Encouraging reflection on teaching and learning
المؤلف:
Lorraine Stefani
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P119-C12
2025-06-24
571
Encouraging reflection on teaching and learning
We may ask the question, 'why is it so problematic to engage academic staff in the processes of reflecting on their classroom practice and in self- assessment processes'? While the question is perfectly legitimate it is also somewhat ironic given the current trends towards promoting student self-assessment, reflection on learning and personal development planning procedures (Stefani, 2001). A partial answer to the question is that academic staff have not traditionally been asked to explicitly reflect on their practice nor to engage in peer assessment/evaluation relating to classroom practice. The traditional overemphasis on research output and the consequent perceived 'lack of esteem' for teaching (Middleton, 1998; Elton, 1995) have had the unfortunate consequence that provision of an excellent learning environment for students is assumed when promotion or career advancement issues for academics are considered.
Fortunately there is growing recognition that teaching or facilitating student learning at tertiary level is a highly complex activity worthy of research and reflection (Stefani & Elton, 2002). In actual fact there has been recognition of this for a very long time but it is only recently that this belief is being acted upon in a more visible manner. In 1985, Lord Ashby, who was Vice Chancellor of a prestigious UK University stated in the preface to a book entitled 'Learning More and Teaching Less' (Brewer, 1985): "For many years I taught in universities. Like most academics I assumed that the only qualification I needed was expertise in the discipline I taught. It did cross my mind that how to teach might be a discipline in its own right, but I never gave it much thought. I marked thousands of examination scripts without examining what the scripts could teach me about my capacity as a teacher and examiner" (quoted in Elton, 1995).
Sadly it is probably the case that many senior academics could say the same thing today if they gave it much thought. However, internationally we are witnessing a 'sea change' in attitudes towards university teaching. The Dearing Report in the UK (NCIHE, 1997) started a ball rolling with respect to questioning 'the lack of esteem' granted to teaching. An outcome of this report was the setting up of the Institute for Learning and Teaching in Higher Education (now incorporated as part of the Higher Education Academy (HEA, 2005)). The function of the ILTHE is stated to be 'supporting effective teaching and encouraging innovative approaches to learning and teaching'. The ILTHE developed membership criteria based on five areas of professional activity which include:
• Developing effective learning environments and learner support systems
• Reflective practice and personal development (relating to teaching and learning)
More recently Australian Universities have seen the setting up of the Carrick Institute for Learning and Teaching in Higher Education. The mission statement of the Institute is 'to promote and advance learning and teaching in Australian higher education'. Some of the key objectives of the Carrick Institute include:
• Raising the profile and encouraging recognition of the fundamental importance of teaching
• Fostering and acknowledging excellent teaching
• Promoting and supporting strategic change in higher education institutions for the advancement of learning and teaching, including curriculum development and assessment (Carrick Institute, 2005)
The New Zealand government is currently engaging in a consultation exercise with the goal of setting up a National Centre for Excellence in Tertiary Teaching with the government commenting that there must be a shift from a transmission mode of teaching to one of facilitating learning and promoting reflective practice (STEP, 2005).
It is extremely difficult to imagine that this level of resource is being put into 'teaching enhancement for the sake of maintaining the status quo. It is much more likely to be the case that there will be individual accountability for classroom practice with rather more clarity regarding evidence of reflection on practice regarding the facilitation of student learning.
How then can we support academic staff chasing their tails to achieve high ratings on their disciplinary based research output to engage in a more scholarly, research based, reflective approach to teaching? Several approaches can be taken but the remainder will focus on two particular activities that can encourage reflection on practice and how these activities may enable staff to develop a better understanding of the learning processes in which they are increasingly engaging their students. These two activities are:
• Developing and maintaining a reflective Teaching Portfolio
• Actively engaging in peer observation and feedback on classroom practice
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