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Peer reviewed
Direct linkRocío Barrios-Rodríguez; Inmaculada Salcedo-Bellido; José Juan Jiménez-Moleón; Macarena Lozano-Lorca; Noelia Galiano-Castillo; Enrique José Cobos; José Dámaso Vílchez Rienda; Rocío Olmedo-Requena; Carmen Amezcua-Prieto; Sandra Martín-Peláez; Carmen María González Domenech; Juan Pedro Arrebola Moreno; Raúl A. Rica; María Eugenia García-Rubiño; Pilar Requena – International Journal for Academic Development, 2023
In a peer-review of teaching (PRT) program, we aimed to i) use pre- and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished…
Descriptors: Peer Evaluation, Teacher Evaluation, College Faculty, Reflection
Download full textVirtue, Emily E. – Journal of Effective Teaching in Higher Education, 2021
Instructors in higher education are often asked to reflect on their pedagogical choices in formulaic, detached, rote ways such as end of the year faculty evaluations or in response to peer review of teaching. Yet, because of the parameters for these reflections, they often lack depth or much consideration. Particularly because higher education…
Descriptors: College Faculty, Teaching Methods, Reflective Teaching, Reflection
Sandoval, Jennifer – Journal of Communication Pedagogy, 2021
In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I…
Descriptors: Teaching Methods, Racial Bias, Controversial Issues (Course Content), Reflection
Annacontini, Giuseppe; Paiano, Anna Paola – Digital Education Review, 2019
In this paper we intend to present a tool for self-assess, support and improve reflective thinking in the educators towards the use of digital storytelling. First, we present an overview on the theoretical framework for conceptualizing a reflective educator, who needs to have a conscious approach on the practice and inquiries on the ethical…
Descriptors: Reflection, Story Telling, Educational Technology, Technology Uses in Education
Tembrioti, Lara; Tsangaridou, Niki – Research in Dance Education, 2014
The importance of reflective practice is frequently noted in the literature; indeed, reflective capacity is regarded as an essential characteristic for professional competence. The ability to think about why and what one does is critical to intelligent practice, practice that is reflective rather than routine. In recent years, higher education…
Descriptors: Dance, Reflection, Reflective Teaching, Dance Education
Jakeman, Rick C.; Henderson, Markesha M.; Howard, Lionel C. – Teaching in Higher Education, 2017
This article presents a critical reflection on how we, instructors of a graduate-level course in higher education administration, sought to integrate theoretical and subject-matter content and research methodology. Our reflection, guided by autoethnography and teacher reflection, challenged both our assumptions about curriculum design and our…
Descriptors: Higher Education, Graduate Study, Reflection, Reflective Teaching
Developing Reflective Practice or Judging Teaching Performance? the Implications for Mentor Training
Ingleby, Ewan – Research in Post-Compulsory Education, 2014
This article draws on reflections offered by 80 post-compulsory education and training initial teacher training (PCET ITT) mentors on a mentor-training programme that has been designed by a UK higher education institution and delivered to its four partner colleges since October 2009. The findings are based on questionnaire data that has been…
Descriptors: Foreign Countries, Mentors, Higher Education, Questionnaires
Mitchell, Veronica Ann – Education as Change, 2017
Reflective practice has become a core component in higher education studies. In the health sciences, reflective tasks are required throughout the undergraduate programmes, yet many students struggle to find value in these tasks for their present and future professional practice. Benefits that can be derived from the process are undermined by this…
Descriptors: Reflective Teaching, Higher Education, Undergraduate Study, Foreign Countries
Mair, Carolyn – Psychology Teaching Review, 2012
Understanding how students can better manage their expectations has been a topic of interest in pedagogy for some time, yet solutions remain elusive. This paper describes a recent study which aimed to help students make more realistic predictions by increasing their metacognition. At the outset, participants completed a metacognitive awareness…
Descriptors: Metacognition, Reflective Teaching, Prediction, Scores
Barton, Georgina; Ryan, Mary – Higher Education Research and Development, 2014
Reflection is not a new concept in the teaching of higher education and is often an important component of many disciplinary courses. Despite this, past research shows that while there are examples of rich reflective strategies used in some areas of higher education, most approaches to, and conceptualisations of, reflective learning and assessment…
Descriptors: Reflective Teaching, Teaching Methods, Case Studies, Higher Education
Akinbode, Adenike – Studying Teacher Education, 2013
This article discusses a process of self-inquiry that took the form of a narrative journey of transformation. The process included reflective practice deepened by focusing on the lived experience of being a teacher, and as the process unfolded I sought to discover more about classroom events as lived experiences for teacher and students. The…
Descriptors: Reflective Teaching, Professional Development, Personal Narratives, Experience
Ryan, Michael; Brough, Dean – Journal of Learning Design, 2012
While requiring students to think reflectively is a desirable teaching goal, it is often fraught with complexity and is sometimes poorly implemented in higher education. In this paper, we describe an approach to academic reflective practices that fitted a design subject in fashion education and was perceived as effective in enhancing student…
Descriptors: Teaching Methods, Reflective Teaching, Reflection, Higher Education
Stevens, Kym; Huddy, Avril – Research in Dance Education, 2016
Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students' reflective skills and the more sophisticated reflective ability needed to navigate the twenty-first-century workforce. This paper charts the evolution of a…
Descriptors: Dance, Dance Education, Undergraduate Study, Teacher Education
Ryan, Mary – Studies in Continuing Education, 2012
The importance of reflection in higher education, and across disciplinary fields is widely recognised. It is generally embedded in university graduate attributes, professional standards and course objectives. Furthermore, reflection is commonly included in assessment requirements in higher education subjects, often without necessary scaffolding or…
Descriptors: Foreign Countries, Higher Education, Reflection, Interdisciplinary Approach
Ryan, Mary – Teaching in Higher Education, 2011
Reflective skills are widely regarded as a means of improving students' lifelong learning and professional practice in higher education (Rogers 2001). While the value of reflective practice is widely accepted in educational circles, a critical issue is that reflective writing is complex, and has high rhetorical demands, making it difficult to…
Descriptors: Higher Education, Reflective Teaching, Hermeneutics, Semantics
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