Self-reflection in teaching is the process of examining the impact of personal values, beliefs, styles of communication, and experiences on student learning. This process develops a deeper understanding of one’s culture, biases, experiences, and beliefs as these may influence future teaching and learning. Activities that may aid in self-reflection are:
Peers can provide a unique perspective on our teaching styles and practices. Shared dialogue with peers can provide useful and constructive reflective insights.
Teaching evaluation and reflection lead to the creation of an action plan for teaching. The Faculty provide a variety of resources to assist you in the creation of this action plan. These resources include strategic planning, opportunities for professional development and peer mentoring. When complete, your action plan may include:
This is the process of formulating specific actions to address individual issues arising from the feedback and reflection phases. (For example, creating an assessment rubric for distribution to students in week one to clarify assessment expectations for a unit.)
Professional development refers to skills and knowledge attained for both personal development and career advancement. Professional development encompasses all types of facilitated learning opportunities, such as formal coursework, conferences and informal learning opportunities situated in practice.
Mentoring is a mutually beneficial relationship which involves a more experienced person helping a less experienced person to achieve their goals. Effective mentoring:
Authorised by the Dean, Faculty of Education
1 May, 2012