ERIC Number: EJ926188
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-144X
EISSN: N/A
Exploring the Impact of Faculty Reflection on Weekly Student Evaluations of Teaching
Winchester, Tiffany M.; Winchester, Maxwell
International Journal for Academic Development, v16 n2 p119-131 2011
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.
Descriptors: Student Evaluation of Teacher Performance, Reflective Teaching, Reflection, Formative Evaluation, Educational Practices, Mail Surveys, Virtual Classrooms, Interviews, Teacher Attitudes, Student Attitudes, College Faculty, Foreign Countries, Instructional Effectiveness, Teaching Methods
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A