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Reflective practice is a vital part of teaching and learning. It increases awareness of our own professional knowledge and action, and encourages us to work with other colleagues and students to share best practice and draw on others for support. Relationships become positive and demonstrate mutual respect. Ultimately, reflection makes sure all students learn more effectively as learning can be tailored to them. The process of reflection is cyclical and iterative. There are several approaches to reflecting on teaching, for example, Schön (1991) distinguishes:

Reflection-in-action (during a lesson) which allows you to deal with surprising incidents that may happen in a learning environment (e.g., students struggling with a concept) and adapt your teaching accordingly . It also allows for analytics-informed learning to personal the student experience.

Reflection-on-action (after the event) encourages ideas on what you need to change for the future by considering causes and options, which should be informed through shared practice and evidence from higher education research.

This module provides resources and examples on:

Peer review of teaching, teaching observations and peer mentoring
Learning analytics data to inform learning design and or re-design
Learn more about reflective practice - a guide by the Cambridge International Education T&L Team

Additional Resources