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Teaching in Higher Education
Critical Perspectives
Volume 15, 2010 - Issue 1
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Articles

Supporting the reflective practice of tutors: what do tutors reflect on?

Amani Bell Institute for Teaching and Learning, University of Sydney, Rm 382 Carslaw Building (F07), Sydney, NSW, 2006, AustraliaCorrespondence[email protected]
,
Rosina Mladenovic Faculty of Economics and Business, University of Sydney, Sydney, Australia
&
Reuben Segara Faculty of Economics and Business, University of Sydney, Sydney, Australia
Pages 57-70 | Published online: 26 Jan 2010

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Rocío Barrios-Rodríguez, Inmaculada Salcedo-Bellido, José Juan Jiménez-Moleón, Macarena Lozano-Lorca, Noelia Galiano-Castillo, Enrique José Cobos, José Dámaso Vílchez Rienda, Rocío Olmedo-Requena, Carmen Amezcua-Prieto, Sandra Martín-Peláez, Carmen María González Domenech, Juan Pedro Arrebola Moreno, Raúl A. Rica, María Eugenia García-Rubiño & Pilar Requena. (2023) Peer review of teaching: using the nominal group technique to improve a program in a university setting with no previous experience. International Journal for Academic Development 28:4, pages 385-397.
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Valeria S. Cotronei-Baird, Austin Chia, Angela Paladino & Alexandra Johnston. (2023) Examining the influence of professional development on tutors’ teaching philosophies. Higher Education Research & Development 42:6, pages 1338-1361.
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Sam Redgate, Paul Potrac, Emma Boocock & Sonia Dalkin. (2022) Realist evaluation of the Football Association’s Post Graduate Diploma (PG Dip) in Coach Development. Sport, Education and Society 27:3, pages 361-376.
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Simon Brownhill. (2022) Asking more key questions of self-reflection. Reflective Practice 23:2, pages 279-290.
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Jenny Gibbons. (2019) Reflection, realignment and refraction: Bernstein's evaluative rules and the summative assessment of reflective practice in a problem-based learning programme. Teaching in Higher Education 24:7, pages 834-849.
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Fran Myers, Hilary Collins, Hayley Glover & Mor Watson. (2019) The Automation Game: technological retention activities and perceptions on changes to tutors’ roles and identity. Teaching in Higher Education 24:4, pages 545-562.
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Danielle Hitch, Paige Mahoney & Susie Macfarlane. (2018) Professional development for sessional staff in higher education: a review of current evidence. Higher Education Research & Development 37:2, pages 285-300.
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David Aldous & Jane Freeman. (2017) Framing pedagogic relations within the boundaries of Foundation Degree Sport and Coaching qualifications. Sport, Education and Society 22:6, pages 710-720.
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Kate Thomson, Amani Bell & Graham Hendry. (2015) Peer observation of teaching: the case for learning just by watching. Higher Education Research & Development 34:5, pages 1060-1062.
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Amani Bell & Rosina Mladenovic. (2015) Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development. Teaching in Higher Education 20:1, pages 24-36.
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Chin-Wen Chien. (2014) Pre-Service elementary school English teachers’ learning and reflection through simulated teaching practice and oral interviews. Reflective Practice 15:6, pages 821-835.
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Conor Carroll & Deirdre O’Loughlin. (2014) Peer observation of teaching: enhancing academic engagement for new participants. Innovations in Education and Teaching International 51:4, pages 446-456.
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Jenny Yiend, Saranne Weller & Ian Kinchin. (2014) Peer observation of teaching: The interaction between peer review and developmental models of practice. Journal of Further and Higher Education 38:4, pages 465-484.
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Sinead Breen, Aisling McCluskey, Maria Meehan, Julie O'Donovan & Ann O'Shea. (2014) A year of engaging with the discipline of noticing: five mathematics lecturers' reflections. Teaching in Higher Education 19:3, pages 289-300.
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Amani Bell & Rosina Mladenovic. (2013) How tutors understand and engage with reflective practices. Reflective Practice 14:1, pages 1-11.
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Articles from other publishers (9)

Laura Cutroni & Angela Paladino. (2023) Peer-ing in: A systematic review and framework of peer review of teaching in higher education. Teaching and Teacher Education 133, pages 104302.
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Volkan İnceçay & Kenan Dikilitaş. (2022) Online peer observation: Reflections on a process-based job-embedded professional development activity through video recordings. Teaching and Teacher Education 120, pages 103901.
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Nicholas Sun-Keung Pang(彭新强). (2020) Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching. ECNU Review of Education 5:3, pages 470-490.
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Cherie Lucas. (2018) More than I expected: Reflections on being observed and reviewed as a pharmacy teacher. Currents in Pharmacy Teaching and Learning 10:6, pages 803-806.
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Yaw Owusu-Agyeman, Otu Larbi-Siaw, Boahemaa Brenya & Abena Anyidoho. (2017) An embedded fuzzy analytic hierarchy process for evaluating lecturers’ conceptions of teaching and learning. Studies in Educational Evaluation 55, pages 46-57.
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Carolyn Hoessler & Denise Stockley. (2016) How graduate students are supported in their teaching. Journal of Applied Research in Higher Education 8:2, pages 146-158.
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Tim Griffin, Lisa Armitage, Paul Parker & Sky Hugman. 2016. Assessment for Learning Within and Beyond the Classroom. Assessment for Learning Within and Beyond the Classroom 225 237 .
Anna Wach‑Kąkolewicz. (2015) Hospitacje zajęć ukierunkowane na wspieranie rozwoju kompetencji dydaktycznych nauczycieli akademickich. Kwartalnik Ekonomistów i Menedżerów 36:2, pages 77-94.
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Andrelyn C. Applebee. 2014. Peer Review of Learning and Teaching in Higher Education. Peer Review of Learning and Teaching in Higher Education 125 136 .

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