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Su, Yuling; Chung, Ya-hui – Teaching in Higher Education, 2015
It remains ambiguous how college students form perceptions of professional development by identifying their emotional reactions and reflecting on their experiences in a situated setting. College students undergo professional development by participating in field experiences and reflecting on their experiential learning. In addition, researchers…
Descriptors: Emotional Response, College Students, Student Attitudes, Concept Formation
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Gunersel, Adalet B.; Kaplan, Avi; Barnett, Pamela; Etienne, Mary; Ponnock, Annette R. – Teaching in Higher Education, 2016
The current study employed an emergent theoretical model of teaching role identity and motivation to investigate the change in conception of and motivation for teaching in higher education of research graduate students who teach in the United States. Fifteen participants took a graduate-level seminar as part of a two-course teaching professional…
Descriptors: Graduate Students, Research Universities, Teacher Education, Professional Development
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Siebert, Sabina; Walsh, Anita – Teaching in Higher Education, 2013
This article considers the role of reflective practice in work-based learning in higher education. The benefits of using reflection for learning at work have been widely recognised and the pedagogy to support reflection is now established. However, the use of reflective practice has been subjected to considerable critique, and many of the…
Descriptors: Reflection, Workplace Learning, Higher Education, Job Skills
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Kumrai, Rajni Rani; Chauhan, Vipin; Hoy, Jane – Teaching in Higher Education, 2011
Amongst the academic community there has been an increasing acceptance that knowledge and learning is no longer situated solely within academic settings and that workplace settings are also legitimate spaces for reflecting on practice in order to enhance professional capabilities. Learners are uniquely placed to draw on their workplace experiences…
Descriptors: Curriculum Development, Academic Education, Experiential Learning, Teaching Methods
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Smith, Elizabeth – Teaching in Higher Education, 2011
Despite long-standing commitment to the notion of critical reflection across the healthcare professions it is unusual for critical theory and practice to be taught as explicit subjects in healthcare higher education. There is evidence to show that reflective techniques such as critical portfolios and reflective diaries can help students to…
Descriptors: Critical Theory, Social Systems, Diaries, Reflection
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Loads, Daphne – Teaching in Higher Education, 2010
University lecturers need to help their students to develop ways of being that will allow them to flourish amidst uncertainty. Professional development workshops involving artwork and reflection provide a space where lecturers themselves can hold, examine and develop tolerance for uncertainty. Artwork and exploration of metaphors enable them to…
Descriptors: Nursing Education, Teachers, Professional Development, Workshops
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Bell, Amani; Mladenovic, Rosina; Segara, Reuben – Teaching in Higher Education, 2010
Effective self-reflection is a key component of excellent teaching. We describe the types of self-reflection identified in tutors' reflective statements following a peer observation of teaching exercise. We used an adapted version of the categories developed by Grushka, McLeod and Reynolds in 2005 to code text from 20 written statements as…
Descriptors: Peer Evaluation, Observation, Tutors, Reflective Teaching
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Trevitt, Chris; Perera, Chandima – Teaching in Higher Education, 2009
Even as the notion of continuing professional learning or development (CPL) in academic practice has become more established, the concept of curriculum and the nature of the learning involved remains problematic. We argue for a focus on transformation of self, and posit this as an expanded version of one established curriculum model. Through a…
Descriptors: Curriculum Development, Institutional Administration, Models, Epistemology