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

Tiffany M. Winchester, Maxwell K. Winchester

Research output: Contribution to journalArticleResearchpeer-review

12 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)119-131
Number of pages13
JournalInternational Journal for Academic Development
Volume16
Issue number2
DOIs
Publication statusPublished - Jun 2011
Externally publishedYes

Keywords

  • Academic development
  • Reflective learning
  • Reflective practice
  • Student evaluations of teaching
  • Virtual learning environment

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