Supporting the reflective practice of tutors: what do tutors reflect on?

被引：29

作者：

Bell, Amani ^{[1
]}

Mladenovic, Rosina ^{[2
]}

Segara, Reuben ^{[2
]}

机构：

[1] Univ Sydney, Inst Teaching & Learning, Sydney, NSW 2006, Australia

[2] Univ Sydney, Fac Econ & Business, Sydney, NSW 2006, Australia

来源：

TEACHING IN HIGHER EDUCATION | 2010年 / 15卷 / 01期

关键词：

academic teaching development; improving teaching practice; self-reflection; sessional staff; HIGHER-EDUCATION; TEACHERS; CONCEPTIONS; QUALITY;

D O I：

10.1080/13562510903488139

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection identified in tutors' reflective statements following a peer observation of teaching exercise. We used an adapted version of the categories developed by Grushka, McLeod and Reynolds in 2005 to code text from 20 written statements as technical (26% of comments), practical (36% of comments) and critical (33% of comments). Tutors also wrote about the affective aspects of the exercise and the majority of such comments were positive. Most tutors reflected in a holistic way about their teaching, noting the importance of getting the technical aspects right while also being concerned about pedagogical matters and issues beyond the classroom. The exercise was an effective way to prompt tutors to reflect on their teaching and helped tutors articulate and formalise their learning from the peer observation activity. Suggestions for further exploration of the reflective practice of tutors are provided.

引用

页码：57 / 70

页数：14

共 54 条

[1] THE REFLECTIVE PRACTITIONER AND THE CURRICULUM OF TEACHER-EDUCATION [J].