERIC Higher Education Report No. 2. Washington, D.C.: George Washington University.
Killen, R. (1995). Improving Teaching Through Reflective Partnerships. To Improve the Academy. Stillwater, OK: Professional and Organizational Development Network in Higher Education.
Seldin, P. (1991). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Bolton, MA: Anker Publishing Company.
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