Exploring the impact of faculty reflection on weekly student evaluations of teaching

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Winchester, Tiffany and Winchester, Maxwell (2011) Exploring the impact of faculty reflection on weekly student evaluations of teaching. International Journal for Academic Development, 16 (2). pp. 119-131. ISSN 1470-1324

Abstract

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.

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Item type Article
URI https://vuir.vu.edu.au/id/eprint/6755
DOI https://doi.org/10.1080/1360144x.2011.568679
Official URL http://dx.doi.org/10.1080/1360144x.2011.568679
Subjects Historical > FOR Classification > 1303 Specialist Studies in Education
Historical > Faculty/School/Research Centre/Department > School of International Business
Historical > SEO Classification > 9305 Education and Training Systems
Keywords ResPubID24011, reflective practice, reflective learning, academic development, student evaluations of teaching, virtual learning environment
Citations in Scopus 13 - View on Scopus
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