Self-Reflection Note - A New Tool for Teaching and Learning -

The aim of this paper is to highlight University Pedagogy as a field that focuses on academics’ teaching role in Greek higher education. EU has recognized the need of improvement of the teaching skills of academics and urges the member states to recognize them as an important element of their professional profile. Only recently academics in Greece have launched the debate on innovative teaching and learning methods and practices. A Symposium that took place in 2016 and a significant empirical research are presented, because they are considered to mark the beginning of an emerging university culture, which incorporates the concern on teaching and learning excellence within higher education approaches in our country. The results of these initiatives indicate that critical self-reflection on teaching can lead to the transformation and to the adoption of alternative teaching practices, since the critically reflective process is a crucial point for the enhancement of an academic’s pedagogical, curricular and instructional knowledge.

Download Full-text

Problems In HOTS Application: A Study of Teacher’s Reflection and Decision Making

JET ADI BUANA ◽

10.36456/jet.v6.n02.2021.4048 ◽

2021 ◽

Vol 6 (02) ◽

pp. 163-170

Author(s):

Intan Riza Aprilya ◽

Muhammad Saifuddin

Keyword(s):

Decision Making ◽

Learning Outcomes ◽

Learning Process ◽

Teaching And Learning ◽

Higher Order Thinking ◽

Thinking Skill ◽

Teaching Activities ◽

Self Reflection ◽

Qualitative Research Design ◽

Critical Problems

Higher Order Thinking Skill (HOTS) is a demanded strategy to be applied in any teaching activities, including English teaching and learning process. This HOTS application offers attainable learning outcomes to the teachers when conducting teaching activities. Teachers are able to see how far students can learn based on cognitive, affective, and psychomotor aspect. However, there were problems which teachers found and challenged them to encounter the problems to keep the implementation of HOTS successful. This research was carried out to figure out teacher’s self-reflection on problems found and to determine decisions how to encounter them. In line to the research purpose, a qualitative research design was applied within interview and questionnaire. Furthermore, based on teacher’s reflection, it was revealed that during learning activities the students acted unmotivated and lack of confidence; they lacked English interest; and HOTs was not applied properly based on its stages. Then, decision making was established in terms of teaching strategies and lesson planning. In conclusion, despite the importance of creating HOTS to invite students to be creative and critical, problems still remained. Thus, self-reflection did assist teacher to analyze and figure out what teaching weaknesses are and imply to the HOTS application to improve teaching and learning process.

Download Full-text

Critical Self-Reflection as Disruption: A Black Feminist Self-Study

Journal of Culture and Values in Education ◽

10.46303/jcve.03.01.2 ◽

2020 ◽

Vol 3 (1) ◽

pp. 21-38

Author(s):

Benikia Kressler

Keyword(s):

Teaching And Learning ◽

Teacher Educators ◽

Methodological Approach ◽

Teacher Educator ◽

Junior Faculty ◽

Junior Faculty Member ◽

Self Reflection ◽

White Middle Class ◽

Self Study ◽

Educators Of Color

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.

Download Full-text

An Instructor Learning Analytics Implementation Model

Online Learning ◽

10.24059/olj.v21i3.1230 ◽

2017 ◽

Vol 21 (3) ◽

Author(s):

Holly McKee

Keyword(s):

Learning Outcomes ◽

Learning Analytics ◽

Teaching And Learning ◽

Research Problem ◽

Self Reflection ◽

Implementation Model ◽

Design And Development Research ◽

Pedagogical Intent ◽

And Performance ◽

Support Students

With the widespread use of learning analytics tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of learning analytics. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement learning analytics to support students with the purpose of improving learning outcomes. The goal was to develop and validate a model to guide instructors in the implementation of learning analytics tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including: LA as evidence, reaching out, frequency, early identification/intervention, self-reflection, and align LA with pedagogical intent and three themes falling under the category of caution including: skepticism, fear of overdependence, and question of usefulness. The model should enhance instructors’ use of learning analytics by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors’ use of this model to implement learning analytics in their courses affects retention, persistence, and performance.

Download Full-text

Counselling Pupils for Social Justice

Addressing Multicultural Needs in School Guidance and Counseling - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-0319-5.ch014 ◽

2020 ◽

pp. 292-338

Author(s):

Noxolo Mafu

Keyword(s):

Social Justice ◽

Teaching And Learning ◽

Cognitive Activity ◽

Frame Of Reference ◽

Democratic Process ◽

Collaborative Effort ◽

Self Reflection ◽

School Counselling ◽

Good Citizenship ◽

Effective Manner

Along the dynamic freedoms of democracies of the 21st century, counselling pupils for social justice is a radical democratic process of learning. This is within awareness of metacognitive application of critical thinking that transforms prior obtained frame of reference. It also ignites, without imposing, critical self-reflection as a deliberate cognitive activity on experiences that bring about perspective transformation. Ironically, that school counselling continues to be less regarded as a management role in schools is a misconstrued perspective that not only disadvantages the pupil but also alienates counsellors while also deflating effectiveness of teaching efforts. The teaching and learning process is a collaborative effort that can only succeed when existing school's networks are utilised in the most effective manner especially for a transformative and democratic education. This chapter explores avenues of school counselling along post-constructivist perspectives determining a democratic pupil as sought to be a change catalyst for good citizenship in the society.

Download Full-text

Students’ Self-reflections of Own Participation in English Language Oral Class

LSP International Journal ◽

10.11113/lspi.v6n2.92 ◽

2019 ◽

Vol 6 (2) ◽

Author(s):

Lin Han ◽

Masdinah Alauyah Md Yusof

Keyword(s):

English Language Learners ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Self Reflection ◽

Self Confidence ◽

Language Communication ◽

Skills Learning ◽

Higher Institutions

The English language learners’ needs changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Learners are expected to use the English language in daily communication and to learn the workplace English language communication skill. Due to this demand, language lecturers at higher institutions are expected to assist English language learners to use the language fluently rather than to concentrate heavily on form. Nevertheless, instigating speaking activities in Malaysian classrooms has never been easy and successful. This research was conducted with an aim to identify the underlying factors that motivate or demotivate students’ participation in an English oral classroom. The data were qualitatively collected via students’ self-reflection reports on their own participation in the English language oral class. It was found that teacher’s personality traits, students’ communication skills, learning environment, students’ motivation, self-confidence and topical knowledge, and fascinating discussion topics play significant roles in students’ participation in the English oral class. Thus, these findings could guide language teachers to consider relevant and creative oral activities to encourage students’ active classroom participation.

Download Full-text

A Pilot Study: Promoting Understanding and Peer Success (PUPS) in the Campus Community

Building Healthy Academic Communities Journal ◽

10.18061/bhac.v2i1.6408 ◽

2018 ◽

Vol 2 (1) ◽

pp. 25

Author(s):

Laura Pruitt Walker ◽

Kimberly D. Helms

Keyword(s):

College Students ◽

Nursing Students ◽

Teaching And Learning ◽

Causes Of Death ◽

The United States ◽

Course Evaluations ◽

Group Interview ◽

Self Reflection ◽

Health Course

Background: Suicide is one of the leading causes of death in the United States and is escalating in some populations, such as college students. Suicide is the 2nd leading cause of death among college students (Caruso, 2018). The number one cause of suicide is depression (Caruso, 2018).Aim: The aim of the Promoting Understanding and Peer Success (PUPS) project is to explore innovative approaches to teaching and learning in a psychiatric mental health course and to provide early identification and intervention for students or staff who are identified as “at risk” for suicide, depression, anxiety, and substance abuse.Methods: Researchers are utilizing a qualitative approach when collecting data from nursing students involved in this study. The Nursing Students are asked to engage in focus group interview questions and to complete a self-reflection activity focused on the PUPS project.Results: Nursing students have conducted suicide, depression, anxiety and substance abuse screenings on approximately 500 campus student and staff participants thus far. Many of these screenings have resulted in distribution of educational resources, referral and follow up with counseling services.Conclusions: Researchers are continuing to collect data in the form of focused group interview questions, anecdotal comments, and end of the term course evaluations from the nursing students. Thematic coding is pending. Based upon anecdotal comments from the nursing students, the course faculty/researchers of this study believe the PUPS Project is successful.

Download Full-text

Success in Student-Faculty/Staff SoTL Partnerships: Motivations, Challenges, Power, and Definitions

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2017.2.8 ◽

2017 ◽

Vol 8 (2) ◽

Cited By ~ 5

Author(s):

Anita Acai ◽

Bree Akesson ◽

Meghan Allen ◽

Victoria Chen ◽

Clarke Mathany ◽

...

Keyword(s):

Graduate Students ◽

Thematic Analysis ◽

Teaching And Learning ◽

Faculty Members ◽

Scholarship Of Teaching ◽

Self Reflection ◽

Successful Student

Partnerships with students are considered one of the principles of good Scholarship of Teaching and Learning (SoTL) practice. However, not all partnerships are equally successful. What characteristics are common to successful partnerships and what preparatory elements can lead toward more successful partnerships? In this article, our team of graduate students, educational developers, and faculty members engage in detailed self-reflection on our past and ongoing SoTL projects as an inquiry into what it means to be in a successful student-faculty/staff partnership. Using thematic analysis, we identify and describe four distinct domains that can shape partnerships: (1) motivations to participate, (2) challenges, (3) power, and (4) definitions of success. The article concludes with a set of questions to stimulate initial and ongoing conversations between partners to guide new partnerships in defining the parameters for success in their proposed collaboration. Les partenariats avec les étudiants sont considérés comme l’un des principes de bonne pratique de l’Avancement des connaissances en enseignement et en apprentissage (ACEA). Toutefois, tous les partenariats ne connaissent pas le même succès. Quelles sont les caractéristiques communes des partenariats réussis et quels sont les éléments préparatoires qui peuvent aboutir à des partenariats mieux réussis? Dans cet article, notre groupe, consistant d’étudiants de cycles supérieurs, de conseillers pédagogiques et de professeurs, se lance dans une auto-réflexion détaillée sur nos projets passés et présents en ACEA qui constitue une enquête sur ce que cela signifie de faire partie d’un partenariat réussi entre étudiants, professeurs et membres du personnel. Par le biais de l’analyse thématique, nous identifions et décrivons quatre domaines distincts qui façonnent les partenariats : 1) la motivation à participer, 2) les défis, 3) le pouvoir et 4) les définitions de la réussite. En conclusion, nous posons un groupe de questions pour stimuler les conversations initiales et continues entre les divers partenaires afin de guider les nouveaux partenariats à définir les paramètres menant à la réussite dans leur collaboration proposée.

Download Full-text

Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research

Educational Research for Social Change ◽

10.17159/2221-4070/2021/v10i1a5 ◽

2021 ◽

Vol 10 (1) ◽

Author(s):

Lulza Olim de Sousa ◽

Emerentia Antoinette Hay ◽

Schalk Petrus Raath ◽

Aubrey Albertino Fransman ◽

Barend Wilhelm Richter

Keyword(s):

Climate Change ◽

Action Research ◽

Participatory Action Research ◽

Teaching And Learning ◽

Research Process ◽

Participatory Action ◽

Action Research Project ◽

Community Based ◽

Community Based Research ◽

Self Reflection

This article reflects the learning of five researchers in higher education in South Africa who took part in a participatory action research project to educate teachers how to integrate climate change issues into their teaching and learning. It was the first time any of the researchers had used participatory action research. We are all from natural science backgrounds and now involved in education for sustainable development. We had been trained in more traditional, objective, and researcher-driven methodologies grounded in a positivist paradigm. The purpose of this article is to share our learning about the changes we had to make in our thinking and practices to align with a participatory paradigm. We used reflective diaries to record our journey through the action research cycles. A thematic analysis of our diaries was supplemented by recorded discussions between the researchers. The analysis revealed that, while it was challenging to begin thinking in a different paradigm, we came to appreciate the value of the action research process that enabled teachers to integrate climate change issues into their teaching in a participatory way. We also concluded that we require more development to be able to conduct participatory research in a manner true to its values and principles. The conclusions we came to through our collaborative reflections may be of value to other researchers from similar scientific backgrounds who wish to learn what shifts in paradigm, methods, and processes are needed to be able to conduct community-based research in a participatory way.

Download Full-text

Editorial

HOW ◽

10.19183/how.27.1.545 ◽

2020 ◽

Vol 1 (27) ◽

pp. 7-9

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

English Language Teaching ◽

Language Teacher ◽

Self Reflection ◽

The World ◽

English Language Teachers ◽

Ethics In Research

New ways of thinking are constantly emerging in English language teachers around the world, new ways that open windows to other horizons in English language teaching and learning. In this first issue of HOW Journal in 2020, the English language teacher-authors articulate themes related to colonial issues, ethics in research, self-reflection, and novel implementations concerning teaching progress.

Download Full-text