Reflect On Teaching Practices

Updated Supporting Resources- August 2016

Books and Articles

  • Atkinson, D., & Bolt, S. (2010). Using teaching observations to reflect upon and improve teaching practice in higher education. Journal of the Scholarship of Teaching & Learning, 10(3), 1-19.
    • One method to improve teaching and learning skills within the faculty ranks is to involve peer observation of teaching staff. This allows for self and collaborative reflection on teaching practices.
  • Cole, A.L., & Knowles, J.G. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Boston: Allyn and Bacon.
    • This is a book for educators who are interested in exploring their own practice through inquiry practices. The authors create a framework for reflexive inquiry that is grounded in principles of experiential learning and self-directed development.
  • Eliason, S. (2010). Reflective practice and inquiry in professional development for online teaching. Journal of Online Learning and Teaching, 6(2), 454.
    • This article is a resource for those new to online professional development. It describes professional development training for faculty preparing to teach online. The primary focus of the training is on pedagogical rather than technical skills.
  • Jay, J.K. (2003). Quality teaching: Reflection as the heart of practice. Lanham, MD: Scarecrow Press.
    • Teacher reflection is one of the most fundamental characteristics of an accomplished practice. This book helps the reader to understand the importance of reflection as an aspect of quality teaching, and to understand the link between reflective teaching and student success.
  • Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
    • The author proposes a framework for developing as a critically reflective teacher. Essential practices for developing this skill are discussed.
  • Price, A. (2004). Encouraging reflection and critical thinking in practice. Nursing Standard, 18(14), 46-52.
    • For reflection to become a transferable skill that is used in practice, practitioners need to learn how to combine this skill with critical thinking. This article provides practical guidance to mentors, clinical supervisors and preceptors on how this might be encouraged.
  • Yost, D.S., Forlenza-Bailey, A., & Shaw, S.F. (1999). The teachers who embrace diversity: The role of reflection, discourse, and field experience in education. The Professional Educator, 2192), 1-14.
    • Investigated beginning teachers’ beliefs about diversity issues. Interviews with beginning teachers graduated from a program that emphasized the development of critical reflection and moral decision making indicated that the confluence of field experiences in professional development centers, seminar-related discourse, and critical reflection contributed to their positive attitudes regarding student diversity.

Web:

  • Flipped Teacher Training. (2015). 21st Century Reflective Practice Model. https://youtu.be/7fsqGxpdmrc
    • The narrators give a nice overview of self-reflection for educators. The premise is that we do not actually learn from experiences as much as we learn from reflecting on those experiences.
  • Harvard Graduate School of Education. (2016). The Value of Self-Reflection. https://www.gse.harvard.edu/news/uk/14/10/value-self-reflection
    • This news article from Harvard gives some insight into some ways that reflection on teaching practices can be done, including the use of video to record and watch instructional moments.
  • Michigan State University. Reflective Practice. http://fod.msu.edu/oir/reflective-practice
    • The links included in this website provide both introductory and advanced materials on reflective practice. Definitions, examples, tutorials, and several approaches to becoming a more reflective educator can also be found here.

Original Supporting Resources:

  • Cole, A.L., & Knowles, J.G. (2000). Researching teaching: Exploring teacher development through reflective inquiry. Boston: Allyn and Bacon.
  • Jay, J.K. (2003). Quality teaching: Reflection as the heart of practice. Lanham, MD: Scarecrow Press.
  • Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307.
  • Price, A. (2004). Encouraging reflection and critical thinking in practice. Nursing Standard, 18(14), 46-52.
  • Yost, D.S., Forlenza-Bailey, A., & Shaw, S.F. (1999). The teachers who embrace diversity: The role of reflection, discourse, and field experience in education. The Professional Educator, 2192), 1-14.
    • Reflection: of student, on learning process, goals- Feedback- Assessment: throughout course/formative & at end/summative (TO)