Winchester, Tiffany and Winchester, Maxwell ORCID: https://orcid.org/0000-0001-5458-517X (2011) Exploring the impact of faculty reflection on weekly student evaluations of teaching. International Journal for Academic Development, 16 (2). pp. 119-131. ISSN 1470-1324

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.

Search Google Scholar

Repository staff login