In summary
- Reflective teaching is intentional and iterative, meaning it is an ongoing practice of reflection on teaching to improve student learning and develop as an educator.
- While various models exist to guide reflection, the ultimate approach is determined by your goals and the context. Which model might serve you best?
- High-quality reflection should be continuous, connected, challenging and contextualized.
Expandable List
As Maya builds these habits, she notices a shift. She feels more in control of her teaching development, and her students report greater clarity and engagement. Additionally, she feels more confident discussing her teaching in reviews with her Department Chair, as she can articulate not only what she does, but why she does it and how she adapts in response to student needs. Maya has come to understand how valuable this process of reflection is and how much it has enriched and impacted her teaching. Reflection becomes a bridge between her identity as a researcher – where critical analysis is second nature – and her growth as an educator.
Having completed this module, you should now be able to:
- Define reflective teaching practice
- Describe the benefits of reflective teaching practice
- Identify various frameworks and models for engaging in reflective teaching practice
- Explore strategies for implementing reflective teaching practice
References
Horton-Deutsch, S., & Sherwood, G. (2017). Reflective practice: Transforming education and improving outcomes (2nd ed.). Indianapolis, IN: Sigma Theta Tau International.
Machost, H., & Stains, M. (2023). Reflective practices in education: A primer for practitioners. CBE—Life Sciences Education, 22(2).