Abstract
<p>University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.</p>
Highlights
Scholarships of learning and teaching in higher education strongly advocate that critically reflective educators are excellent educators who continually improve the worthiness of their teaching by repeated refining of their pedagogical approach
McKay (2007), for instance, claimed that critically reflective educators possess many qualities that can deliver better learning experiences for students. These include the following: (1) Critically reflective educators lead a more innovative practice, freeing themselves from routine behaviours, and they often consider different methods of delivering a particular module to make learning more effective; (2) Critically reflective educators are self-driven in their professional development. They continually learn about effective pedagogical practices by attending seminars/workshops and through readings; and (3) Critically reflective educators are actively involved in the overall program/curriculum planning, development and change at the school level, that drive a more effective teaching
This study demonstrated the pathway by which a construction management lecturer can become a critically reflective educator
Summary
Scholarships of learning and teaching in higher education strongly advocate that critically reflective educators are excellent educators who continually improve the worthiness of their teaching by repeated refining of their pedagogical approach. McKay (2007), for instance, claimed that critically reflective educators possess many qualities that can deliver better learning experiences for students. McKay (2007), for instance, claimed that critically reflective educators possess many qualities that can deliver better learning experiences for students These include the following: (1) Critically reflective educators lead a more innovative practice, freeing themselves from routine behaviours, and they often consider different methods of delivering a particular module to make learning more effective; (2) Critically reflective educators are self-driven in their professional development. Theoretical literature (engaging with scholarly literatures) – lecturers who research, present and/or publish scholarly work about their teaching demonstrate an enlarged, forwardthinking practice This framework has been well-received and largely adopted in universities as an overarching guide that can be utilised by desiring lecturers to lead a reflective practice
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