June 24, 2017
June 24, 2017
June 28, 2017
Educational Research and Methods
TITLE Faculty Pre and Post Reflections through Video Annotated Review of Faculty Teaching
ABSTRACT Reflection is a critical need for peer observations and reviews to initiate a change in practice (Race, 2001; Allen, 2002 and Bell, 2002. It is maintained, however, that the self-reflections must be adequate to effect this change, and that there are challenges involved in developing meaningful reflective practices (Harvey and Knight, 1996). Literature exists that defines adequate self-reflection and provides reasons why many instructors fall short when they self-reflect. However, studies on instructor reflective statements and how they might evolve over time and in the context of a cohort of peer reviewers has not been extensively studied. This study compares both pre and post peer observation self-reflection statements of a cohort of undergraduate faculty over a period of two years. The self-reflection statements are coded using methods inspired by those defined by Lew and Schmidt in their study of student reflective journaling and Jay and Johnson in their study of typology of reflective practice in teacher education. Analysis of the reflections provide insight into the depth and types of reflective statements produced by this cohort, allowing conclusions to be made on the evolution, if any, of the participants’ reflection statements. Underlying factors that may have influenced that evolution will be identified, providing the potential to identify how best to develop meaningful self-reflection in undergraduate faculty.
Davids, L. K., & Pembridge, J. J., & Allam, Y. S. (2017, June), Board # 41 : Faculty Pre- and Post- Reflections through Video-annotated Review of Faculty Teaching Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27850
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