Exploring the impact of faculty reflection on weekly student evaluations of teaching
Data(s) |
01/06/2011
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Resumo |
This exploratory study considered Larrivee’s assessment of teachers’ reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In-depth interviews were conducted with six faculty members in three departments at a university college in the UK. The study found that: (a) faculty who experienced surface-level reflection were more likely to have a reactive reflection style; and (b) faculty who experienced higher levels of reflection were more likely to have a proactive reflection style. Overall, the tool was found to be an efficient means of encouraging reflection by all participants and demonstrated that reflective practice could come about as a result of these weekly formative SETs. The study concludes with suggestions for academic development and future research on reflection that could be conducted using SETs via a VLE.<br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
Routledge |
Relação |
http://dro.deakin.edu.au/eserv/DU:30040234/winchester-exploringthe-2011.pdf http://dro.deakin.edu.au/eserv/DU:30040234/winchester-exploringthe-evidence-2011.pdf http://dx.doi.org/10.1080/1360144X.2011.568679 |
Direitos |
2011, Taylor & Francis |
Palavras-Chave | #reflective practice #reflective learning #academic development #student evaluations of teaching; #virtual learning environment |
Tipo |
Journal Article |