University teachers’ self-reflection on their academic growth

Embed Cite Participate Recommend

Mike Watts, Brunel University, discusses the academic growth of four university teachers, over a two-year period, with the intention of enhancing inquiry-based learning in practice. Data were generated within the natural settings of classrooms, laboratories and lecture halls, through the analysis of teaching materials, low-participation observation, informal discussions and semi-formal interviews. The research approach was based on a critical social paradigm, assuming principles of action-research methodology privileging a transitional ‘instructional coaching approach’. Outcomes show a marked interest in the design and development of innovative approaches to teaching, learning, feedback and assessment. They demonstrated strong collaborative practices, insightful reflections on their teaching activities, and willingness to share evaluations both within and without of university contexts and successfully contributing thoughts and ideas to a wider audience.

 

Image courtesy of interviewee

Log-in or Sign-up to Faculti
Currently viewing as guest. You have insight(s) remaining for this month.

Leave a Reply

Your email address will not be published.

Copyright © Faculti Media Limited 2023. All rights reserved.
Recommend Faculti to your librarian

Thousands of engaging insights, delivered at the world's leading institutions. 
Librarians welcome and value students, faculty and staff recommendations, and we aim to facilitate these suggestions in an impactful way.

error: